Infant/Toddler or Child Observation
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
OBSERVATION OF AN INFANT/TODDLER OR CHILD (KEY ASSESSMENT/FIELD WORK ASSIGNMENTS): *Fieldwork 1 (Key Assessment): Observation of an Infant or Toddler (0-36 months old) or Child (3-8 years old) 10 Part I: Observation, Documentation and Analysis, Infant or Toddler For this 4-6-page assignment, you will focus on an infant or toddler who is between 0-36 months old.
You must observe the infant or toddler and interview at least one of the childs parents/caregivers, with the observation and interview being a combined total of approximately 5 hours. Observations must be conducted in one of the following settings: a home, childcare setting, preschool, Head Start, or primary school classroom. In addition, your choice of observation sites should follow programmatic guidelines to ensure diversity across and within your fieldwork placements.
Once the observation is completed, you will then use your notes from the observation and interview, as well as other forms of documentation that you will collect (as noted), to create a portrayal of the infant or toddler you observed. In addition, you will conduct a detailed analysis of the child where you will reflect upon your observations, what they tell you about who the child is in the world, and how the information you have gathered connects to larger practical and theoretical implications. Your completed assignment, modeled after the Descriptive Review process*, will include the following sections: (*Descriptive Review reference article noted in syllabus and provided in Blackboard.) I. Introduction: The contextual information: Note the childs gender Note the childs age other information on the childs background such as language(s) spoken in the home, siblings, etc Make sure to include: Date of the observation
Time of observation (both the start and end time) Description of the setting and participants present If the observation is conducted in a childcare or school setting, include a brief summary of school and community demographic information. Why you decided to observe this particular child IIa. Observation (Notetaking, Describing) This section will be comprised of your observation notes, organized in the categories listed below. As discussed in class, the language you use when recording observations should be descriptive, setting aside heavily judgmental language and diagnostic or other categorizing labels…what is most important is to ground language used to describe a child in examples and illustrations so that the language is well rooted in observation. (Carini, 2011, p.11).
Be sure to use examples from your observation notes as you create your child portrayal: Your child portrayal should include the following areas: physical presence and gesture disposition and temperament connections with others (both children and adults) strong interests and preferences modes of thinking and learning 11 *Further descriptions of the above categories will be provided in class. IIb.
Documentation As discussed in class, documentation enables us to visibly listen to the child and can be used as a valuable research tool. For this section, you will collect at least three artifacts that you feel best represent who the child is (reflect back on the five categories in your child portrayal). Artifacts can include partial transcripts from the observation (i.e., transcribed excerpts from an audio or video recording clip), a list of the child’s responses to a prompt, individual or group photographs or videos of the child, child work samples (i.e., drawings, writing, artwork, dictated narratives, etc…). Examples of artifacts and descriptions/discussions will be provided in class. Keep in mind that the nature of the artifacts you collect will depend in part, on the age of the child you are observing.
Describe each piece (what it is, with a brief description of the context surrounding it) Discuss why you think this artifact is significant? What does it tell you about the child (physical presence, disposition, connections with others, strong interests and preferences, modes of thinking and learning)? III. Reflection/Analysis (Note making, Deciding) In your reflection section, you will reflect on your observation notes and think about what they could mean.
You will compare the data from your observation to the information you have examined through course literature (include citations). Make sure that you focus on the strengths and interests of the child, as well as the developmental needs. What did you learn about the child? o For instance, what are the childs strengths and interests? What, if observed, does the child struggle with? What type of learner is the child? NAEYC identifies three developmental domains in their discussion of Child Development as follows: physical, cognitive (including language), and social-emotional.
Discuss your observations of the infant/toddler (child) in the context of each of the three domains (see https://oldweb.naeyc.org/about/positions/dap3.asp for more information on the NAEYC Principles of Child Development that Inform Practice, including the three domains)
In what ways does the information you collected through observing and documenting, inform you about the childs growth, development, and presence in the world? IV. Implications for Practice (Planning, Acting), Conclusion Based on your observation(s), what strategies would you recommend to support the childs development, whether at home or in a childcare/school environment?
What feedback would you provide to the parents to further enhance the childs development? How would you as a teacher use this information when thinking of developing curriculum and a learning environment that is supportive of the childs strengths, interests and needs? 12 Support your analyses, particularly in sections III and IV with principles from research and/or developmental theory (*Include connections to course literature throughout the paper.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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