Case Study CD005 Observing, Documenting, and AssessingThis Ass.docx
- 1. Case Study: CD005: Observing, Documenting, and Assessing This Assessment constitutes a Performance Task, in which you will observe individual children in authentic contexts and analyze various sources of information in order to assess each child and plan developmentally appropriate practices that can help each child progress along the child development continuum. Your response to this Case Study should: •Use the Case Study documents and video as required. •Reflect the criteria provided in the Rubric. •Adhere to the required assignment length. •Use the APA course paper template available here. •Review Writing Checklist to make sure all criteria adhere. Important note: Be sure to write an introduction and conclusion for your paper. Provide citations in the text of your paper to support your responses. Remember to list all references cited on a separate page at the end of your paper. Case Study: Angelica, 9 months old Review all of the documents and videos provided for Case Study #1. Documents includes: •Document #1: Weekly Observations •Document #2: Parent Questionnaire •Angelica at Play(Video) CASE STUDY ASSIGNMENT: Write a 1- to 2-page response that addresses the following: •Choose one segment in the video of Angelica playing that illustrates her level of development in each of the domains of child development •Describe the segment, and explain how it reveals characteristics of her physical, cognitive, or socio-emotional
- 2. development •What observation tools did you use in the process, and why? •Make a clear connection to personal experience and/or professional practice Document #2: Parent Questionnaire Document #2: Parent Questionnaire Case Study 1: Angelica Read this questionnaire completed by Angelica’s father. The questionnaire was originally completed in Spanish, and then translated to English. 1. What name do you use for your child? Angelica. Some members of the family use “Angie.” 2. What language(s) do you use to talk to your child? Who else does your child spend time with and what languages do they use? I speak Spanish to Angelica, as does her mother and her grandmother, who lives with us. She has two older brothers, who both speak English very well. They speak mostly Spanish with us, but try to teach her English words. It’s what they speak with their friends and schoolteachers. 3. What types of play or behavior do you notice in your child? She likes to crawl and is standing up a lot, and even learning to walk when somebody holds her hands. Everyone in the family plays with her and helps her. I sing songs to her, in Spanish, and she likes to touch my mouth and make sounds with hers. We love music in our home, and she bounces and smiles whenever it’s playing. She understands some words in Spanish, like the names of the people in our family and the Spanish word for “dog.” We have a dog, and she loves to touch his fur and play with him. 4. Do you have any questions or concerns about your child? We want Angelica to speak English and Spanish equally well.
- 3. Academic Writing Expectations Checklist The faculty Assessor will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access Writing Center resources: Sentence-Level Skills |_| Constructing complete and correct sentences Note: See an explanation of sentence components and how to avoid sentence fragments and run-ons. |_| Using and spelling words correctly Note: See a list of commonly misused words and information on MS Word’s spell check. |_| Using punctuation appropriately Note: See the different types of punctuation and their uses. |_| Using grammar appropriately Note: See a Grammarly tutorial to catch further errors. Paragraph-Level Skills |_| Using paragraph breaks Note: See a description of paragraph basics. |_| Focusing each paragraph on one central idea (rather than multiple ideas) Note: See an explanation of how topic sentences work. Use of Evidence |_| Using resources appropriately Note: See examples of integrating evidence in a paper. |_| Citing and referencing resources accurately Note: See examples of citing and referencing resources in a paper. |_| Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source Note: See paraphrasing strategies.
- 4. Formatting Written Assignments |_| Using appropriate APA formatting, including title page, margins, and font Note: See APA overview and APA template from the Writing Center. Comments: ©2014 Walden University 1 ©2014 Walden University 1 CECS CD005 Observing, Documenting, and Assessing Children Assessment Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations 3 Exceeds Expectations Part 1: Case Study #1
- 5. Sub-Competency 1: Analyze information from observation to assess the development of individual children and recommend developmentally appropriate practice. Learning Objective 1.1: Apply knowledge of the domains of child development to the observation of children. Response is missing. Response includes vague or partial observational evidence related to each domain of development. Response includes specific observational evidence related to each domain of development. Response is supported by logical connections to the professional knowledge base. Demonstrates the same level of achievement as “2,” plus the following:
- 6. Response makes a clear connection to personal experience and/or professional practice. Learning Objective 1.2: Describe skills and tools of observation to assess the development of a child. Description of specific tools is missing. Response includes vague or incomplete description of specific tools of observation. Response includes clear description of observation tools and a logical rationale for their use. Rationale is supported by logical connections to the professional knowledge base. Demonstrates the same level of achievement as “2,” plus the following: Response includes a
- 7. specific example of how the observation tool can be used in an authentic early childhood setting. Part 2: Case Study #2 Sub-Competency 2: Analyze information gathered from children to support development and learning. Learning Objective 2.1: Apply knowledge of the domains of child development to assess a child’s development. Elements of the cognitive, physical, and socio- emotional development are missing. Response vaguely or incompletely describes elements of the cognitive, physical, and socio- emotional development of Response clearly describes the elements of the cognitive, physical, and socio-emotional development of the child portrayed in the scenario. Demonstrates the same
- 8. level of achievement as “2,” plus the following: Response explains why work samples from children are a valuable ©2014 Walden University 2 the child portrayed in the scenario. Response includes a logical rationale. source of information about a child’s development in specific domains. Learning Objective 2.2: Analyze information gathered from a child’s work sample to assess development in one or more domains. Analysis is missing. Response vaguely or incompletely describes elements of the child’s
