Cerebral Palsy. Cognition and general knowledge

Assignment 1: Project (Research) - Diversity Child Study

Description

An observational study is to be developed for a young child who has diverse abilities and/or comes from a culturally diverse background. A profile of the child is developed from analyses of these observations. The analyses should be made from an informed theoretical stance. The intent of the project presentation is to convey a clear profile of the child, demonstrate that you can integrate a range of information from observations, and critically interpret information from an informed theoretical stance that indicates that you have read widely.

NB: Parental consent must be obtained, and the consent form attached to the assignment.

Process

1.  Select a child (3 to 8 years) from your class/centre or personal contacts who has diverse ability and/or background. This can be defined very broadly. The child may have a diagnosed disability, communication differences (e.g. second language); learning difficulties (e.g., attention span); behaviour concerns (e.g., aggressive or impulsive behaviours); emotional concerns (e.g., withdrawal, anxiety); social difficulties (e.g., does not interact well with other children); culturally diverse background; or noticeable gifts or talents.

Caution:  Remember teachers do not diagnose. If the child does not have a specific diagnosis, explain why you believe their abilities or circumstances represent diversity. For example, you may hypothesize that specific behaviours suggest a potential condition as a basis for focusing on specific literature or support services. However, be sure you are tentative in making these hypotheses.

2.  Ethics of child study:  In your written assignment do not identify the child’s family name. The child will be identified only by a given first name, initials, or a pseudonym. Ethical issues relevant to this task relate to confidentiality about the identity of the child and his/her family in the report. Ensure that you meet all professional responsibilities in the way that observations are planned, implemented and reported. Permission should be obtained from a parent and host teacher for the child study (a sample consent form is provided in this document). A child’s willingness to participate must also be considered. Please white out readable family names on consent forms.

3.  Gathering information:  Up to two hours of total observational time across 2-3 different occasions should be spent gathering information. Also obtain information from the parent or teacher on the nature of the program provided for the child and information on any support services used. Information on family circumstances may or may not be available. Be sensitive to family concerns.

A variety of observational techniques should be used to gather information. These situations can encompass engagement with materials and activities, and interactions by the child with adults, peers and the environment. The information gathered may be analysed in a developmental or curriculum framework, and you should discuss the theory frames you used for analysis.

• There are some ideas presented in this document for taking a holistic view of a child that could supplement observations and analyses.
• In this document and on the CMD, there are also some useful frameworks for considering how a child interacts with materials, adults and peers.
• The analyses and interpretation of the information gathered through observations and interviews should be supported with reference to theoretical concepts presented in lectures and the textbook, and independent research of the literature.

Organisation of the child study

Introduction:

• Name of child (given names only, not family name)
• Date of birth and age
• Nature of diversity/ diversities
• Nature of programs the child attends
• Nature of attendance (e.g., number of days per week; length of sessions)

Section 1:  Rationale and Background (about half a page)

Identify the reason for your interest in a focussed study of this child, including a short description of the child’s diversity and developmental history. Provide general background information about the family structure and circumstances, home language, nature of contact with the family and parental involvement; and the use of any support services by the family.

Section 2:  Observational Assessment Summary

You are required to overview the child’s competence and any concerns about the child’s development ad learning. Identify examples to illustrate your description. This may include cross-references to observational records, and work samples etc. that are included in Appendices.

Two versions of suggested organisation for this section are below. Select ONE:

A. Developmental Domains with contextual discussion

1.  Physical health and motor skills (e.g., physical health and fitness; gross and fine motor skills);

2.  Social behaviour and emotional well-being (e.g., social interactions with peers and adults and quality of these relationships; level of engagement and competence in interacting with peers in play or conversation);

3.  Language and emergent literacy skills (e.g., expressive and receptive language skills; quality of emergent literacy skills, such as book knowledge, and print awareness; and interest in such activities, including story telling);

4.  Cognition and general knowledge (e.g., general memory capacities and general knowledge about the world; areas of interest; creativity and problem-solving skills; science or technology understandings; and early numeracy skills);

5.  Approaches to learning (e.g., cooperative and independent participation in the class, including abilities to focus attention in group situations; self-regulate behaviour in group situations and willingness to persistent in completion of tasks);

6.  Independence, engagement and self-care skills (e.g., skills for self-care and independence in toileting and dressing; abilities to organise and take responsibility for own belongings; responsible use of classroom materials; response to teachers’ directions and requests).

