...While I was observing I saw a child who was making "hon hon" noises by opening his mouth and making the noise though his nose. The children giggled at first but then ignored him when he made that noise again. The two teacher seemed to ignore the behavior and eventually he stopped making it. I saw the Aid a few times remind the student to stay focused and mentioned what his rules were. The teacher mentioned to me that sometimes she has him get a drink of water when he needs a break. However she also mentioned that the student is high academically and doesn't need to have different instruction from the rest of the class(Salazar, November 2nd, 2016) It seemed like with the redirection back on task the student was overcoming the student's challenge....
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...demonstrate evidence of the knowledge and skills required to promote and encourage children’s agency. | CHCECE023 Analyse Information to Inform Learning | Unit PurposeThe assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to gather and analyse information about children’s learning, in order to inform practice. | CHCECE024 Design and Implement the Curriculum to Foster Children’s Learning and Development | Unit PurposeThe assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to design, implement and evaluate the curriculum to foster children’s learning and development. | PART B2 Focus Child Study 2 An essential feature of...
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...Observation The student is considered a novice as an observer of children. The student observes children to gain practice and understanding in child development. Students have an obligation to protect children and respect school personnel. Observers are usually visitors in the classroom. The observer must keep in mind that they are a disruption to the regular processes in the classroom and they should respect the classroom teacher’s direction. The protection of the child’s rights in any type of child study is important. Regardless of the procedure used to collect information, the child’s protection is paramount. The child must not come to any harm (physical or mental) through participation in the observation process. Confidentiality must be utilized at all times. Talking about children and families with others outside of class or with the classroom teacher is prohibited. Please use fictitious names in written reports. Any concerns about a child’s safety should be addressed immediately with the classroom teacher or other responsible party. Observation tells us about children’s behavior – what they are doing. If we want to understand children’s development in school settings then we should observe them in those settings. Observation that takes place in a natural environment is referred to as naturalistic observation. Qualities of a Good Observer: · Recognize personal bias and preconceived assumptions about children. · Stay focus for a long period...
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...Contact us at: SUPPORT@ACTIVITYMODE.COM EDU 305 COMPLETE CLASS EDU 305 Week 1 DQs EDU 305 Week 1 Key Theories of Child Development Worksheet EDU 305 Week 2 Culture and Development EDU 305 Week 2 DQs EDU 305 Week 3 Classroom Observation Summary EDU 305 Week 3 DQs EDU 305 Week 3 Preschool Program Design EDU 305 Week 4 Applied Development Theory Handout EDU 305 Week 4 Applied Developmental Theory Activity EDU 305 Week 4 DQs EDU 305 Week 4 Elementary School Design EDU 305 Week 5 Classroom Observation and Teacher Interview Paper EDU 305 Week 5 Media Influence EDU 305 Week 5 Middle School Design Activity mode aims to provide quality study notes and tutorials to the students of EDU 305 Complete Class in order to ace their studies. EDU 305 COMPLETE CLASS To purchase this visit here: http://www.activitymode.com/product/edu-305-complete-class/ Contact us at: SUPPORT@ACTIVITYMODE.COM EDU 305 COMPLETE CLASS EDU 305 Week 1 DQs EDU 305 Week 1 Key Theories of Child Development Worksheet EDU 305 Week 2 Culture and Development EDU 305 Week 2 DQs EDU 305 Week 3 Classroom Observation Summary EDU 305 Week 3 DQs EDU 305 Week 3 Preschool Program Design EDU 305 Week 4 Applied Development Theory Handout EDU 305 Week 4 Applied Developmental Theory Activity EDU 305 Week 4 DQs EDU 305 Week 4 Elementary School Design EDU 305 Week 5 Classroom Observation and Teacher Interview Paper EDU 305 Week 5 Media Influence EDU 305 Week 5 Middle School Design Activity mode aims...
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...the observations were occurred at the same period on two different days of each week including Tuesday and Wednesday from 16th of September to 30th of September for a total of 4 days. Each observation was scheduled for a 30 minutes at 10 a.m. to 10.30 a.m. In the first and second observations, researcher used the time sampling data sheet to record the frequency of problem behavior and determined the target behavior. After that, researcher used the ABC checklist in the third and fourth observations to identify the reasons and consequences of the occurrence of target behaviors. The interventions were planned to start on 6th of October to 20th of October for a total of five days. The duration of each intervention...
