Discuss one sign that might alert you to a delay in a child’s physical development for each of the following age-groups:

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Milestones of Physical Development Presentation

[WLOs: 2, 3] [CLOs: 1, 3, 4]

Prior to beginning work on this assignment,

· Read Chapters 4 and 5 in your textbook.

· Review the web page on child development Basic Information (Links to an external site.).

· Find at least two Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) of information on early childhood physical development milestones.

As an early childhood education professional, it’s important for you to understand typical development of young children and signs to recognize when a child may not be developing as expected.  For this assignment, you will develop a presentation to be shared with colleagues and volunteers who may work in your classroom or learning center. Your presentation will include information about the important developmental milestones of children from birth through age 8. You will also be sharing how children’s physical development is connected to the overall well-being of the child. Finally, you will also discuss signs that a child may be delayed in development.

Complete your assignment using Prezi (Links to an external site.) or PowerPoint. Review the following Ashford University help sheet How to Make a PowerPoint Presentation (Links to an external site.) for more information on creating a PowerPoint, or review how to use Prezi by watching the video How to Use Prezi (Links to an external site.).

In your assignment,

1. Describe one daily activity that encourages gross motor development for each of the following age-groups:

a. Infant (Birth – 12 months)

b. Toddler (One year – Three years)

c. Early Childhood (Four – Eight Years)

2. Describe one daily activity that encourages fine motor development for each of the following age-groups:

a. Infant (Birth – 12 months)

b. Toddler (One year – Three years)

c. Early Childhood (Four – Eight Years)

3. Discuss one sign that might alert you to a delay in a child’s physical development for each of the following age-groups:

a. Infant (Birth – 12 months)

b. Toddler (One year – Three years)

c. Early Childhood (Four – Eight Years)

As you have read, all development is interconnected. For example, as children become more mobile, they can crawl to other people and thus expand their social skills. Using information from the reading assignments,

· Outline an example of how children’s physical development is connected to development in the following areas:

o Cognitive development

o Language development

o Social development

o Emotional development

Your Milestones Story for Physical Development presentation

· Must be six slides in length (not including title and references slides) and formatted according to APA style as outlined in the Ashford Writing Center’s How to Make a PowerPoint Presentation (Links to an external site.)

· Must include a separate title slide with the following:

o Title of presentation

o Student’s name

o Course name and number

o Instructor’s name

o Date submitted

· Must use at least two scholarly, peer-reviewed, or other credible sources to support your theme. Be sure to cite these in APA format on the reference page, as outlined in the Ashford Writing Center Introduction to APA (Links to an external site.) resource.

o The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

o To assist you in completing the research required for this assignment, view thisAshford University Library Quick ‘n’ Dirty (Links to an external site.) tutorial, which introduces the Ashford University Library and the research process and provides some library search tips.

· Must include a separate references slide that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.)resource in the Ashford Writing Center for specifications.

Required Resources

Text

Berk, L. E. (2013). Child development (9th ed.). Retrieved from https://content.ashford.edu

· Chapter 1: History, Theory, and Applied Directions

Articles

Holfester, C. (2017). Montessori method. Salem Press Encyclopedia. Retrieved from https://www.salempress.com/

· The full-text version of this essay is available through the Research Starters database in the Ashford University Library; to search for this, use the FindIt@AU search box on the Ashford University Library homepage. This essay offers an overview of Maria Montessori’s philosophy of education and its implications on the Montessori classroom. This will assist you with your Week 1 Assignment, Coffee Date with Your Favorite Theorist.

Johnson, A. C. (2017). Coffee date with Piaget. Young Children, 72(3), 86-87. Retrieved from https://www.naeyc.org/resources/pubs/yc

· The full-text version of this article is available through the ProQuest database in the Ashford University Library. This article discusses connections between Piaget and current educators and will be helpful as you complete the Week 1 Assignment, Coffee Date with Your Favorite Theorist.

