8 DISCUSSIONS DUE IN 24 HOURS

Developmental Domains: Piece by Piece  [WLO: 2] [CLO: 1]

One of the keys to working with young children and providing them with the best care and education possible is our individual understanding as caregivers and educators of how young children grow and develop. Only with this understanding will we be able to foster appropriate development of the whole child. As Groark, McCarthy, & Kirk (2014) mention, “It is essential that caregivers understand typical human development because that understanding assists them in predicting how a child will learn and progress through specific areas of child development, or developmental domains” (Section 1.1, para. 2). The purpose of this discussion is to help you gain the necessary understanding not only of what the major developmental domains are, but also how each are intricately pieced together.

To prepare for this discussion,

· Read Chapter 1: “The Importance of Studying Child Development” in the course text.

· Review the Centers for Disease Control and Prevention’s  Developmental Milestones (Links to an external site.)  web page.

· Complete the  Developmental Domains (Links to an external site.)  interactivity.

· Based on your current or future career goals, choose which age range you would like to use for your discussion.

· Infancy: Birth – 12 months

· Toddler: 1 – 3 years

· Early childhood: 4 – 8 years

· Middle Childhood: Age 9 – 12 years

· Adolescence 13 – 18 years

For your initial post,

· Choose a specific age range from above and include that age range in the first line of your discussion post.

· Explain, in general, what a developmental milestone is, and tell why milestones are only considered a framework.

· Summarize, in your own words, each domain of development.

· For your chosen age range, list at least four milestones for each domain.

Typical or Atypical Development? [WLO:3] [CLO: 1]

 

Children are considered to be developing typically when they reach developmental milestones according to chronological age. This does not mean that a child always reaches milestones on time. A child could demonstrate slight variations with respect to when or how she or he reaches a milestone since all children develop differently and experience varied influences on their development. However, a problem may be indicated when extreme disparities from the typical expectant age of a developing skill occur. How do we check for these disparities? What do we, as professionals, do when we find large variations? Those are some of the questions we will answer through this discussion. As Groark, McCarthy, & Kirk (2014) highlight, “Early identification is known to lessen future delays…” (Section 1.4, para. 2). As early childhood professionals, ensuring the best possible growth and outcomes for young children is the foundation of what we do.

To prepare for this discussion,

· Read Chapter 1: “The Importance of Studying Child Development” in the course text.

· Read the article  Understanding Developmental Delays (Links to an external site.) .

· Read each of the  Developmental Checklist  Case Studies and choose one.

· Review the  Developmental milestones (Links to an external site.)  for the specific age range.

For your initial post,

· Include the name of the case study you chose in the first line of your discussion post.

· Based on your review of the developmental checklist case study, explain whether you feel the child would be considered slightly delayed in meeting their milestones or might have a significant delay that needs to be further investigated. Support your rationale with specific details from the case study developmental checklist (e.g., what areas are causing you the most concern and why?).

· Based on your opinion of the child having a slight or possibly a more significant delay, explain the steps you would take to support this child and their family, providing your reasoning.

Developmental Theory: Your Toolbox  [WLO: 1] [CLO: 2]

In previous courses, you studied various learning theories and the role played by theory in our ability as caregivers to support the developmental needs of the children in our care. Now that you have further studied developmental domains in this class, it is time to connect theory to the more individual needs of children within these domains. According to Groark, McCarthy, & Kirk (2014), in viewing one’s knowledge of developmental theories as somewhat of a tool box, an early childhood professional can identify which theory or theories can best help to make sense of the current circumstances. In identifying these theories, the caregiver can identify which approaches might work best to support the growth and development of the children in his or her care, based on the unique characteristics of the situation at hand. (Section 3.11, para. 3).

Identifying those specific approaches or strategies is the goal of this discussion.

To prepare for this discussion,

· Read Chapter 2: “Influences on Child Development.”

· Review Table 3.5: Summary of developmental theories (Section 3.11: Integrating and Using Developmental Theories).

Review your assigned child development influence and text section from below.

 

Last Name Begins With	Assigned Child Development Influence	Section from Text
A - E	Genetics/Biological Influences	Section 2.1

Then imagine you are working with a child whose growth and/or development has been impacted in some way by the influence you studied.                               

For your initial post,

· Summarize, in your own words, the influence on child development you were assigned from above and its impact on a child’s growth and development.

· Specify the age range of the child you identified.

· Tell which domain (s) you are supporting specifically (i.e., cognitive, motor, language, self-help, and/or socio-emotional).