B. Curriculum Framework with contextual discussion

Use the outcomes from one of the early years curriculum guides (e.g., Early Years Learning Framework, Queensland Kindergarten Learning Guideline, Australian Curriculum, or curriculum from your own state or country) as an organiser, together with information on the child’s response to their environment.

The headings used in that particular curriculum document will be the headings of your summary. As the Australian Curriculum has only a few areas covered as yet, you may need to use a mix of this and Essential Learnings for Years 1-3.

Conclusion and two goals:

Conclude this section with one or two paragraphs summarising the competencies and the concerns for this child. From the issues identified, specify two key goals that could be addressed in planning to support this child’s learning.

• There should be an evident link between the goals identified and any concerns or priorities that were presented in the Assessment Summary (i.e., it should be clear to the reader why these goals were selected).

Reference List

The reference list should provide a list of the references used, in APA style.

• This is an alphabetical listing that is not numbered.
• It is a single list. Do not separate out Internet sites from book or journal references.
• It is not a bibliography (i.e., only list those references that you cite in your assignment).
• It will be in APA style (see QUT Library Cite-Write)

Appendices

• In Appendices (not a part of the word count), you should present the supporting assessment information i.e. observational data, as well as the signed consent form.
• It is expected that this would contain around 4 to 6 observations, each with its linked data analysis. The suggested minimum expectation is an interview (child, parent, or teacher), a brief form of overview such as an annotated checklist or learning events checklist, an anecdote or learning story or similar detailed observational documentation, and a set of samples such as event samples or work samples