Prince, D. L., & Howard, E. M. (2002). Children and their basic needs. Early Childhood Education Journal, 30(1), 27-31. https://doi.org/10.1023/A:1016589814683

· The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. This article discusses the five basic needs, identified by Maslow’s hierarchy of needs theory, in relation to many of the obstacles presented by childhood poverty and will be helpful as you complete the Week 1 Assignment, Coffee Date with Your Favorite Theorist.

Multimedia

Chedd, G. (Writer & Producer). (2013). Nature versus nurture [Video segment]. In Maggie Villiger (Producer), Correlation: Against all odds—Inside statistics [Series episode]. In Annenberg Learner (Executive Producer), Against all odds: Inside statistics [Streaming video]. Retrieved from Films On Demand database.

· The full version of this video segment is available through the Films On Demand database in the Ashford University Library. This film discusses the nature versus nurture debate, looking at the contributions of both heredity and environment to child development and will be helpful as you complete the Nature Versus Nurture discussion this week. This video has closed captioning and a transcript (Links to an external site.).

 

Recommended Resources

Multimedia

Sidman, M. (Writer), & Davidson, F. W. (Producer). (1999). B. F. Skinner: A fresh appraisal [Series episode]. In, Giants of psychology [Streaming video]. Retrieved from Films On Demand database.

· The full version of this video is available through the Films On Demand database in the Ashford University Library. This video provides archival footage and research to describe Skinner’s ideas and may be helpful as you complete the Week 1 Assignment, Coffee Date with Your Favorite Theorist. This video has closed captioning and a transcript.

Bandura, A., Jordan, D. S. (Writers), & Davidson, F. W. (Producer). (2003). Bandura’s social cognitive theory: An introduction [Series episode]. In, Giants of psychology[Streaming video]. Retrieved from Films On Demand database.

· The full version of this video is available through the Films On Demand database in the Ashford University Library. This video discusses Bandura’s thoughts on observational learning and self-efficacy and may be helpful as you complete the Week 1 Assignment, Coffee Date with Your Favorite Theorist. This video has closed captioning and a transcript.

Jones, C, & Associates (Producers), & Nelson, M. (Executive Producer). (2009). Child development theorists: Freud to Erikson to Spock . . . And beyond [Streaming video]. Retrieved from Films On Demand database.

· The full version of this video is available through the Films on Demand database in the Ashford University Library. This film uses historical footage to discuss theorists such as Freud, Montessori, Vygotsky, Piaget, Erikson, Bowlby, Skinner, Spock, Kohlberg, and Gardner and will be helpful as you complete the Week 1 Assignment, Coffee Date with Your Favorite Theorist. This video has closed captioning and a transcript

Develop your personal code of ethics to use in professional situations. Make sure that they align to the Texas Code of Ethics for Educators

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Section B: Case Study

Directions:

1. Read the case study:

2. Carefully analyze the events in the case study as you read.

3. Answer the questions related to the case study.

Debra Pennington, principal of Weldon Elementary School, faced a tearful and very upset teacher. When second-grade teacher Nancy Musick told Ms. Pennington last week that she would be out for several weeks, beginning a chemotherapy regime for breast cancer, Nancy had assumed that the conversation would be confidential. However, yesterday afternoon at the local Kroger Superstore, another Weldon Elementary School teacher, Paula Carter, shared her concerns about Nancy’s health and wished her a full recovery. Since Nancy had told only one person, her principal, about her medical condition, she knew that Debra had not kept their conversation private.

Indeed, Debra had discussed Nancy’s cancer diagnosis and treatment with two other second-grade teachers soon after Nancy left her office last Wednesday afternoon. They had considered plans for a substitute teacher to teach in Nancy’s absence and whether to tell the second graders about the seriousness of Nancy’s illness.

Now Nancy is very upset, charging Debra with betraying a confidence. “If I had wanted the entire school to know, I would have told them myself. I trusted you to help me, and you let me down.”