· Describe at least two strategies you can use in the classroom to support the child.

Developmentally Appropriate Practice: The Key [WLO: 2] [CLOs: 1, 2, 4]

Since you are enrolled in this course, it is hoped that you understand early childhood education is valuable for promoting the well-being of children and families. The ever-increasing support for early childhood programs is a testament to this. Now let’s consider what is key to ensuring early childhood programs and professionals have a positive and long-lasting effect on children and families. While there are several pieces to this puzzle, one of the most important aspects is the use of developmentally appropriate practice (DAP). DAP involves educators meeting the needs of children based on their stages of development, “both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals” (NAEYC, n.d., para. 1).

To prepare for this discussion,

· Read  Developmentally Appropriate Practice (DAP) Introduction (Links to an external site.) .

· Read  Developmentally Appropriate Practice: National Association for the Education of Young Children (Links to an external site.) .

· Complete the  10 Effective DAP Strategies interactivity. (Links to an external site.)

For your initial post, describe what, in your opinion, would be the ideal developmentally appropriate classroom environment for an age group you desire to work with. In your description, address the following questions:

· What is your ideal age group of children to work with?

· What does the actual classroom environment look like and have in it?

· How is it developmentally appropriate?

· What are the qualifications and dispositions of the educators or caregivers in the classroom?

· What types of learning experiences will children have? Why are they developmentally appropriate?

Importance of Play: Interactive Newsletter  [WLO: 2] [CLOs: 2, 3]

“If you trust play, you will not have to control your child’s development as much. Play will raise the child in ways you can never imagine.” – Vince Gowmon

Many skills are developed in a play-based curriculum. Setting up centers in the classroom provides the opportunity for you to plan for learning experiences to strengthen skills in each domain. In addition to this type of structured play, there are also many opportunities for children to learn through play in the form of unstructured activities. However, you may come across parents or other professionals who do not understand the importance of play in supporting early childhood growth and development.

To prepare for this discussion,

· Read Chapters 7 and 8 in your course text.

· Read  The Case of Brain Science and Guided Play: A Developing Story (Links to an external site.) .

· Review your post from the Developmentally Appropriate Practice: The Key discussion in Week 2.

For this discussion, imagine that you are a teaching assistant for a 3-year-old classroom and are helping the lead teacher with the yearly open house. As families are touring the classroom, you overhear several conversations regarding how much playing children do in this school, and the concerns families have about the academic growth of their children. After everyone has gone, you talk with the lead teacher about what you overheard. The teacher comes up with a plan to send home a one-page informational letter that highlights the importance of play and why it is essential to this classroom. The teacher has asked that you take the lead on this project and create the letter.

For your initial post, develop a one-page informational newsletter to educate families about the importance of play in learning. You may use the  Weekly Food For Thought  template provided or you can create your own using Word Newsletter Templates or another format of your choice. Your newsletter must include

· A brief introduction that explains play as it pertains to early learning.

· A general quote or saying about play.

· Research that supports play being a developmentally appropriate practice for young children.

· Specific examples of how you use play in your classroom (what types of activities children engage in).

· A quote or saying that supports your classroom activities.

· A discussion of how play is integrated into learning by showing how the classroom examples of play you chose specifically meet the needs of children in this age group (age 3) in each domain of development (include at least one example for each domain).

Upload your newsletter to the discussion board as an attachment.

Conversations With Families  [WLOs: 1, 3] [CLO: 3]

Parents or caregivers are the most important people in a child’s life. Families can be an invaluable source of information about the child, and the educator must understand that families need to know that their knowledge and insights are important. When it comes to making educational decisions about a child, teachers will share important information about the child’s development. This conversation may not always be easy, especially if the educator is sharing information that the child is not reaching critical milestones.

To prepare for this discussion,

· Review Chapters 5, 6, and 7 in your course text.

· Read  Tips for Childcare Providers to Communicate With Parents Their Concerns About a Child’s Development (Links to an external site.) .

· Choose one of your observations from this class (Child Development Observation #1 from Week 2 or Child Development Observation #2 from Week 3) to use as your guide for this discussion, reflecting on the feedback that was provided by your instructor.

For your initial post, develop a script of what you would say to a family member or caregiver of that child based on your observation, addressing each of the following items:

· Discuss the developmental domain(s) that you feel the child was progressing nicely in. Provide a detailed rationale using examples from the observation (from watching the video).

