Developmental Psychology and Anecdotal Assignment

CLDDV hundred and bingle Anecdotal placard Assignments Education of the approximation without education of the heart is non education at all. Aristotle Goal observant nestlingren The goal of observation is to enhance your reasonableness of the major concepts and milestones of mystifyment by dint of observation of real shaverren rather than exactly nurture or tryout virtually how fryren grow and develop. Child development refers to the kinds of neuters that occur from conception with late adolescence.Physical ( book and gross/large motor), cognitive, emotional, affectionate, self- process, and esthetical development go forth be explored through these observations, providing a brief account of development as it occurs. In addition, using well-written anecdotic testifys t all(prenominal)ers argon better satisfactory to track a pincers interests, how a baby is getting a pine, learning, and progressing in a program, take the basis for meanning developmentally earmark curriculum to service the claw build acquirements, and have documentation to support schoolroom assessments.Observations, preserve over time, and representative of all domains of development lavatory present a comprehensive picture of a kidskins development . Child growing/Developmental Domains Child development foc affairs on the processes of convince and stableness in fryren from conception through late adolescence. Developmental scientists study some(prenominal) quantitative change and qualitative change in nestlingren. Quantitative change is a change in number or amount, such(prenominal)(prenominal) as in height, weight, size of vocabulary, or frequency of communication and is continuous throughout childhood.Qualitative change is a change in kind, structure, or organization and is discontinuous. It is tag by the emergence of refreshed phenomena that seatnot be anticipated easily on the basis of earlier functioning. One example is the change from a sign-la ngu board(a) child to one who understands explicates and can habit them to communicate. The processes of change and stability that developmental scientists study occur in domains. For purposes of study, developmental scientists separate the domains into antithetical aspects of the self including physical (small and large go throughs), cognitive, emotional, and personal br unalikely.All domains ar interrelated. Physical Development egress of the body and brain, the development of sensory capacities and motor skills including health. Cognitive Development change and stability in mental abilities, such as learning, memory, langu days, judgement, moral reasoning, and creativity. unrestrained Development change and stability in the development of a bountiful range of emotional responses to events and interactions from sad to happy to angry, and learning to deal with them trancely. kindly Development growth in ones ability to interact and communicate with early(a)s in impo rtationful ways. 01 anecdotal appointee 09/29/2010 1 Piagets Concrete Pre-operational Stage (2-7 eld of age) The preschool-aged children that you leave behind be sight have entered into Piagets preoperational floor of cognitive development. The key feature of childrens thinking in this stage is tokenic representation. The child is now able to usage a symbol, an object, or a word to stand for something else. The handling of symbols can be clearly go overn in the childs affair of spoken communication for example, the child can now represent objects in the milieu with the appropriate word and can refer to chivalric and future events.The office of symbols is to a fault apparent in childrens drawings, imitation, mental imagery, and symbolical play. For example, a preoperational child tycoon be spy feeding her doll difficult number cereal or drawing a picture of the balloons at her lead birthday party. Thinking in hurt of symbols does permit much than tractability a nd planning in their bother solving. Despite these increases in cognitive skills, the mentation processes of preoperational children result in characteristic differences in reasoning. Beca manipulation they do not using up logical operations, their reasoning often seems flawed to adults.One of the most easily observed differences in how preoperational children reason at this age is the t terminationency to view the field from ones stimulate perspective only, a phenomenon that Piaget termed egocentrism. Beca practice session of egocentric thinking, preoperational children whitethorn hide by covering their eyes or only separate of their bodies, believing that if they cant see the seeker than they, themselves, cant be seen. Other preoperational reasoning errors result from thinking that is intuitive, rather than logical.For example, preschool children are incapable of conservation they do not understand that certain properties of objects, such as volume or mass, do not change jus t becaexercising the superficial appearance of the object changes. Preoperational children are not only level(p) to their perceptions, they are also unable to de-center their thinking, or think about more than one aspect of a problem at a time. Their thinking shews what Piaget called irreversibility they are unable to reverse or mentally undo an action. During this stage of development, children go refreshed talking to at an astronomical rate.These rapid gains in childrens vocabulary are accompanied by mastery of more complex grammatical structures such as forming past tenses and plurals. As children acquire the grammatical rules of their language, a type of error called overregularization whitethorn occur in which children overuse the raw material rules of language. For example, a 2 ? or 3-year-old may say, I bringed my puppy, or My feets are cold. Children also become more in all probability to use correct syntax that is, they become more aware of how words should be dr ifted to convey a particular meaning. Childrens knowledge about sex exertion and gender- grapheme expectations develops real early.Preschoolers have a strong sense of gender identity, a sense of being male or female. Between the ages of 4 and 6, children develop gender constancy the realization that gender stays the aforesaid(prenominal) regardless of how one looks or behaves. At this point, they may adopt very(prenominal) rigid standards for what they believe is appropriate male and female dress and conduct. ci anecdotal denomination 09/29/2010 2 Preschool children are more likely to play with sex-appropriate toys that is, sons are more likely to play with unimaginative boy toys such as trucks and girls are more likely to play with stereotypical girl toys such as dolls and kitchen sets.Over the preschool years, gender segregation also increases, as children are more likely to play with same-sex peers rather than oppo station-sex peers. Preoperational childrens social inte ractions become increasingly reciprocal and coordinated, which is reflected in their play. Childrens play can be divided into four categories, ranging from least to most socially complex nonsocial act (onlooker and solitary), parallel play, associative play, and cooperative play. Around the age of 4 of 5 there is a developmental shift in the type of play in which children engage.Four and five year olds go about to wrangle constructive play, drawing pictures or hold uping on puzzles in pairs or assemblys, purposefully creating and constructing something together. Play also becomes more complex as children begin to experiment with both everyday and imaginary roles through pretend or dramatic play. This type of play involves advances in cognition, perspective taking, and communication skills. sequence there are individual differences in development, most children develop typically.Some children, however, may show portentous maturational delays or differences these children are often identify with developmental disabilities. While numerous developmental disabilities are identified found on delays or differences from what we know of typical development, and different laboratoryels are utilize to describe the patterns of difference. It is classical to remember, however, that a child with a disability is outgrowth and foremost a child, and that all children are typical in many ways. So instead of aspect disabled child, it is more appropriate and respectful to state a child with a disability. Writing adroitnesss If you battle with your compose skills, there are several resources including enrolling in CLDDV-48, securing a teach through the Mentor Program (see instructor for referral), utilizing MJCs writing lab or tutoring center, or working with a skilled highschool or college student or peers to review your namings before they are due. The chase pointers testament armed service your success in writing effective and informative observational reports. o give the spell and grammar check functions in your computers writing program. carefully review versions of commonly used words such as theyre (they are), their (their shoes), and there (There are the missing shoes. ) o Carefully review words such as wherefore and than ? Then connotes the race among actions, such as, We will learn about anecdotal says and then running records. ? Than connotes a comparative measurement, such as, Amanda is taller than Dylan. o The over use of the word then is another sector to consider. Try to limit your use of it in your observational reports as it is often used excessively. o look out the correct format for quotations.Anytime you are reporting what the child said, you must use the standard quotation format. Example Kevin could not reach the ball. He said, instructor will you get the ball for me? hundred and one anecdotal appellation 09/29/2010 3 o When children are using tricycles, the word that describes how their feet work is pedal. Examples He pedaled. She pedaled. He was pedaling. o Write your anecdotal observational reports in past tense. This means your verbs will often end in ed. Examples Julia compete with the trains. Kevin walked from the blocks to the carpet area. Keifer asked the teacher, May I have my turn now? How to record your observation Directions Observations must occur in a licensed preschool center-based program. authorise childrens centers are programs that operate either preschool and/or full-day childcare work for children between 30 months and 5 years of age. They are licensed by the State of California, Department of Social Services, Community Care Licensing and receive site visits and inspections on a regular basis. The pastime are non pleasing as observation sites family child care homes, faith based nursery programs, family events, park visits, or play meets.Past experience has demonstrated that these observations are not effective for the purpose of this course. S elect a program that is willing to work cooperatively with you and provide the necessary development such as the childs birth date. It is appropriate to give a fictitious mention to the child to keep the childs name anonymous. Find a position where you can observe without interfering or interacting with the activities of the classroom. Come lively with your paper and writing implements so that you do not interrupt the staff. A clipboard or supportive binder is appropriate, so that you can write on your lap. Keep a low profile. Computer Generated Work/Word treat Work/Paper Headings All papers must be word processed (typewritten), with no less than a 12 font, space and a half. In addition, each paper submitted is infallible to be labeled with the information below in the top left hand corner of the archetypal page. Please number each page and staple all pages together. written document will be graded as follows o Required breeding 10% o Conforms to format provided 10% o W ritten content, answers assignment 50% o Writing (grammar, spelling, syntax, structure, etc. 30% Developmental Domains/required to focus on for each observation o Anecdote 1-Physical Development/Large Motor sciences (i. e. pedaling a tricycle, hopping, skipping, cold shouldering) or Physical Development/ baseborn Motor Skills (i. e. cutting, drawing, painting, beading) o Anecdote 2- Cognitive Development (i. e. pre- math, science, memory, cause/effect, adjacent directions) o Anecdote 3-Emotional Development (i. e . typically there will be some type of social interaction where you record the childs emotional response to the interaction) 01 anecdotal assignment 09/29/2010 4 o Anecdote 4-Social Development (i. e. a social interaction between the child you select and one other child you may NOT record an observation between a child and an adult. ) Please record the conversation between the two children. This narrative may be fairly longer than your first three anecdotal observati ons. Anecdote Write verbs in past tense. Select ONE preschool-aged child who is 3, 4, or 5 years of age. The child you select is the focus in your anecdote. Follow the child as s/he moves, if necessary.Quickly record in sequence all activity and try to reference, word for word, the childs speech. It is not necessary to quote a teachers comments just summarize teacher comments. Your very first sentence in the anecdote demands to identify that the child who is the primary focus. Observe and document in writing a developmentally significant event keep written documentation for later use when typing so that you are not pulling from memory. A developmentally significant event is representative of the childs particular age and stage of development.Typically, a significant event in the childs day is something that you would fortune with the parent/caregiver at the end of the day magical spell discussing the childs growth and development. Be specific and date each anecdote. Times note beginning time of significant moment. The anecdote is one short story, which is organized around a beginning, middle and end of a story. Some anecdotes may be 15 minutes long (i. e. several sentences) especially when documenting social interactions and conversations but most will be 2-3 minutes long (i. . 5-7 sentences. ) Avoid subjective statements where you give your opinion or take inferences about things like, o Goodness or badness (instead of saying that the childs behavior was bad, state that when the other child grabbed the puzzle, the child reached over and hit) o Intentions (instead of saying that the child was holding for the teacher to bring out him, state without saying a word, the child was quietly standing conterminous to his teacher) o Feelings/Emotions (instead of saying child is mad, state child is stomping feet, etc. Skill Building Verbs will be written in a admixture of tenses as you share what child did in the past in order to explain childs curren t skill base mystify on two specific skills that the child is learning as from the documented significant event. Write two complete sentences and identify the domain area (i. e. aesthetic development cognitive development, emotional development physical development/fine motor physical development/ large motor elf-help skills social development. ) 101 anecdotal assignment 09/29/2010 5 Subjective Summary Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain childs current skill base You, the observer, share your sea captain opinion about what you observed during the developmentally significant moment. When you share your opinion, follow it with a statement of something observed to support your statement.Stay away from words such a good and great and also stay away from labeling and diagnosing behavior such as attention-deficit or autism. ) Suggestion to help the child inhabit to progress (When making the suggestion, take a look at the childs current skill base and then make a suggestion to scaffold to a more complex activity) You, the observer, share your professional recommendation for future curriculum activities. Suggest similar activities that will help the child increase proficiency in the area that s/he is building skills.If the child appears to be at the mastery level of his/her developmental stage of development, then suggest a more complex activity that you believe is still developmentally appropriate for that child. 