Hi thank you for doing my Assignment for me please note I do an Master Of Teaching Graduate Diploma in Australia (Queensland). I will attach some additional information for this assignment. there are 6 areas of observation please pay attention to the instruction. please use people first language-> eg. a child with down syndrome ....not a down syndrome child. Please use Australian termnologie eg. not handicapped use disabled . by planning goals for the child use your goals not just ready given goals and goals for the child not for the school. there are books who could help :OBSERVING DEVELOPMENT OF THE YOUNG CHILD BY JANICE BEATY AND OBSERVING AND UNDERSTANDING CHILD DEVELOPMENT:A CHILD STUDY MANUAL BY DEB AHOLA AND ABB KOVACIK Assignment 1: Project (Research) - Diversity Child Study Length: 2,500 words Weighting: 50% Outcomes 1, 2, 3, 4 Description An observational study is to be developed for a young child who has diverse abilities and/or comes from a culturally diverse background. A profile of the child is developed from analyses of these observations. The analyses should be made from an informed theoretical stance. The intent of the project presentation is to convey a clear profile of the child, demonstrate that you can integrate a range of information from observations, and critically interpret information from an informed theoretical stance that indicates that you have read widely. NB: Parental consent must be obtained, and the consent form attached to the assignment. Process 1. Select a child (3 to 8 years) from your class/centre or personal contacts who has diverse ability and/or background. This can be defined very broadly. The child may have a diagnosed disability, communication differences (e.g. second language); learning difficulties (e.g., attention span); behaviour concerns (e.g., aggressive or impulsive behaviours); emotional concerns (e.g., withdrawal, anxiety); social difficulties (e.g., does not interact well with other children); culturally diverse background; or noticeable gifts or talents. Caution: Remember teachers do not diagnose. If the child does not have a specific diagnosis, explain why you believe their abilities or circumstances represent diversity. For example, you may hypothesize that specific behaviours suggest a potential condition as a basis for focusing on specific literature or support services. However, be sure you are tentative in making these hypotheses. 2. Ethics of child study: In your written assignment do not identify the child’s family name. The child will be identified only by a given first name, initials, or a pseudonym. Ethical issues relevant to this task relate to confidentiality about the identity of the child and his/her family in the report. Ensure that you meet all professional responsibilities in the way that observations are planned, implemented and reported. Permission should be obtained from a parent and host teacher for the child study (a sample consent form is provided in this document). A child’s willingness to participate must also be considered. Please white out readable family names on consent forms. 3. Gathering information: Up to two hours of total observational time across 2-3 different occasions should be spent gathering information. Also obtain information from the parent or teacher on the nature of the program provided for the child and information on any support services used. Information on family circumstances may or may not be available. Be sensitive to family concerns. A variety of observational techniques should be used to gather information. These situations can encompass engagement with materials and activities, and interactions by the child with adults, peers and the environment. The information gathered may be analysed in a developmental or curriculum framework, and you should discuss the theory frames you used for analysis. There are some ideas presented in this document for taking a holistic view of a child that could supplement observations and analyses. In this document and on the CMD, there are also some useful frameworks for considering how a child interacts with materials, adults and peers. The analyses and interpretation of the information gathered through observations and interviews should be supported with reference to theoretical concepts presented in lectures and the textbook, and independent research of the literature. Organisation of the child study Introduction: Name of child (given names only, not family name) Date of birth and age Nature of diversity/ diversities Nature of programs the child attends Nature of attendance (e.g., number of days per week; length of sessions) Section 1: Rationale and Background (about half a page) Identify the reason for your interest in a focussed study of this child, including a short description of the child’s diversity and developmental history. Provide general background information about the family structure and circumstances, home language, nature of contact with the family and parental involvement; and the use of any support services by the family. Section 2: Observational Assessment Summary You are required to overview the child’s competence and any concerns about the child’s development ad learning. Identify examples to illustrate your description. This may include cross-references to observational records, and work samples etc. that are included in Appendices. Two versions of suggested organisation for this section are below. Select ONE: A. Developmental Domains with contextual discussion 1. Physical health and motor skills (e.g., physical health and fitness; gross and fine motor skills); 2. Social behaviour and emotional well-being (e.g., social interactions with peers and adults and quality of these relationships; level of engagement and competence in interacting with peers in play or conversation); 3. Language and emergent literacy skills (e.g., expressive and receptive language skills; quality of emergent literacy skills, such as book knowledge, and print awareness; and interest in such activities, including story telling); 4. Cognition and general knowledge (e.g., general memory capacities and general knowledge about the world; areas of interest; creativity and problem-solving skills; science or technology understandings; and early numeracy skills); 5. Approaches to learning (e.g., cooperative and independent participation in the class, including abilities to focus attention in group situations; self-regulate behaviour in group situations and willingness to persistent in completion of tasks); 6. Independence, engagement and self-care skills (e.g., skills for self-care and independence in toileting and dressing; abilities to organise and take responsibility for own belongings; responsible use of classroom materials; response to teachers’ directions and requests). Please do not use B! B. Curriculum Framework with contextual discussion Use the outcomes from one of the early years curriculum guides (e.g., Early Years Learning Framework, Queensland Kindergarten Learning Guideline, Australian Curriculum, or curriculum from your own state or country) as an organiser, together with information on the child’s response to their environment. The headings used in that particular curriculum document will be the headings of your summary. As the Australian Curriculum has only a few areas covered as yet, you may need to use a mix of this and Essential Learnings for Years 1-3. Conclusion and two goals: Conclude this section with one or two paragraphs summarising the competencies and the concerns for this child. From the issues identified, specify two key goals that could be addressed in planning to support this child’s learning. There should be an evident link between the goals identified and any concerns or priorities that were presented in the Assessment Summary (i.e., it should be clear to the reader why these goals were selected). Reference List The reference list should provide a list of the references used, in APA style. This is an alphabetical listing that is not numbered. It is a single list. Do not separate out Internet sites from book or journal references. It is not a bibliography (i.e., only list those references that you cite in your assignment). It will be in APA style (see QUT Library Cite-Write) Appendices In Appendices (not a part of the word count), you should present the supporting assessment information i.e. observational data, as well as the signed consent form. It is expected that this would contain around 4 to 6 observations, each with its linked data analysis. The suggested minimum expectation is an interview (child, parent, or teacher), a brief form of overview such as an annotated checklist or learning events checklist, an anecdote or learning story or similar detailed observational documentation, and a set of samples such as event samples or work samples Sample consent form for parents Dear ……………………………… As a part of my study for this semester in the Graduate Diploma of Education (Early Years), I am required to observe a child in various activities and at various times in order to develop a profile of the child’s learning style, interests and abilities. The purposes of this task is to develop my skills in observation and analysis of children’s development and learning, and to demonstrate that I understand principles and practices for effective program planning for individual children. Confidentiality of this information will be maintained. I would like to observe ……………………… for my child development observational project. Thank you for your support. Yours sincerely, Yes—I approve of my child’s participation. Parent(s) signature: