...assigned text I am left with only one conclusion regarding the methods of observation and documentation that I would use to track early childhood development. This choice has been strongly influenced by the Pediatric Therapists that I have been involved with when dealing with the special needs of my youngest child and also my own experience as a Certified Nursing Assistant. Observation and Assessment; by observing a child in a neutral or if you will there natural environments and simply documenting there active daily living skills or what is more commonly referred to in the Health Care Profession A.D.L.’s you can gain understanding of where there strengths and weaknesses are. When you observe a child within their peer group you can quickly gain an understanding if there developmental skills are lesser than or equal to others of their peer group. Take for example my son he is 41 months old and appears at first glance to be appropriately physically developed with no disabilities. Placing him within his peer group and simply observing his behavior and interactions with his peers will immediately entice you to observe him in more detail. When walking away you will notice that his knees turn inward and he appear to be dragging his right leg and walking on the inner portion of his left foot, you will also notice that his right leg appear to stay in a flexed position when standing. Upon further observation you will notice that while he has a constant pattern with his speech that...
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...existing concurrently with deficits in adaptive behavior and manifested during the developmental period, which adversely affects a child’s educational performance. Exclusionary Criteria: A child must NOT be determined to be a child with an exceptionality if the determinant factor is: Exclusionary Factor How to Evaluate Evidence shows that the student’s previous reading instruction Lack of appropriate instruction in reading, and curriculum addressed phonemic awareness, phonics, including the essential components of reading vocabulary development, reading fluency (including oral reading instruction (defined in section 1208(3) of the skills), and reading comprehension strategies. This evidence may ESEA(NCLB); come from; (a) an evaluation of the school’s basal curriculum and supplemental materials, and (b) that the student actually received instruction provided by highly qualified teachers using appropriate basal curriculum and supplemental materials. For a child three to five years old, who is not yet enrolled in kindergarten, teams should consider “appropriate instruction” as the child’s participation in appropriate activities. This evidence may come from interviews with family and other caregivers and through observation in the child’s natural environment that indicates whether or not the child has been exposed to activities appropriate for his/her age. Evidence shows that the student’s previous math instruction and Lack of appropriate instruction in math; or curriculum addressed...
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...The simplest form of direct observation is a brief narrative account of a specific incident called an anecdotal record. Often an anecdotal record is used to develop an understanding of a child’s behavior. Anecdotal records do not require charts or special settings. They can be recorded in any setting and require no special training. All you need is paper and a writing tool to record what happened in a factual, objective manner. The observation is open-ended, continuing until everything is witnessed. It is like a short story in that it has a beginning, middle, and end. The process of recording the incident requires a careful eye and quick pencil to capture all of the details. You will need to note who was involved, what happened, when it happened, and where it occurred. It needs to be done promptly and accurately. Figure 3-5 shows the contents of an anecdotal record. When you use the narrative form of observation, your eyes and ears act like a video camera. You will be recording pictures of children playing, learning, and interacting. During your observations, you will record how children communicate, both verbally and nonverbally. You will record how they look and what they do. Physical gestures and movements should be noted. You will also detail children’s interactions with people and materials. Record as many details as possible. Anecdotal Records Must Be Objective During the observation process, it is important to...
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...Teaching for Exceptionalities Benchmark Jettie McGraw SPE 226 February 24th, 2015 Abstract Special education teachers are required to accommodate their student’s special need by maintain and adapting lesson plans to meet their individual need and ability. Adapting the lesson plan to their specific need and ability requires observations, meetings and lots of patience. This essay details my experience within a special education classroom, it includes observations and a detailed accommodated lesson plan. This experience provided me with insight on the daily life of a special education teacher, and prepares me for a future career in teaching. Teaching for Exceptionalities Benchmark Students with special needs require adapted teaching methods that vary from those of their peers. These adapted methods stem from detailed observations, that are then included in an adapted lesson plan that is specific to that child’s need. Each adapted lesson plan has a goal, both short term and long term. These goals are then further extended in the form of evaluations and even more observations that are essential in determining a child’s ability in a core area, which then aides the teacher in creating a lesson plan suitable for this child and their need. It is essential that a special education teacher actively observes her students, evaluates what they have learned, and adapts the lesson plan to their need, to create a learning environment that is developmentally appropriate and educationally...