101 anecdotal assignment 09/29/2010 6 Sample Anecdotal Assignment (Set up your assignment using this same format the sample format in the broadcast is not correct. You are welcome to copy and paste this sample into your take word document and then replace the existing information with your information. CLDDV 101 Last name, first name Smith, Laurie Title of Assignment Anecdotal Observation 1 imputable involution Wednesday, September 15, 2010 Date Turned In Wednesday, September 15, 2010 (on time) or Wednesday, September 22, 2010 (late) (Note if you are turning in the assignment on time, then you will enter the same date for Due Date and Date Turned In. If you are turning it in 7 days late, then you will enter two different dates. remark of preschool Address of preschool Phone number of preschool Name of head teacher Date of visit Time of significant event issue forth of teachers present Number of children present Name of child (it is okay to give the child a fictitious name) angelica Birth date of child January, 2006 Age of child including years and months 4 years and 8 months Focused on the following developmental domain Physical Development/Large Motor accusative Anecdote (do NOT use subjective words such as happy, sad, nervous, excited) While outside during free choice, Angelica walked over to Daisy and asked, Do you take to go slice? Daisy responded with a smile on her face, and then they ran to the swings. With the help of a teacher giving Angelica some starter pushes, she smiled and began to pump. She looked at Daisy and said, Look. Im up so high Daisy, who was pumping on the swing next to her, responded by saying, Me too. Angelica deald to swing next to Daisy for a few more minutes before moving to another activity. Skill Building (select from chart below or form your own) In terms of Angelicas physical development/large motor skills, she is developing balance and strengthening the large muscles in her arms and legs as she pumps on the swing.A second skill that Angelica is building is in the area of social development. The emergence of prosocial behavior is observed as she respectfully invites the other child to swing and then offers to interact with her in a positive melodyal mode during this interaction. Subjective Summary (in this area you can use your opinion) After observe Angelica swing, it is believed that she has well-developed physical coordination in the area of her large motor skills as she is able to sus tain pumping on the 101 anecdotal assignment 09/29/2010 7 swing with just a little help from the teacher getting her started.In addition, Angelica appears to play well with other children as observe when she not only respectfully invited another child to swing, but also continued to initiate a conversation with the other child while swinging. Suggestion to help the child continue to progress (When making the suggestion, take a look at the childs current skill base and then make a suggestion to scaffold to a more complex activity) In the area of curriculum development, it is suggested that Angelica continue to be provided with opportunities to engage in large motor activities such as swinging, running, jumping, climbing, and pedaling on a tricycle.Since, she already knows how to pump while on the swing, it is suggested that the teachers show her how to start the swing moving back and forth without the help of a teacher. This is a difficult skill to learn, so it is important to allow Angelica the choice to start on her own and/or get a starter push from a teacher as she works on skill building in this area. (If she was not able to pump at four years and eight months, you might say She is encouraged to continue to practice swinging with the support of a teacher who can fag down the move as she teaches her how to pump.If she was only three years old, you might say She is encouraged to continue to have positive experiences on the swing with the help of a teacher putting her on the swing and force her. As she grows older, a teacher can break down the steps as she teaches her how to pump. ) 101 anecdotal assignment 09/29/2010 8 Use this chart to help you locate skills that the child is developing. The Creative Curriculum Goals and Objectives at a Glance SOCIAL-EMOTIONAL DEVELOPMENT COGNITIVE DEVELOPMENT Sense of self Learning and Problem Solving -Shows ability to adjust to new situations. Observes objects and events with curiosity. -Demonstrate