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...Developmental Checklist Observation Summary EDU 119-OW My observation data was collected on a 2 day observation of a young boy, by the name of Jade. This child is located in a class of 16 children, at a preschool in Rocky Point, NC. His birthday is 11/21/09, and at this present time of observation he is 4 years old. After several days of observation and according to the 4-5 year old developmental checklist, John is well above his age level in development. On day 1 of observation after arriving from breakfast, John washed his hands. After washing his hands he sat down on the carpet to wait for his teachers to join the carpet. The teacher read The Three Little Pigs. After the story, the teacher showed the children a short clip on you tube of the story, then asked the students to draw a picture of the story they had heard. John drew a picture of three pigs and 3 houses and wrote his name at the bottom. He then proceeded to retell me the story about the pigs and the wolf leaving out minor details. In retelling the story John covered some of the Language Milestones and some hand and finger skills while drawing the picture. According to the Language Milestones John was able to recall all parts of the story, not just some. He was able to speak sentences of more than 5 words, and he was able to tell a long story. By writing his name John showed hand and finger skills. He was able to print all the letters in his name. John is a very easy going child that got along well with...
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...” and “Are there components of differentiated instruction that have a greater impact on student achievement than others?” The study followed a mixed method design and consisted of two parts. First, a quantitative analysis of test scores from the Michigan Education Assessment Program (MEAP) and teacher and student survey results were analyzed as a means to outline broad relationships from the data. Results from the quantitative findings directed the researcher on how to frame the qualitative design. Second, a qualitative analysis of classroom observations and interviews with teachers was conducted. The qualitative portion of this study followed a social interactionism orientation adopted by social interactionism theorist (Blumer, 1969). This approach allowed the researcher to analyze relationships between the differentiation variables. The quantitative data methods of surveys and test scores, qualitative techniques of classroom observations, and teacher interviews were triangulated. Triangulation of data was used to support research findings through independent measures to point to the same conclusions (Webb et al., 1965). The conceptual framework (Hall, 2004) served as the foundation in the identification of the differentiation variables to be studied. The research findings supported the work of learning styles theorists (Dunn, Griggs, Olsen, Beasley, and Gormann, 1995). Findings also suggested that the differentiation strategies of choice and interest play a vital role in achievement...
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...contextually analyzing a piece of poetry are writing questions that can apply to the broad aspects of poetry. Such as does the poet's life suggest any special point of view, such as the complexity and the love of a mother as in Sharon Olds “The Month of June: 13 ½”. When reading through Sharon Olds “The Month of June: 13 ½”, the first thing that I noticed was that Olds uses an intensely personal voice to explore themes of family relationships. Throughout much of her poem, she examines her role as a mother, painting potent memories of her child in a sentimental and honest language (Notes 1)....
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...obesity is that overweight child is more likely to become obese adult in the future (Ogden, 2006). Eating healthy and maintaining enough physical activity are recommended protective factors against obesity. However, intervention should be implemented to promote such behaviors (Lowry, 2000). FitKid project: It Augusta/Richmond County, the Medical...
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...NAME: Simba Elijah Kiage ADM NO: 643419 ASSIGNMENT: A Report on Active Theory of Television Viewing Course: Jnr2223 INSTRUCTOR:Kioko Ireri, Ph.D. SUMMARY PURPOSE Delivered for the fulfillment of a Bachelors Degree in Mass media SCOPE: The Report covers the Active Viewing Theory, its contribution to understanding media effects on audiences documented challenges from research scholars. Presented To: Kioko Ireri, Ph.D. Assistant Professor of Journalism & Mass Communication Patron, Journalism Club, Journalism Department United States International University-Africa. Introduction This theory finds its roots in Bandura’s 1977’s social learning theory which states that some prim aspects of television programming normally get and retain the attention of the viewers. It is therefore from here that Bandura suggested that once a child is exposed to the television programs, perceptive watching followed by an almost automatic attention and interpretation. This is a theory then that rests under media effects category. The many researchers who have put its hypothesis to research over the years have all tried to ascertain whether it is true indeed that viewers get directly involved with the media messages they consume from the media (Television) This theory however hasn’t really been accepted across by all media researchers as some have come out to question the perceived active television watching by the audiences saying that in reality television viewing as...