· Discuss the developmental domain(s) that you have a concern about or feel the child could use more support in. Provide a detailed rationale using examples from the observation (from watching the video).

· Provide the parent or guardian with at least one activity or strategy they can use at home to support their child in the domain(s).

· Wrap up the conversation in a positive way.

Family Interest [WLO:3] [CLOs: 3, 4]

Selecting an early childhood environment for a child is an important task for families. Parents and caregivers want to know that their child is safe, nurtured, and learning. There are many resources available for families to review in order to help them decide the right placement for their child. Families may also reach out to other families whose child has been in a specific program. What do you think your families would say about your program?  It is not uncommon for families who have done their research to come to a tour of your program with a list of questions. You will want to be ready to answer any questions that come your way in order to help a family make an informed decision about their child’s placement.

To prepare for this discussion,

· Identify the age group you will want to work with in the scenario below, and put this in the first line.

· Infancy: Birth – 12 months

· Toddler: 1 – 3 years

· Early childhood: 4 years – 8 years

· Choose and read the corresponding article for your age group from the list below:

· A High-Quality Program for Your Infant (Links to an external site.)

· A High-Quality Program for Your Toddler (Links to an external site.)

· What Do Children Learn in a High-Quality Preschool Program (Links to an external site.)

Scenario: As the main caregiver in an early learning center, you have been contacted by a family who would like to interview you before they decide whether or not your learning environment is the right fit for their child. To help you prepare for the interview, your director has given you a sample interview questionnaire to complete as practice before meeting with the family.

For your initial post,

· Demonstrate your child development knowledge by answering each of the questions in the  Is this Learning Environment Right for Us?  sample interview questionnaire.

· Copy and paste both the questions and your answers into the discussion forum and any other points you would like to include.

Planning for the Future  [WLO: 1] [CLO: 4]

Your desired profession likely played a major role in your selection of a field of study and degree program. Knowing the career you want to pursue is an important first step to creating a personal framework to help you achieve your career goals. To ensure that you achieve your goals it is helpful to develop a plan of action, prioritize your goals, and proceed according to your plan. Keep in mind that your career plan is a work in progress. As you acquire additional career resources and professional knowledge, you may find it helpful to revise your plan and continue your learning to meet your goals.

For this discussion, you will research the requirements for your potential career path, reflect on your current skill set, and begin to examine the steps necessary to reach your career goals. The purpose of this discussion is to help you create an organized career plan using the resources provided below.

To prepare for this discussion,

· Review the  Career Planning Step-by-Step (Links to an external site.)  resource that walks you through critical steps in the career planning process.

· Consider how you can develop your personal plan.

· Read the article  Teacher Dispositions: Implications for Teacher Education .

Things to Consider for Creating Your Career Plan

For additional details, view the  “Setting yourself up for Post-Graduation Career Success” (Links to an external site.)  webinar. Then reflect on the following items before writing your initial post:

· Identify the job title you hope to attain.

· Establish your career or professional goals.

· Identify your competencies and professional preferences.

· Analyze your career-specific competencies.

· Create a professional development plan to achieve your career goals.

· Revisit and revise as needed.

For your initial post,

· Identify your long-term goals. Ask yourself, what do I hope to accomplish in the next five to ten years?

· Discuss the necessary skills and qualifications that are related to this type of role.

· Explain what you believe are the most important qualities of professionalism that you possess that directly relate to your chosen career.

Text

Groark, C. J., McCarthy, S. K., & Kirk, A. R. (2014).  Early child development: From theory to practice . Bridgepoint Education.

· This text is a Constellation™ course digital materials (CDM) title.

Articles

· NAEYC. (2020).  Developmentally appropriate practice: National association for the education of young children (Links to an external site.)  [Position statement]. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf

· Rebis, S. A. (2014).  Understanding developmental delays (Links to an external site.) . Parents. Retrieved from https://www.parents.com/baby/development/problems/understanding-developmental-delays/

· Wadlington, E., & Wadlington, P. (2012).  Teacher dispositions: Implications for teacher education . Childhood Education, 87(5) p. 323-326. doi: 10.1080/00094056.2011.10523206

Multimedia

· Colorado Department of Education. (2015, February 2).  Asia and lyric building a road together  (Links to an external site.)  [Video file]. Retrieved from https://youtu.be/768LalhqnRw

· Colorado Department of Education. (2015, February 3).  Samantha and sara building towers and castles  (Links to an external site.)  [Video file]. Retrieved from https://youtu.be/XdUx3iHNuhs