appropriate trust in adults. -Approaches problems flexibly -Recognizes own feelings and manages -Shows persistence in glide slope tasks. them appropriately. -Explores cause and effect. -Stands up for rights. -Applies knowledge or experience to a new context. Responsibility for Self and Others -Demonstrates self-direction and independence. -Takes responsibility for own well being. -Respects and cares for classroom environment and materials. -Follows classroom routines. -Follows classroom rules. Prosocial Behavior -Plays well with other children. Recognizes the feelings of others and responds appropriately. -Shares and prize the rights of others. -Uses thinking skills to resolve conflicts. PHYSICAL DEVELOPMENT Gross Motor -Demonstrates basic locomotor skills (i. e. running, jumping, hopping, galloping. ) -Shows balance while moving. -Climbs up and down. -Pedals and steers a tricycle (or other wheeled vehicle. ) -Demonstrates throwing, kicking, and catching skills. Fine Motor -Controls small muscles in hands. -Coordinates eye-hand movement. -Uses tools for writing and drawing. Logical Thinking -Classifies objects. Compares/measures. -Arranges objects in a series (i. e. sequence/set. ) -Recognizes patterns and can repeat them. -Shows awareness of time concepts and sequence. -Uses one-to-one correspondence. -Uses numbers and counting. Representation and symbolical Thinking -Takes on pretend roles and situations. -Makes believe with others. -Makes and interprets representations (i. e. be a symbol for. ) LANGUAGE DEVELOPMENT Listening and Speaking -Hears and discriminates the sounds of language. -Expresses self using words and expanded sentences. -Understands and follows oral directions. Answers questions. -Asks questions. -Actively participates in conversations. Reading and Writing -Enjoys and values reading. -Demonstrates understanding of print concepts. -Demonstrates knowledge of alphabet. -Uses emerging reading skills to make meaning from print. -Comprehends and interprets mean ing from books and other texts. -Understands the purpose of writing. -Writes letters and words. 2001 statement Strategies, Inc. Washington, DC. Permission is granted to matching in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 9Use the following ideas to help you locate more skills that the child is developing. The developmental domain area (i. e. physical development, cognitive development, etc. ) is not identified therefore, you will need to identify the domain area when selecting skills from below. What Children Learn from Play WHEN I EASEL pigment I hold -to develop visual sensation and creativity. -hand-eye coordination. -to distinguish and purposely create shapes. -to excerpt feelings and ideas. -that ideas have value. -relationships of space and size. -concepts of symmetry, balance, and design.WHEN I CUT WITH SCISSORS I hold in -to control the small muscles in my hand. -concepts of shape, size, food colour, and location. -to coiff ure resource and creativity. WHEN I SCRIBBLE AND DRAW I LEARN -to hold a pencil or other drawing implement and to control the pressure. -hand-eye coordination. -to exercise imagination and creativity. -that ideas have value. -Concepts of shape, size, color, and location. WHEN I FINGER PAINT I LEARN -to exercise imagination and creativity. -about how colors mix to make new colors (science. ) -concepts and shape, size, color, and location. hand-eye coordination. -an pleasurable way to make a mess, and have fun sharing ideas with others who are near. WHEN I PASTE, GLUE, AND COLLAGE I LEARN -to exercise imagination and creativity. -concepts of shape, size, color and location, and design, relevant to reading. -about different textures. -how to create patterns and designs, a math skill. WHEN I course WITH flirt DOUGH OR CLAY I LEARN -to see the shape against the background of the table, a reading skill. -concepts of shapes, sizes, length, and height. -to see contradict space when coo kie cutter shapes are taken away. to express feelings, especially negative feelings with squeezing and pounding. -to exercise imagination and creativity. -that the amount of a substance trunk the same even when the shape changes. WHEN I toy WITH SAND I LEARN to exercise my imagination. concepts of size, shape, and volume empty and full. how to use tools. to solve problems. concepts of partial(p) and cool, wet, damp, and dry, heavy and light. how to play socially with others. 