Question Description

PLEASE FOLLOW RUBRIC, WANT TO GET MOST POINTS POSSIBLE

For this assignment you will conduct an in-depth analysis of how a child in a selected age group presents as a learner based on the developmental milestones pertaining to cognitive, physical, language and social-emotional development and the major theorists, such as Piaget and Erickson, presented in the course.This analysis will include an overview of the child, a description of milestones the child in this age group will reach in the physical, cognitive, language, and social/emotional domains, environmental considerations which support learning and promote safety and variations that may be anticipated based on cultural considerations. This project requires you to synthesize the lesson materials information, including information gleaned from course assignments and apply this synthesis to create a portrait of an Early Childhood Learner. A Signature Assignment outline of the steps for completing this capstone assignment has been developed for your use.

This information will be presented as a written paper.

To begin the assignment, you will first need to select an age of child that you would like to describe. Choose one age group from the following:

0-12-month-old12-24 month old2-year-old

3-year-old4-year-oldKindergartener

First graderSecond GraderThird Grader

You will begin synthesizing milestones in each domain for the selected age child. As part of this assignment, you will need to have a clear understanding of what a “typical” child at this age level can do, not only as milestones but also in relation to developmental theories.For example, if you selected a 4-year-old, what stages of thinking (Piaget) would he be in?What would this look like?What are the cognitive skills/limits children have at this age? What about attention spans? Classroom implications/applications?

Refer to your previously completed growth and development charts as reference for milestones across domains, paying close attention to the stages/ages before and after your targeted level. Additionally, be cognizant of any differences that may occur as a result of culture and/or economic variations in children’s experiences.

To complete this assignment, you need to include at least 4 references which you will cite using APA format within your assignment. These resources can be from outside or course related materials.They must be of master’s level quality.

In order to complete the assignment, you will follow the steps as outlined below.

Step 1: Design a Developmental Overview

The purpose of this overview is to provide a picture of the typical learner in the age range you described. Clearly describe the child’s general learning, likes, and needs. Please feel free to give the child a name instead of calling them “a typical Kindergartener.” It may even help you to think about a specific child as you write this section. This part of the overview provides a clear picture of who this child could be and should be under one page.

Physical, Cognitive, Social/Emotional and Language

In 3-5 pages, develop a narrative overview of your learner. The purpose of the overview is to provide a picture of the typical learner in the age range you described. This information should include the perspectives of the developmental theorists as well as describe developmental milestones in the 4 learning domains (physical, cognitive, social/emotional, and language). The information you provide should describe the skills the child will typically master at this age level (i.e. an overview of the skills in the age below them) as well as a brief overview of what they are working on mastering. Please feel free to give the child a name instead of calling them “a typical Kindergartener.” It may even help you to think about a specific child as you write this section.

Step 2: Describe Developmental Domain Interrelatedness

Physical, Cognitive, Social/Emotional and Language

In 1-2 pages, you will discuss how development in one learning domain impacts learning across other domains. Please provide specific examples related to the developmental theories and developmental milestones including at least three references/resources.

Step 3: Describe the Implications of the Child’s Development on Learning and Learning Environments

In 2-3 pages, include a description how the Child’s current level of development impacts their learning needs. In this section you will describe an overview of the typical learning environment. Describe what supports are needed in this environment based on the child’s development. You may include the following components: room layout, specific materials for each domain (and how they are accessed by the children), description of where personal belongings are stored, a general schedule of learning activities / the child’s day, types of activities that are most successful and a descriptions of social learning activities as well as the types of general supports the child will need from adults.In this description, use descriptive language that will help the audience visualize the setting. Make sure the description provides a rationale for the implications that is based on developmental milestones and developmental learning theories.

Step 4: Describe Health, Safety and Nutrition considerations

In 1-2 pages, briefly describe the nutrition, health, safety and supervision considerations that are specific to this age group. This description should be related to developmental milestones and learning theories and should be written from the educational standpoint.

Step 5: Describe Variations to Development

In up to one page, address possible variations to the “typical” development that you could expect for a child of the age group. These variations should be related to cultural and or socioeconomic differences, health and developmental differences.Describe how these differences may impact developmental expectations and/or the trajectory of development.

Step 6: Support with resources

Be sure to reference high quality resources to support your work. These should be from professional journals or websites and may include information from the materials provided in the course.