- 9. development. Description is vaguely or partially relevant to the work sample. Response clearly describes elements of the child’s development relevant to the work sample. Response connects the elements of development to one aspect of the work sample in the scenario. Response is supported by logical connections to the professional knowledge base. Demonstrates the same level of achievement as “2,” plus the following: Response connects the elements of development to more than one aspect of the work sample in the scenario. Response makes a clear connection to professional practice. Part III: Analysis and Recommendations Sub-Competency 3: Synthesize information from multiple sources to assess child development. Learning Objective 3.1:
- 10. Analyze children’s development based on multiple sources of information and knowledge of early childhood frameworks. Description is missing. Response reflects a vague or incomplete analysis of each child’s physical, cognitive, and socio- emotional development. Response reflects a logical analysis of each child’s physical, cognitive, and socio-emotional development, using specific examples from the case studies. Demonstrates the same level of achievement as “2,” plus the following: Response is supported by references to the professional knowledge base. Sub-Competency 4: Recommend strategies for obtaining information from families about children’s development and
- 11. needs. Learning Objective 4.1: Describe strategies for obtaining information from families to support the assessment of a child’s development. Description of strategies is missing. Response includes vague or incomplete strategies for obtaining information from families to support the assessment of a child’s development. Response includes two specific strategies for obtaining information from families to support the assessment of a child’s development. Response is supported by logical connections to the Demonstrates the same level of achievement as “2,” plus the following: Response includes more
- 12. than two specific strategies for obtaining information from families ©2014 Walden University 3 professional knowledge base. to support the assessment of a child’s development. Learning Objective 4.2: Describe the importance of families in assessing children's development and learning. Description is missing. Response vaguely or incompletely describes how information from families supports assessment of children’s development and learning. Response clearly describes
- 13. how information from families supports assessment of children’s development and learning. Response is supported by logical connections to the professional knowledge base. Demonstrates the same level of achievement as “2,” plus the following: Response makes a clear connection to personal experience and/or professional practice. Sub-Competency 5: Recommend developmentally appropriate practices. Learning Objective 5.1: Apply principles of developmentally appropriate practice to recommend learning experiences for young children. Description is missing. Response includes vague or incomplete descriptions of specific learning
- 14. experiences that are partially relevant to the scenarios and vaguely aligned with the principles of developmentally appropriate practice. Response includes clear descriptions of specific learning experiences that are relevant to the scenarios and logically aligned with the principles of developmentally appropriate practice. Response is supported by logical connections to the professional knowledge base. Demonstrates the same level of achievement as “2,” plus the following: Response makes a clear connection to personal experience and/or professional practice. Professional Skill 001: Written Communication: Demonstrates graduate level writing skills. Learning Objective PS 1.1: Use proper grammar, spelling, and
- 15. mechanics. Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability. Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability. Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability. Grammar, spelling, and mechanics reflect a high level of accuracy in standard American English and enhance readability. ©2014 Walden University 4
- 16. Learning Objective PS 1.2: Organize writing to enhance clarity. Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate. Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity. Writing is generally well- organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas. Writing is consistently well-organized. Introductions, transitions, and conclusions are used effectively to enhance clarity, cohesion, and flow. Learning Objective PS 1.4: Apply APA style to
- 17. written work. APA conventions are not applied. APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently. APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately. APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited appropriately and accurately. Document #1: Weekly Observations Case Study 1: Angelica
- 18. Age: 9 months old Location: Early Childhood Care Center Document #1: Weekly Observations Read this month’s worth of weekly observation reports by Angelica’s primary caregiver at her early childhood care center: September 6: This week, Angelica has continued to cry at periods throughout the day. It often happens when she is tired before a nap. I have noticed that she is using other expressions to ask for things, like pointing. She is smiling often, grabbing at objects, and putting objects in her mouth. She is holding a spoon and helping to feed herself. September 13: Angelica’s crying was less frequent this week. She is responding to sound and speech from caregivers, and is beginning to make sounds that sound like speech. She also responds and seems to understand when spoken to in both English and Spanish. I have also noticed that she is more and more interested in other children lately. September 20: Angelica continues to show interest in communicating with other children. The other day, I was reading Angelica a book in the corner, and I showed the book to a group of 2-year-olds at a nearby table. When one of them wanted to look at it, she got upset and cried. She is showing signs of wanting to be more independent and likes to explore the space around her by crawling and walking while holding onto the wall or shelves. She wants to touch and hold everything. September 27: Angelica has become very good at feeding herself and often refuses assistance. There were 2 days this week that she did not nap well. On those days, she tended to cry more and did not respond well to speech from adults. I have noticed a great
- 19. fluctuation in her need for attention from adults and her willingness to explore on her own. Yesterday, she spent the morning playing with toy objects with another child, and seemed to be making speech sounds. After an unsuccessful nap, however, she was very fussy for the rest of the afternoon and unresponsive to our attempts to use speech and sounds to calm her. She relaxed only when she had a toy that she could touch or put in her