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...include in an evaluation of an observation of a child's development. Evaluating the observation of the children Explain the observation by evaluating the child's development. Focus on the aim and draw conclusions about the child's development you observed. Try to be fair and objective in your conclusions. Remember they are based on one short observation. Assess the child's stage of development Assess the child's stage of development - give reasons for your assessment. Assess the extent to which the child's development is within the range of the norm - give reasons for your comments. Make reasoned judgements as to the likely cause of the child's development progress. Suggest reasons for the child's development and behaviour. Include references to child development experts to support your opinion. Personal learning What have you learned from the observation about child development? What have you learned about this child or children? Helping the child to progress Suggest ways to help the child progress to the next stage of development. Recommend a referral for assessment by another professional. What needs have you identified for this child? What action can you take to meet the needs of the child. How can you develop the child's skills and talents? Suggest specific activities to help this child. Equal opportunities - include specific examples to demonstrate your understanding. Show how you provide for the individual needs of every child. Discuss how to give empowerment...
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...Classroom Observation For this project I chose to visit and observe in a private preschool program oriented towards the mentally-impaired child. This small school is very near a state university, although it is not directly associated with it. Most of the families who enroll their children in the school are graduate students or faculty at the nearby campus, and the director is a graduate student in the master's program in education. There are eight 4-and 5-year old children in the group, and each of them has some special difficulty in the emotional or mental realm. The physical environment is a house that has been partially converted into a school. The director uses her kitchen and living room for various activities, and two other rooms are set aside for the children, as well as the fenced-in outdoor play yard. The atmosphere is homey and friendly, and the director is as relaxed as if she were inviting the families, the children, and me over for a friendly chat over coffee. This program is a half-day arrangement, and day care is not provided. The educational and mental health curriculum is intended for enrichment and specific assistance to children and families that have identified some difficulty in their child's behavior or development. Most of the children come through referral from the local mental health center. The instructor carefully screens each family and makes certain requirements for parental involvement in the program. Each parent assists for a few hours...
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...make professional judgements about children’s achievements and decide on the next steps in learning’. As a generic description for working with children from birth to five, this clarifies the purpose of assessment. Within my provision the assessments we use to observe the development of our children are. • Tracking sheets… • Baseline Assessment sheets is a legislation document which is a bench mark for the milestones of each child. • Home visit welcome packs… • Observations long/ post it notes which is written/verbal which is a form of assessment used with parents/ carers staff and child to aid their learning where they are at and where the need to be. With out this the evidence we cannot say the child is at this level. • I would like to share observation sheets to go home so that if the child has a special occasion they would like to share from their weekend with staff and their friends in nursery. This helps with the child to show and tell helps them to open up if shy or has low self esteem and to make them feel special which encourages the child to talk in front of others. • Learning journeys… work in partnership with parent cares. Cover 6 areas of learning and next steps. • The CAF is a standardised approach to conducting an assessment of a child's additional needs and deciding how those needs should be...
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...practice, according to the Early Years Foundation Stage, now incorporates regular and routine observation of children. Of course, just observing a child is not sufficient – the information you gather from observing the child AND from talking to the parents must be used effectively and efficiently. Factual information from observations will contribute to the child’s profile, and therefore to a regular assessment. An assessment is done by comparing what the child can do NOW with published developmental norms. These can be found on the Internet in the form of a document called “Early Years Outcomes”, published Sept 2013 and produced by the Department of Education. This comparison will establish whether the child is developing typically or atypically, and identify areas where the child may...
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...CSI COMPETENCY STATEMENT I To establish and maintain a safe, healthy learning environment As a teacher of young children I am aware of the need to provide a learning environment that helps children grow, develop and learn. As I reflect on my teaching practices, I make sure that I provide appropriate teaching strategies and services in each of the three Functional Areas below to meet Standard I. Safe - Each day, I make sure the environment is safe for the children in my care. The classroom is free of dangerous objects that can harm the children. All electrical outlets are covered, cleaning supplies/chemicals are stored in a locked cabinet, and the floor is checked throughout the day for unsafe conditions. The outdoor play areas are checked before the children go outside to play. The fire extinguisher, smoke detector, and other emergency equipment are checked monthly. I practice emergency drills monthly. I also keep a well-stocked first-aid kit available. Health - Good health habits are very important and must be practiced daily. The children and I practice good health habits throughout the day. We wash our hands before meals, after toileting, outside play, messy activities, etc. All tabletops, counters, chairs, etc. are sanitized daily at appropriate times. Toys are washed daily or more often if needed. Learning Environment - In my classroom, I make sure all toys are within the children's reach. All materials are displayed on low labeled shelves. My...
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...Nations Rights of the Child (UNCRC) states that each and every child has the right to participate and engage in play which is age appropriate, and to ensure each child’s provisional resources are met in order to have full participation in play, leisure and cultural life https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/296368/uncrc_how_legislation_underpins_implementation_in_england_march_2010.pdf . This is further supported by Article 29 of the UNCRC which highlights the importance of each and every child reaching to the best of their ability, having the right to peaceful learning, developing a well- established value and belief system through what they are taught and from their social experiences,...