ECD 549 Rubric for Signature Assignment—Portrait of an Early Childhood Learner (140 points)

Exemplary

Highly Proficient

Proficient

Approaches Proficient

Below

Expectations

10 points

9 points

7-8 points

5-6 points

0-4 points

Overview of the Child—General Information

INTASC

1.1, 1.4, 1.5, 2.2, 3.5

NAEYC 1a, 1b, 1c, 6a,

  • Age Range is clearly stated
  • Overview provides a highly articulate and reflective description of the child in all four domains
  • Child’s general learning likes and needs are thoroughly described
  • Overview provides reader with an exceptionally clear image of the identified learner.
  • Age Range is stated
  • Overview provides a general description of the child in all four domains
  • Child’s general learning likes and needs are described
  • Overview provides reader with a clear image of the identified learner
  • Age Range is not stated
  • Overview is incomplete or does not discuss all four domains.
  • Child’s general learning likes and needs not accurate for age listed
  • Overview is unfocussed, lacking in tone
  • Thorough overview and analysis of physical milestones including fine and gross motor
  • Outstanding description of milestones the child is expected to meet at this age/what they are currently “working on”
  • Description includes excellent connections to developmental theories, demonstrating exemplary understanding of the physical domain.
  • Provides exceptional scope of understanding of physical development.
  • General overview and analysis of physical milestones including fine and gross motor
  • Accurate description of milestones the child is expected to meet at this age/what they are currently “working on”
  • Description includes connections to developmental theories, demonstratingunderstanding of the physical domain.
  • Provides solid understanding of physical development.
  • Insufficient overview and analysis of physical milestones including fine and gross motor
  • Inaccurate or insufficient description of milestones the child is expected to meet at this age/what they are currently “working on”
  • Description fails to include connections to developmental theories, linking to the physical domain.
  • Fails to demonstrate asolid understanding of physical development.
  • Describes cognitive milestones the child is expected to meet at this age/what they are currently “working on”
  • Description includes link to developmental theories that demonstrates exemplary understanding
  • Provides exceptional scope of understanding of cognitive development
  • Describes cognitive milestones the child is expected to meet at this age/what they are currently “working on”
  • Description includes link to developmental theories that demonstrates understanding of cognitive development
  • Comprehensive in scope
  • Lacks description of cognitive milestones the child is expected to meet at this age/what they are currently “working on”
  • “Next steps” in cognitive development are missing
  • Lacks scope
  • Provides an articulate analysis of the child’s current language skills in relation to typical growth, development, and milestones in accordance with evidence-based findings.
  • Description includes thoughtful connections to developmental theories that demonstrates thorough understanding of language development.
  • Provides a clear overview of the child’s current language skills in relation to typical growth, development, and milestones in accordance with evidence-based findings.
  • Description includes connections to developmental theories that demonstrates thorough understanding of language development.
  • Overview of the child’s current language skills in relation to typical growth, development, and milestones is lacking or missing.
  • Description fails to include connections to developmental theories that demonstrates thorough understanding of language development.
  • Provides an articulate analysis of the child’s current social/emotional development in relation to typical growth and milestones in accordance with evidence-based findings.
  • Description includes thoughtful connections to developmental theories that demonstrates thorough understanding of social/emotional development
  • Provides a clear overview of the child’s current social/emotional development in relation to typical growth and milestones in accordance with evidence-based findings.
  • Description includes connections to developmental theories that demonstrates thorough understanding of social/emotional development
  • Overview of the child’s current social/emotional development in relation to typical growth and milestones in accordance is insufficient or missing.
  • Description fails to includes connections to developmental theories that demonstrates thorough understanding of social/emotional development
  • The interrelatedness of the four domains is clearly articulated demonstrating excellent connections and understandings of developmental processes.
  • Description skillfully integrates developmental theories and developmental milestones weaving purposeful connections between and across domains
  • The interrelatedness of the four domains is articulated demonstrating connections and understandings of developmental processes.
  • Description integrates developmental theories and developmental milestones providing connections between and across domains
  • The interrelatedness of the four domains is unclear and/or fails to demonstrate connections and understandings of developmental processes.
  • Connection to developmental theories and developmental milestones between and across domains is insufficient or missing.
  • Comprehensive description of implications for learning is well integrated, detailed and exceptional in presentation
  • Milestones and learning theories are thoroughly and articulately integrated throughout section
  • Reflective and research based overview of the ideal learning environment and materials are included with purposeful connections to developmental milestones and theories
  • Description of implications for learning is well integrated, detailed and exceptional in presentation
  • Milestones and learning theories are integrated throughout section
  • Thorough overview of the ideal learning environment and materials are included with purposeful connections to developmental milestones and theories
  • Description of implications for learning is insufficient or missing.
  • Milestones and learning theories are not integrated throughout section
  • Lacking a clear overview of the ideal learning environment and materials with purposeful connections to developmental milestones and theories
  • Describes nutritional requirements
  • Describes health considerations (may include information on hygiene, immunization, and sleep, etc.)
  • Describes safety considerations
  • Describes supervision needs
  • Description is clear and concise and demonstrates an exceptional level of understanding
  • Milestones and learning theories are integrated throughout section
  • Describes nutritional requirements
  • Describes health considerations (may include information on hygiene, immunization, and sleep, etc.)
  • Describes safety considerations
  • Describes supervision needs
  • Description is clear and concise
  • Section references major learning theories and developmental milestones
  • Few if any nutritional requirements are included
  • Lacking health considerations
  • Few to no safety considerations are described
  • Supervision need description is lacking clarity
  • Description is unclear or does not exist
  • Lacking section references of major learning theories and developmental milestones
  • Provides a reflective overview of impact of culture and economics on development for this age
  • Demonstrates exceptional understanding the impact of culturaland economics on development
  • Provides an overview of impact of culture and economics on development for this age
  • Demonstrates understanding the impact of culturaland economics on development
  • Fails to provide a thorough overview of impact of culture and economics on development for this age
  • Insufficient evidence of understanding the impact of culturaland economics on development
  • Skillful use of four or more relevant references and resources are included throughout the paper.
  • Inclusion of research from top tier sources
  • Integration of references is seamless.
  • Four or more relevant references and resources are included throughout the paper.
  • Inclusion of research from top tier sources
  • Integration of references is seamless.
  • Insufficient references and resources are included throughout the paper.
  • Lack of research from top tier sources
  • References are not smoothly integrated in the paper.