101 anecdotal assignment 09/29/2010 10 to create own patterns and symbols, reading and writing skills. to observe changes, a science skill.EXAMINING OBJECTS AT A NATURE TABLE HELPS ME LEARN -new vocabulary. -concepts of texture, color, weight, and size. -to group objects into categories. -to observe likenesses and differences. -to appreciate nature and develop a sense of wonder. WHEN I SORT THINGS I LEARN -to notice details, likenesses, differences and to form categories, essential reading and math skills. -c oncepts of color, size, and shape. -numeral concepts of more and less. -logical reasoning. WHEN I STRING BEADS I LEARN -hand-eye coordination. -concepts of color, shape, and location. number concepts like more, less, longer, and shorter. -to create and reproduce patterns. -pride in accomplishment. WHEN I PLAY WITH PEGBOARDS I LEARN -one-to-one correspondence, one peg for one hole, a pre-math skill. -to make and repeat patterns, a pre-math skill. -concepts of addition as I add one peg at a time. -colors. -symmetry, shapes, order, and design. -hand-eye coordination. WHEN I DO COOKING PROJECTS I LEARN -about nutrition, tastes, and food groups. -how heat and cold change things. -concepts of volume and measure. -vocabulary. -whole-part relationships, math concepts. awareness of my own and other cultures. WHEN I PLAY WITH BLOCKS, CARS, AND TRUCKS I LEARN -concepts of shape, size, length and location, all reading and math skills. -to create and repeat patterns, a math skill. -to exercise i magination. -to express ideas. -to befriend with others. -to solve problems. -about the properties of wood. -to see oneself from a different perspective, that of a giant. WHEN I DO THINGS FOR MYSELF (SELF-HELP SKILLS), I LEARN -to competently care for own needs. -to control the small muscles in hands when buttoning and zipping. -to problem solve. to see oneself from a different perspective, that of a capable person. -self-confidence, as new skills are mastered. -I can teach others to help themselves. -awareness of the importance of hygiene when I wash my hands before eating or after toileting. WHEN I PLAY ON RIDING TOYS I LEARN -strength, balance, and large muscle coordination. -to use energy in a constructive way. -concepts of speed, direction, and location. -to use imagination as I pretend to be different characters and to make different road noises. 101 anecdotal assignment 09/29/2010 11 -to transact and take turns. to solve problems -self-confidence, as I master new skills. W HEN I PLAY ON CLIMBING EQUIPMENT I LEARN -physical strength, coordination, and balance. -to use imagination. -to cooperate with others when involved in group play. -to solve problems. -self-confidence as I develop new skills. WHEN I PARTICIPATE IN CIRCLE TIME ACTIVITIES I LEARN -to listen, sit still, and understand utter words. -that ideas added to the discussion have value. -to wait when others are talking. -new vocabulary words. -to remember the words of songs and poems I have learned. -the names of others in the group. to cooperate and be considerate of the needs of others. -to help plan what we will do and what we will need to do it. WHEN I reflexion AT BOOKS AND LISTEN TO STORIES I LEARN -that learning to read is important and enjoyable. -that letters on a page represent words. -to express own thoughts, feelings and ideas better. -to exercise imagination. -to interpret pictures to represent words and ideas. -to listen well to spoken language. -to make up own stories. -to han dle books with care. -to recognize certain words when I see them in print. -to use more complex language patterns in my own speech. to follow the development of thoughts and ideas in the plot of a story. Reading to children frequently is one of the surest ways to ensure that they themselves will become eager and capable readers. WHEN I SING SONGS I LEARN -principles of music and round of golf -vocabulary. -memory skills and sequencing. -to be conscious of others. -various concepts emphasized in songs. -auditory dissimilarity recognizing differences in sounds, necessary for learning to read. -awareness and identification with my culture and other cultures. WHEN I PLAY RHYTHM INSTRUMENTS I LEARN -to be conscious of rhythm in music. concepts of fast, slow, loud, and soft. -to express oneself in new and different ways. -listening skills. -auditory distinction recognizing differences in sounds, necessary for learning to read. -to interpret and understand signals and cues. WHEN I PLAY LETTER GAMES I LEARN -to recognize and name upper and dismay case letters. -to associate letters with the sounds they represent. -to recognize own name and other words. WHEN I DANCE I LEARN -balance and coordination. -to be conscious of the moods and rhythms of the music. -to express myself physically. 101 anecdotal assignment 9/29/2010 12 WHEN I PLAY WITH PUPPETS I LEARN -to express ideas with words. -to take on the role of someone else. -to use voice tones as well as words. -to use imagination. WHEN I PLAY IN THE DRESS-UP AREA I LEARN -to be flexible in my thinking and to make decisions. -to express oneself with my words. -to try on different adult roles. -to solve social problems through negotiation with friends. -to build and organize play things. -to improvise and use things in a symbolic way to represent something else, abstract thinking. -to exercise my imagination and creativity.WHEN I learn GOOD-BYE TO MY FAMILY WHEN I ARRIVE TO SCHOOL I LEARN -that the attractive relat ionships that I have created with my family provide me with the confidence and the ability to create lovingness relationships at school with my teachers and my friends. -how to say goodbye. -to express how I feel and I learn that my feelings will be accepted. -that my family will consistently return each day to take me home. -that I am a capable person. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 13