7 pages words assignment due by 24 hours

Gross Motor Checklist Observation

CHLD 1303

· Due: June, 2021 @ 11:30pm

· Points: 5 marks

· Submitting: DC Connect – Activities – Assignments – Drop Box

By using the ELECT document, choose the correct age group for the child you are observing. Use either Infant, Toddler, Preschool Kindergarten, School Age to gather your information. Use a chart that will be able to list the particular skills that you will want to observe in the Gross Motor Development.

What to include in your assignment:

Make sure to start off with the preliminary information – Type of Observation; Child’s Name; Child’s Age; Observer’s Name; Date

Then create a chart that states each skill in one column; the indicator of the skill in the second column and in the last column; add a checkmark if you have observed the child completing the skill.

You must complete your own chart. Use the items that you believe you will need for your gross motor observation. If you are planning on doing this observation outside in the playground, add the skills you will probably witness in a playground. If you are inside with some gross motor equipment, then list those skills that you may possibly witness while doing an observation.

Decide what skills you think you may observe (walking, jumping, hopping, etc.). I would like to see you use all of them, or at least four specific skills (also include their indicators – small, specific skills that go along with the other skill – ex. Walking – all the points that go with walking). When you are listing your ‘indicator of skills’ make sure to list ALL of the INDICATORS that are listed for that particular skill – do not pick and choose ones that you think the child will accomplish with in that skill (walking). This way, you are able to see what indicators the child are able to and not able to accomplish as of yet. Example: If you are picking walking as a skill you are observing, then all the indicators within walking need to be listed.

Remember to list as many skills as you believe you will witness. You will be marked on the skills that you have selected for the observation as well as the impression that you have in your observation assignment.

Example:

Type of Observation: Gross Motor Checklist

Child’s Name: Susan Observer’s Name: Lyndal

Child’s Age: Preschool Date: July 12, 2020

Skill	Indicator of Skill	Child Completed Task
Walking	beginning to walk with opposite leg-arm swing	·
Walking	walking up stairs alternating feet
Walking	walking down stairs alternating feet	·
Jumping	jumping increases in co-ordination	·
Hopping	hopping on one-foot increases

This is just a short example of what your chart should look like. Please make sure your chart has more skills and indicators of skills than this one.

Use this video to complete your observation:

https://www.youtube.com/watch?v=dI8TY5kTZrw

Rating Scale Assignment

· Due: June, 2021 @ 11:30pm

· Points: 5 marks

· Submitting: DC Connect – Activities – Assignments – Drop Box

Rating scales are similar to checklists: they record behaviours or other elements of professional practice or learning environments that have been targeted in advance. The rating scale is used to judge the degree to which the behaviour occurs along a chosen continuum.

Items or behaviours for the rating scale are preselected prior to the observations. Essential information is gathered (name of child, date of birth, age, dates of observation, the observer’s name) and recorded before observations begin. Rating scales are set up as a grid with the items or behaviours listed.

Rating scales might include numerical ratings (1-10) or statements along a continuum ranging from terms such as ‘strongly agree’ to ‘strongly disagree’. Once you have observed the behaviour from the child, circle the correct rating for that particular behaviour.

Using the ELECT document to help you with the description of activity that you will be observing and rating, is expected in this assignment.

Example:

Child’s Name: John D.O.B. April 5, 2018 Age: 2.6 years old

Observer(s): Lyndal Date: October 1, 2020

Description of Activity (ELECT document)	Has Yet to be Demonstrated	Demonstrated with Prompting or Assistance	Demonstrates Independently
1.Turns book right side up 2.Hands book to adult to read 3.Points to and names pictures 4.Turns pages one at a time	1 1 1 1	2 2 2 2	3 3 3 3

What to include in your assignment:

1. Essential information: Child’s Name; Date of Birth; Age; Observer’s Name; and Date.

2. Determine the items or behaviours, minimum of five , that you are observing and create a rating scale that includes the chosen continuum for which you are judging the behaviour or item.

3. Use the ELECT document to describe the activity, and connect it to the domain you will be observing.

4. Choose ONE child from the video below to complete your rating scale on. Include a description of the child. Observe a minimum of two indicator skills on that child.

5. Use this video to conduct your observation:

https://www.youtube.com/watch?v=EUmR3-A8xbg&t=32s

Chpt. 5 - CHLD 1303 - 2021 Part 2

EXHIBIT: 5.8

EXHIBIT: 5.10

PAGE: 206-209

FRIENDS ASSIGNMENT: GROSS MOTOR:

Type of Observation: Gross Motor Checklist

Child’s Name: Sharice Observer’s Name: Newton

Child’s Age: Preschool Date: March 12, 2021

Introduction

This assignment is the checklist for the realization of gross motor skills, which are imperative for the development of the children. These practices are helpful for the children, as they can produce best outcomes in their social developments without any intricacy (Veldman, et al., 2019). This paper is mentioning the children with relevant skills, and these are imperative strategies to make the life agreeable by the adoption of positive trends in the community.

ELECT

ELECT is an imperative program for the development of early children, and it is prominent source to increase the opportunities of early learning for the kids. This program is effective for the children, and they can perform in their social and communal dimensions perfectly (Battaglia, et al., 2019). Parents should follow the ELECT program, and maintain their development goals with best planning. This practice is supportive element to make the social life agreeable and winning in the communal description in the community.