(Evidence in both columns 3 and 5 present)

(Evidence in both columns 1 and 3 present)

10 points

9 points

7-8 points

5-6 points

0-4 points

Overview of the Child—Physical Domain

INTASC

2.1, 2.2, 5.2

NAEYC

1a, 1b, 4a, 4c, 4d, 5c

(Evidence in both columns 3 and 5 present)

(Evidence in both columns 1 and 3 present)

10 points

9 points

7-8 points

5-6 points

0-4 points

Overview of the Child—Cognitive Domain

INTASC

2.1, 2.2, 5.2

NAEYC

1a, 1b, 4a, 4c, 4d, 5c

(Evidence in both columns 3 and 5 present)

(Evidence in both columns 1 and 3 present)

10 points

9 points

7-8 points

5-6 points

0-4 points

Overview of the Child—Language Domain

INTASC

2.1, 2.2, 5.2

NAEYC

1a, 1b, 4a, 4c, 4d, 5c

(Evidence in both columns 3 and 5 present)

(Evidence in both columns 1 and 3 present)

10 points

9 points

7-8 points

5-6 points

0-4 points

Overview of the Child—Social / Emotional Domain

INTASC

2.1, 2.2, 5.2

NAEYC

1a, 1b, 4a, 4c, 4d, 5c

(Evidence in both columns 3 and 5 present)

(Evidence in both columns 1 and 3 present)

20 points

18-19 points

15-17 points

10-14 points

0-9 points

Domain Interrelatedness

INTASC

1.1, 1.4, 1.5, 2.2, 3.5

NAEYC 1a, 1b, 1c, 6a,

(Evidence in both columns 3 and 5 present)

(Evidence in both columns 1 and 3 present)

20 points

18-19 points

15-17 points

10-14 points

0-9 points

Implications for Learning

INTASC

2.1, 2.2, 5.2

NAEYC

1a, 1b, 4a, 4c, 4d, 5c

(Evidence in both columns 3 and 5 present)

(Evidence in both columns 1 and 3 present)

20 points

18-19 points

15-17 points

10-14 points

0-9 points

Health and Safety Considerations

INTASC

1.3, 5.2, 8.6, 9.1, 9.2

NAEYC

1a, 1b, 1c, 4b, 4c, 4d, 5a, 5b, 6c, 6d, 6e

(Evidence in both columns 3 and 5 present)

(Evidence in both columns 1 and 3 present)

10 points

9 points

7-8 points

5-6 points

0-4 points

Expected variations based on cultural and economic differences

INTASC

1.1, 1.4, 1.5, 2.2, 3.2, 3.3, 3.5

NAEYC

1a, 1b, 1c, 2a, 2c, 6a, 6b

(Evidence in both columns 3 and 5 present)

(Evidence in both columns 1 and 3 present)

10 points

9 points

7-8 points

5-6 points

0-4 points

Additional Research

INTASC

1.3, 3.2, 3.3, 3.5, 5.2, 9.1, 9.2

NAEYC

1b, 2a, 2c, 4b, 4c, 4d, 5a, 5b ,6a, 6b,

6c, 6d, 6e

(Evidence in both columns 3 and 5 present)

(Evidence in both columns 1 and 3 present)

P

10 points

9 points

7-8 points

5-6 points

0-4 points

Written Expression

  • Writing is free from errors and is easy to read and understand
  • Writing is of an exceptional level, flawless or nearly flawless adherence to APA guidelines and formatting.
  • Writing is nearly free from errors and is easy to read and understand
  • Writing is at a master’s level, with overall adherence to APA guidelines and formatting.
  • Writing contains several errors that interfere with overall readability.
  • Failure to apply to APA guidelines and formatting throughout the paper.

(Evidence in both columns 3 and 5 present)

(Evidence in both columns 1 and 3 present)

_______/ 140 Total