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...| Child Development Observation (Infant) | Introduction to Early Child Development | Instructor: Kathrine Palichuk | Dawn Freeman | 9/1/2014 | [Type the abstract of the document here. The abstract is typically a short summary of the contents of the document. Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.] | Each child will go through the same developmental process, varying in time and order. During prenatal development the fetus is dependent on the mother to provide the child with a healthy environment to help promote the proper physical development of the unborn child. Healthy development of a child begins at conception. As the fetus grows and develops senses, organs, and brain function, the mother’s lifestyle controls the quality of development in all of the important areas. (Groark, McCarthy, & Afton, 2014) Physical and motor development The infant’s head is heavier than the rest of their body and they are unable to have any control over its movement; of course the does not mean the head does not move but that the movement is only a reflex. The infant at this stage in development has natural reflexes: Moro or startle reflex, which is the sudden extension of arms and legs, head, jerks back and newborn may often gasp in air and cry out. This reflex is often seen when child is surprised by a loud sound or sudden movement. (Groark, McCarthy, & Afton, 2014) Rooting reflex is the...
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...attachment security research was conducted using a variety of both screening questionnaires, and several parental self-report questionnaires assessing their parenting styles, parental efficacy, experiences of daily hassles, social support and psychological problems. Through the use of these questionnaires, observations by pediatric psychologists, and a follow-up at approximately four years of age, it was demonstrated that the children with ASD were rated less securely attached than both other clinical and non-clinical groups. Also, the parents of children with ASD reported a less authoritative parenting style and felt they received less social support than the parents of non-clinical children. This paper will delve deeper into their research and consider the results as it applies to the discipline. AUTISM, ATTACHMENT AND PARENTING 3 Article Critique on Autism, Attachment and Parenting The purpose of Rutgers et al.’s research on autism, attachment, and parenting was to study young children who, having been pre-screened early, would later in their development be officially diagnosed with Autism Spectrum Disorder, or ASD. (Rutgers et al., 2007). Critical Summary The participants in Rutgers, et al.’s research came from an initial...
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...mother’s verbalizations towards the child? Or was the task selection hindering the child’s attention ability or producing uncharacteristic non-compliant behaviour? Are these issues affecting causality? Can you think of any way in which this difficulty could be addressed in future? With regard to the previously stated initial difficult aspect of the task being coding...
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...GUIDANCE SERVICES The systematic and organized procedures, tools and facilities to assist an individual in securing knowledge and skills needed in making plans and services, and in interpreting life. These services provide comprehensive information about opportunities, personality development, effective studying and learning. Purposes: * Help students recognize, accept and develop their potential, adjust to the school, and develop the skills needed to cope with the problems they meet. * Help young people come to know and accept themselves, their aptitudes and interests. * Teach pupils/students learn to use their interests and capabilities. * Teach pupils/students develop the skills to cope with the problems they meet both inside and outside the school. Scope 1. Services rendered to an individual and his needs; inventory of each pupil, information regarding opportunities, counseling for all pupils, follow-up on studies, placement, and assisting teachers in case studies. 2. Services to staff members in providing for leadership, in securing cooperation of the staff members, in assisting teachers in utilizing information, in organizing and conducting in-service training. 3. Services pertaining to evaluation of services; follow-up making results available, surveys, securing cooperation of parents and community, and conducting research to further improve guidance services. . Characteristics of a Good Guidance Service 1. Identifiable aids to...
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..., Fergusson, D., & MacFarlane, M., 2008; Morse, S., Haritou, F., Ong, K., Anderson, V., Catroppa, C., & Rosenfeld, J., 1999; Taylor, H., Swartwout, M., Yeates, K., Walz, N., Stancin, T., & Wade, S., 2008). It is also found that children injured in early childhood are more vulnerable to developmental deficits, According to Taylor et. al (2008), a younger age at the time of injury is a predictor of worse outcomes. Although many researchers in this field have shared the previous findings, there have also been gaps in research on the topic of childhood TBI and development. Certain discrepancies include effects of family characteristics on development following TBI, and effects of TBI on language performance. Previous research has included child and family demographic information when...
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