Following chart is describing the skills and indicators, which are imperative for understanding the status of abilities for the children (Battaglia, et al., 2019).

Skill	Indicator of Skill	Child Completed Task
Walking	beginning to walk with opposite leg-arm swing	·
Walking	walking up stairs alternating feet	-
Hoping	Hoping on one-foot increase	·
Jumping	jumping increases in co-ordination	·
Listening	Listening and action accordingly	·
Voicing	Speaking with medium voices	-
Speaking	Speaking with complete sentences	·
Moving	Moving right or left	·
Traveling	Traveling with small steps	·
Writing	Writing letters and words	-
Reading	Reading letters and words	·

Conclusion

Consequently, child development is an imperative perception, and it can produce likable outcomes in the common life (Cook, et al., 2019). People should be conscious about the use of social and communal interactions for the assurance of child development. This practice is highly relevant with the parents, as they have to develop effective strategies for the success of their children in the social and occupational surroundings.

References:

Veldman, S. L., Santos, R., Jones, R. A., Sousa-Sá, E., & Okely, A. D. (2019). Associations between gross motor skills and cognitive development in toddlers. Early human development, 132, 39-44.

Cook, C. J., Howard, S. J., Scerif, G., Twine, R., Kahn, K., Norris, S. A., & Draper, C. E. (2019). Associations of physical activity and gross motor skills with executive function in preschool children from low‐income South African settings. Developmental science, 22(5), e12820.

Battaglia, G., Agrò, G., Cataldo, P., Palma, A., & Alesi, M. (2019). Influence of a specific aquatic program on social and gross motor skills in adolescents with autism spectrum disorders: Three case reports. Journal of functional Morphology and Kinesiology, 4(2), 27.

Battaglia, G., Agrò, G., Cataldo, P., Palma, A., & Alesi, M. (2019). Influence of a specific aquatic program on social and gross motor skills in adolescents with autism spectrum disorders: Three case reports. Journal of functional Morphology and Kinesiology, 4(2), 27.

Feedback for Checklist Assignment

Essential information included? Yes.

Were there at least four gross motor skills listed from the ELECT document? Three were included (Walking, Hopping and Jumping). This assignment focused on gross motor, so there was no need to include additional skills. 

Were the indicators of those skills listed from the ELECT document? The indicators for walking, hopping and jumping were included.

Was the information presented in a checklist format and filled out? Yes.

FRIENDS ASSIGNMENT: Rating Scale

Child’s Name:  Peter                 D.O.B.  June 7,2018                   Age:  2.6 years old

Observer(s):  Sarah               Date:  October 1, 2021

Introduction

This paper is the analysis of children`s skills, and it can support the parents for measuring the performance of their kids in the social and learning activities as well. This presentation is the source of social success, and parents can perform in the community with pleasure and easiness. They have to understand the performance of the learners, and present the services according to the abilities of the children as well.  

Analysis of skills

This paper is analyzing the skills with the description of relevant ELECT standards. This practice is beneficial for the human beings to live in the community with pleasure and satisfaction. Parents can communicate with the children, and they can realize the performance of the kids as well (Keenan, et al., 2016). In this scenario, the realization of attention, listening, writing and reading skills is the cooperative matter, and it can increase the level of concentration in the social order.

Description of Activity (ELECT document)	Has Yet to be Demonstrated	Demonstrated with Prompting or Assistance	Demonstrates Independently
1. Attention 2. Concentration 3. Listening 4. Reading 5. Writing	1   1   1   1	2   2   2   2	3   3   3   3

Skill indicators

There are various dimensions in the skills indications, and these are supportive for the learners to perform in the community with pleasure and satisfaction (McDevitt, et al., 2010). For this purpose, following indicators are useful for the parents to understand the performance of their children as well.

1. Learning capacity

The learning capacity is the major indicator for the judgment of the skills, and it can produce likable outcomes in the business prospects as well (Berk, 2006). This understanding should be maintained with the support of technological resources for the attainment of outstanding results in the social and communal consequences.

1. Social behavior

The social behavior is the imperative standards for the human development, and it can produce likable outcomes in the community with the sense of pleasure and justification. Proper guidelines in this matter are needed for the human success, and these can produce beneficial results in the human development surely (McDevitt, et al., 2010). This practice is the cause of human success, and it can produce outstanding impacts on the skill development as well.

Conclusion

Consequently, skills development is the crucial part for the human success in the social order, and it should be maintained with the use of technologies for procuring the likable outcomes in the business prospects. The attention of the parents is a crucial matter in this prospect, and it can produce outstanding changes in the behavior of kids. They like to adopt this change, and like to live with easiness as well.

References

Keenan, T., Evans, S., & Crowley, K. (2016). An introduction to child development. Sage.

McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2010). Child development and education. Upper Saddle River, NJ: Merrill.

Berk, L. E. (2006). Child Development Seventh Edition.

Feedback for Rating Scale Assignment

Essential information included? Yes. Minimum of 5 items/behaviours to observe? Yes, however they are not linked to the ELECT document. Was there a continuum to judge the item/behaviour? Yes. Was the ELECT document used? Yes. Were there at least two indicator skills observed using the continuum? No.
Score
Her Mark: 3 / 5 - 60