· hatfieldmomof3. (2011, March 21).  Toddler observation video 3  (Links to an external site.)  [Video file]. Retrieved from https://www.youtube.com/watch?v=7nQxWCn_dBg#t=17

· Hankin, S. (2014, July 10).  Baby 11 months observation video  (Links to an external site.) .  [Video file]. Retrieved from  https://youtu.be/8cnco3eS_Hc

Web Pages

· eXtension. (2015, September).  Tips for child care providers to communicate with parents their concerns about a child’s development. (Links to an external site.)  Retrieved from http://articles.extension.org/pages/28228/tips-for-child-care-providers-to-communicate-with-parents-their-concerns-about-a-childs-development

· NAEYC. (n.d.).  The Case of Brain Science and Guided Play: A Developing Story (Links to an external site.) . Retrieved from https://www.naeyc.org/resources/pubs/yc/may2017/case-brain-science-guided-play

· NAEYC. (n.d.).  10 effective DAP teaching strategies (Links to an external site.) . Retrieved from https://www.naeyc.org/resources/topics/dap/10-effective-dap-teaching-strategies

· NAEYC. (n.d.).  A high-quality program for your infant (Links to an external site.) . Retrieved from https://www.naeyc.org/our-work/families/quality-program-for-infant

· NAEYC. (n.d.).  A high-quality program for your toddler (Links to an external site.) . Retrieved from https://www.naeyc.org/our-work/families/high-quality-program-for-toddler

· NAEYC. (n.d.).  Developmentally appropriate practice (DAP) introduction (Links to an external site.) . Retrieved from https://www.naeyc.org/resources/topics/dap

· NAEYC. (n.d.).  What do children learn in a high quality preschool program?  (Links to an external site.)  Retrieved from https://www.naeyc.org/our-work/families/what-do-children-learn-preschool-program

· Centers for Disease Control and Prevention. (2017).  Developmental milestones (Links to an external site.) . Retrieved from https://www.cdc.gov/ncbddd/actearly/milestones/index.html

RECOMMENDED RESOURCES

Articles

· Best Start. (n.d.).  Factors affecting child development (Links to an external site.) . Retrieved from https://www.beststart.org/OnTrack_English/2-factors.html

· Childcare Education Institute. (2008).  Teacher roles and responsibilities (Links to an external site.) . Teacher Enrichment Training Solutions, 3(8). Retrieved from https://www.cceionline.com/newsletters/August_08.html

· Extension. (2015).  Tips for child care providers to communicate with parents their concerns about a child’s development (Links to an external site.) . Retrieved from https://childcare.extension.org/tips-for-child-care-providers-to-communicate-with-parents-their-concerns-about-a-childs-development/

· Wardle, F. (2011, March 1).  Creating indoor environments for young children (Links to an external site.) . Retrieved from http://www.communityplaythings.com/resources/articles/2011/creating-indoor-environments-for-young-children

Multimedia

· Inspiring Education. (n.d.).  Using differentiated instruction to support all learners  (Links to an external site.)  [Video file]. Retrieved from https://www.youtube.com/watch?v=EOPe_cJ67No&nohtml5=False

Web Pages

· Bongiorno, L. (n.d).  10 things every parent should know about play (Links to an external site.) . Retrieved from http://families.naeyc.org/learning-and-development/child-development/10-things-every-parent-should-know-about-play

· Centers for Disease Control and Prevention. (n.d.).  Child development: Basic information (Links to an external site.) . Retrieved from https://www.cdc.gov/ncbddd/childdevelopment/facts.html

· Gowmon, V. (n.d.).  Playful quotes for the child in your heart (Links to an external site.) . Retrieved from https://www.vincegowmon.com/playful-quotes-for-the-child-in-your-heart/

· NAEYC for Families. (n.d).  The 10 NAEYC program standards (Links to an external site.) . Retrieved from https://families.naeyc.org/accredited-article/10-naeyc-program-standards

· NAEYC. (n.d.).  DAP with preschoolers, ages 3-5 (Links to an external site.) . Retrieved from https://www.naeyc.org/resources/topics/dap/preschoolers

· NAEYC. (n.d.).  DAP with infants and toddlers, ages birth - 3 (Links to an external site.) . Retrieved from https://www.naeyc.org/resources/topics/dap/infants-and-toddlers

· NAEYC. (n.d.).  DAP in the early primary grades, ages 6-8 (Links to an external site.) . Retrieved from https://www.naeyc.org/resources/topics/dap/primary