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...refer to different types of individuals with or without exceptional learning needs. For example, the term impairment refers to the loss or reduced function of a particular body part or limb (Heward, 2009). Such as a soldier who may has a missing limb due to the current war or a child losing their leg after an accident. Handicap is a term that refers to a problem or disadvantage that a person with a disability or impairment encounters when interacting with the environment (2009). Children who may not have an identified disability but have a greater chance of developing a disability are considered at risk (2009). When an educator apply this term to infants, preschoolers, and young school age children because of biological, the home environment, or developmental problems. 2. Explain how each of the six major principles of IDEA will guide your thinking about working with young children as a child development professional. Based on what you learned in the first 2 weeks of the course, if you could recommend a change to IDEA in its next authorization that would do more to positively affect children ages 0–5, what would it be, and why? The IDEA’s six major components have opened my eyes and mind as a child development professional. Although there are six major principles, I believe the first three are the most important. First, the no reject ensures children, youth, and adults receive...
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...to Write a Child's Observation Report By Lynn Rademacher, eHow Contributor * * * Share * * Print this article Observing children at play helps educators to structure the classroom. Child observation reports are created for a variety of reasons. College students who are childhood development majors will complete several observations as part of their coursework. Therapists use observation reports to determine the appropriate type of treatment for children with special needs. Child observation reports must contain specific information about the child in a clear and concise manner to be useful to those who are reviewing the report. Other People Are Reading * How to Give Details About Children in Observations * How to Write an Observation Report Instructions 1. * 1 Record the actions of the child during the observation time. Avoid observing the child during quiet time or nap times. * 2 Collect background information on the child from thechild's caregivers. This information is important to understanding the behaviors that will be observed in the child. * Sponsored Links * Free Plagiarism Checker Trusted by over 3 million students, faculty, & professionals worldwide. www.grammarly.com/Plagiarism_Check * 3 Document the physical characteristics of the child. For example, if the child has a physical disability this should be noted in the report along with how the child overcomes the disability...
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...assistant program for food or income Existing school improvement plans and activities, including support and remediation Last year Maricopa County Head Start had its tri annual Office of Head Start federal review. This year the improvement plans include child supervision trainings for new and returning staff before children enter the classroom and monthly meetings to review each individual classroom’s children supervision plan. Monthly staff development meeting have also been added to the calendar to improve the quality of observations taken by staff as part of Head Start’s assessment for motoring the progress of the students. For support during these changes new communication standards have been put into place to increase the quality and frequency of communication between management staff and teaching staff, twice a month management staff has a “one-on-one” with site supervisors and site supervisors have twice monthly “one-on-one” with teaching staff. Special education programs Head Start does not have special education programs. Head Start does support children with special education needs in the classroom by having teaching staff communicate on a monthly basis with the student’s special education teacher. If needed the special education teacher comes to the Head Start classroom to work with the student in an educational environment instead of the home. Student performance/achievement profile Student performance is monitored through two different assessment tools. The first...
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...I observed at Teravista Elementary School in Round Rock ISD. During my observation, I was in a fifth-grade language arts/reading and math class. My focus was a female student (11 years old) who was placed in Special Education for behavioral issues. I was there for approximately three months (February - April). During my observation, I noticed a few strategies and techniques the teacher used to deter undesirable behaviors. One of the tactics I noticed the teacher used was to ignore the student. In previous observations, I have noticed that this is a common strategy teacher and paraprofessionals use to help reduce disruptive behaviors. In this instance, the teacher did not cater to the student’s need for attention. For example, the student would do random verbal outbursts in the middle of the lesson. At this point, the teacher would either ignore the outburst and continue with the lesson. However, at times that teacher would simply...
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...Child Study Cynthia Machol ED603 – Human Growth & Development University of New Haven March 28, 2011 Introduction As a future teacher it is important to be able to understand the physical, cognitive, and emotional changes that students are going through. Teachers must be versed in the basis of all areas of development. Teachers have a huge responsibility to give their students a positive, enlightening classroom in which they can blossom physically, cognitively, and emotionally. A teacher that understands their students’ physical development may find it easier to identify a possible cause to a problem a child is having in school. Understanding the stages of cognitive development is of the utmost importance. Knowing a child’s starting point is essential for a teacher so they can plan the right way to help move the child through their zone of proximal development. It is a teacher’s job to promote thinking abilities in their students. By asking higher order questions a teacher will help in their cognitive development. A child’s development of personality and self-esteem is important to not only their schooling, but in their whole life. A teacher can help their students establish this personality and give them multiple ways to develop their sense of self. My purpose in this child study is to be able to analyze an individual child’s physical, emotional, and cognitive development and determine how the changes she is going through will affect her learning and behavior. ...
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