Child Study Portfolio Part 3
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CHS450Unit5SpeechandLanguageChecklistVIDEOVERSION1.doc
CHS450Unit5ChildStudyPortfolioPart3VIDEOVERSION5.doc
CHS450Unit5Assignment.pdf
CHS450Unit5SpeechandLanguageChecklistVIDEOVERSION1.doc
CHS450Unit5ChildStudyPortfolioPart3VIDEOVERSION5.doc
Items you will submit for this assignment: Portfolio Part 3 (this form), Speech and Language Checklist
SECTION A: SPEECH AND LANGUAGE
Text: Chapter 7
Documentation method: Speech and Language Checklist (based on conversations with child)
Note: For the video version of the assignment you will observe a video of a child engaged in a conversation
Videos
Watch the videos provided and complete the speech and language checklist. Choose one child to focus on for the skills, goals, and strategies.
Documentation/Evidence (Your objective/factual record of what you saw the child do and/or say during your observation)
Attach the completed Language Checklist
Skills you observed (1-3 skills from this area of development you know the child has developed based on the evidence)
Goals for learning for this child (The skills from this area of development that you will help this child to develop)
Goals should take the following format: [Child’s Name] will [new skill that is next developmental step in this area of learning]
1.
2.
Support to achieve the goals (Strategies or activities the teacher will use to support this child to gain the new skills)
Personal Reflection (Reflect on whether the documentation method felt easy or hard, whether it captured valuable information about this child, and whether you are likely to use this method in the future)
SECTION B: ATTENTION SPAN
Text Chapter 8
Documentation Method: Time Sampling
Because it is difficult to find long videos of young children that appropriate for a time sample, you will not view a video for this section of the portfolio. Instead, you will write a short (1-2 paragraphs) reflection on this method of observation (time sampling) based on what you have learned from our text book.
Please consider the following questions when writing your reflection:
· Who might you observe using a time sampling method (e.g., certain children or all children)?
· What areas of development would you focus on when using a time sampling method?
· What times during the day do you think would be best for using this method?
· What challenges might you face when using this method and how would address those challenges?
Unit 5: Child Study Portfolio Part 3: Video Version
CHS450 – Observations, Assessments, & Individualizations
CHS450Unit5Assignment.pdf
Due Date: 11:59 pm EST Sunday of Unit 5 Points: 20 Overview: This week you will use conversations and time samples to observe language and executive function. You will use a checklist to document what you learned through the conversation and will consider what the information you collected tells you about this child’s learning and development. You will consider what next steps in learning are for this student and will plan some strategies or an activity to further their learning and development. Finally, you will reflect on the method of collecting information and the value of the information you gathered. Instructions: Conduct the observation focused on the specified areas of development. Document observations using the assigned method. Complete the Portfolio Part 2 form that is provided. Requirements:
• Submit the completed form for Portfolio Part 2. Be sure to read the criteria by which your work will be evaluated before you write and again after you write.
CHS450 – Observation, Assessment & Individualization
Unit 5 Assignment: Child Study Portfolio, Part 3
Evaluation Rubric for Unit 5 Assignment
Portfolio Parts 1 -5 4 3 2 1
Standard 1c Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
Documentation, summary and reflection demonstrate appropriate use of the assessment method in a manner that yields valuable information for planning next steps for learning.
Documentation and reflection demonstrate appropriate use of the assessment method in a manner that yields some information for planning next steps for learning.
Documentation and reflection demonstrate appropriate use of the assessment method in a manner that yields general information about the child.
Documentation and reflection demonstrate less than appropriate use of the assessment method and/or information is not relevant or helpful for planning purposes.
Standard 3a Understanding the goals, benefits, and uses of assessment- including its use in development of appropriate goals, curriculum, and teaching strategies for young children
Applies at least two developmentally appropriate teaching strategies to the area of development and creates a rich plan for an engaging learning experience to support child’s next steps in learning.
Applies one to two developmentally appropriate teaching strategies to the area of development and creates a rich plan for a learning experience to support child’s next steps in learning.
Applies one to two developmentally appropriate teaching strategies to the area of development and creates a general plan for supporting child’s next steps in learning.
Strategies and/or plan are not well developed and/or are not appropriate to the child’s developmental level.
Standard 5c Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child
Identifies appropriate next steps for learning clearly based upon observation data, own knowledge and early learning standards, plans developmentally appropriate ways to support learning, and reflects upon current strategies in place as appropriate.
Identifies next steps for learning based upon observation data and own knowledge, plans strategies to support learning, and reflects upon current strategies in place as appropriate.
Identifies next steps for learning based, plans strategies to support learning, and reflects upon current strategies in place as appropriate.
Next steps for learning are general in nature and strategies and plans for support are not clearly connected or may not be appropriate based upon data or best practice.
Standard 6a Identifying and involving oneself with the early childhood field
Performs as a professional by reflecting upon the assessment method and determining strengths and limitations of the method within the context of their observation.
Performs as a professional by reflecting upon the assessment method and considers strengths and limitations of the method within the context of their observation.
Performs as a professional by reflecting upon the assessment method in a general way.
Minimal reflection on the assessment method and context.
SS3. Candidates have effective skills in written and verbal communication. Candidates are technologically literate.
Highly polished project: no grammar or spelling errors.
Polished project: Minimal grammar and/or spelling errors.
Adequate project: Several grammar and/or spelling errors.
Many grammar and/or spelling errors.