DISCUSSION QUESTIONS

1. Can you justify the actions of the principal in case 2? Why or why not?

2. How you would handle this conference if you were the principal.

3. Develop your personal code of ethics to use in professional situations. Make sure that they align to the Texas Code of Ethics for Educators

4. Would your professional code of ethics differ from your personal code of ethics for your personal life? If so, in what ways? If not, why?

In an online classroom setting, how would you ensure your students are reading the material? 

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  Guided Response: Respond to at least two of your peers’ posts. Analyze the proposed solutions for holding students accountable for their reading. Ask your classmates to clarify any confusing elements of a post and extend thinking by offering additional solutions.

 

Kim Spiegel

In an online classroom setting, how would you ensure your students are reading the material? 

In an on-line classroom one of the ways that I would ensure my students read the article I assigned would be to either create a discussion forum where they need to answer specific questions centered around the article, or have them write a paper that addresses specific topics that were talked about in the article.

What about in a traditional (ground campus) classroom setting? 

In a traditional classroom i would have my students write a one to two page paper addressing some of the topics that were talked about in the article.  To ensure they read it, i would also ask them to use the article as a source and provide at least two quotes from it.  this way I know they at least have to look at the article to formulate their paper.

If your students were not reading the materials, what would you do to increase their motivation to read them (in both the traditional and online environment)? 

One way in which I would try and motivate my students to make sure they are doing the readings in the classroom would be to create a game out of the readings.  I would break students out into two groups and have them compete against each other.  People of all ages love games and offering a small prize to the winners tends to motivate people.  In an on-line environment, things are a little more difficult because there isn’t the same personal interaction with teacher and students.  I think that providing videos that may feed off of the readings could be motivation.  Also, using the readings in class exercises can increase motivation because students may be called on to comment.  According to McKeachie (2014), “A second strategy is to consistently use the readings as the basis of in-class activities” (p.2).  If students understand that the expectation is to do the readings to perform well in class, it may motivate them to do so.

How will you increase critical reading ability?
These activities will increase critical reading ability because students will understand that in order to play the trivia game or answer questions, they will need to focus on the content of what they are reading.  Also, adding reading into the grading procedure may help students focus more on reading.  If students know that not doing the readings may affect their overall grade, they may want to concentrate more on the material.

References

McKeachie, W. J. & Svinicki, M. (2014). Mckeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Retrieved from https://www.vitalsource.com/

why do you think Eric changed his mind about joining the choir after listening to the other students sing and play Mozart?

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Guided Response: Respond to at least two of your peers’ posts by answering the questions they posed about the video. Encourage their participation in the discussion by including your own questions concerning the video.  (http://www.ted.com/talks/lang/eng/eric_whitacre_a_virtual_choir_2_000_voices_strong.html)

Kim Spiegel

The first question that I would ask my class in an on-line environment as well as in class about the virtual choir would be:

1. why do you think Eric changed his mind about joining the choir after listening to the other students sing and play Mozart?

I believe that this question will create an effective classroom discussion because it requires my students to not only watch the video, but to also listen what he is really saying.  It is one thing to watch a video and get nothing out of it.  It is another when you are required to answer questions about it, especially if they will be graded.

2. Eric talks in the video about how he had a transformative experience after hearing the other students sing Mozart.  What do you think he means by this?  Do you think you have ever had a transformative experience and if so what happened?

I feel like this question gets students to think critically and analyze what the message is that he is trying to convey. It also gets students thinking about what a transformative experience is and if they ever had one.  It gets students thinking on another level.

3.  Other than making beautiful music, what do you think the virtual choir did for the people who were involved in it?  Would about the people that are watching it?

I feel like this question could create effective discussion on-line and also in classroom because students can talk about many different facets of the video such as bringing people from all over the world together as well as the connections they made doing so.  They can also discuss what the music and video means to the people watching it.