Order Description
Observation Assignment / Case Study – ECED 5210 – Guidelines
ASSIGNMENT:
Each student will be responsible for conducting 3 observations, each one from a different age group being studied (birth-12 mos., 13-35 mos., and 36-71 mos.) Students will collect data about the child they are observing, and will review that data for examples of developmentally appropriate behavior from the child.
DUE DATES:
Observation
Birth – 12 mos.
13 – 35 mos.
36 – 71 mos.
GENERAL GUIDELINES:
Students should observe a child of the appropriate age for each assignment for a minimum of 1 hour (students can choose to observe for longer periods of time if they desire). It is RECOMMENDED that you try observing the child on 2 separate occasions for a half-hour at a time in order to observe a wider range of behaviors. Students should keep a narrative (running) record, noting EVERYTHING the child does during the hour observed. Obviously, it is desirable to monitor the child?s behavior when s/he is active and alert, not during nap times or right before the child?s bedtime.
Narrative records MUST be turned in with each assignment. Narrative records do not have to be typed, but if you choose not to type them, make sure your writing is legible. Narrative records should be used to write the second half of the assignment – the review of the data for developmentally appropriate behavior on the part of the child. Utilizing your text and class lecture notes, examine the narrative record. Look for behaviors that fall within the physical, socio-emotional, and cognitive domains. Describe and evaluate the child?s behaviors based on what you have learned in class about the development of children within that particular age group, and within each domain. The more in-depth your analysis of the data, the more points you can expect to receive. The main goal of the assignment is integration of what you have learned in class with what you are seeing in the real world. The second half of the assignment (your review of the data) must be typed and should be about 3-5 pages long. It should be written in a standard paper format (NOT an outline or list). If reference materials outside of the text are used, please attach a reference page. Remember to NOT use the child?s real name in your paper.
CONSENT TO OBSERVE CHILDREN (IMPLIED/VERBAL/WRITTEN):
1. AT THE CENTER WHERE YOU TEACH/DIRECT/WORK:
You can to observe children center following the policies you have in place. If you nee parent permission to share the information with your instructor, please obtain this permission. Confidentiality is extremely important ? you must not use the real names of any children in your paper, or share information about any of the children except in your paper. If you use a permission form submit it with the final paper.
2. CHILD AT LITTLE BUCS OR CHILD STUDY CENTER:
You have IMPLIED PERMISSION to observe children on campus at either the Child Study Center or Little Bucs. Parents have already given permission at these centers for their children to be observed. However, if you choose to observe in either of these locations, please make sure to contact the centers for permission and to determine the best time to observe. Confidentiality is extremely important ? you must not use the real names of any children in your paper, or share information about any of the children except in your paper. If you choose this option, there are no special forms to complete or attach, but you MUST state in your paper that you had implied permission to observe the child, and note at which center the observation was conducted.
3. YOUR OWN CHILD OR THE CHILD OF RELATIVES:
You can also choose to observe a child who is a relative of yours. If you choose this option, you must obtain VERBAL PERMISSION from the child?s parents before conducting your observations. Explain the assignment to the parents, making sure to assure the parents that their child?s name will not be used for any purpose. The child that you observe may also be your own child if s/he falls within one of the appropriate age categories. Obviously, since you are the parent, you can give yourself VERBAL PERMISSION to observe your own child. If you choose this option, you MUST state in your paper that you had verbal permission to observe the child, and note that the child is related to you.
4. ALL OTHER CHILDREN:
Finally, you can choose to observe a child who does not fall into one of the previously mentioned categories (e.g., the child of a friend, a child you are babysitting, etc.). If you choose this option, you MUST obtain WRITTEN PERMISSION from the child?s parents before conducting your observations. Use the WRITTEN (INFORMED) CONSENT FORM attached to this document, making sure to assure the parents that their child?s name will not be used for any purpose. Both you and the parent(s) MUST sign this form. If you choose this option, you need to attach the signed WRITTEN (INFORMED) CONSENT FORM to your paper when you turn it in.
GRADING CRITERIA:
Each assignment is worth 50 points. Points will be given as follows:
Information about consent given and appropriate forms attached 5 pts.
– Implied, Verbal, or Written (Form Needed)
Narrative record includes at least 1 hour of observation: 5 pts.
– Document times and places observed
Narrative record follows a logical and insightful style: 10 pts.
– Depth and clarity of narrative record
Review of data includes mention of all 3 domains: 10 pts.
– Cognitive, Physical, Socioemotional
Review of data is well integrated with text/lecture notes: 10 pts.
– References from text/lecture and/or other sources
Review of data follows a logical and presentable style: 10 pts.
Organized, professionally written
Performance Standards
Below Expectations
Meets Expectations
Above Expectations
Point Value
Obs 1
Obs
2
Obs 3
Consent
Consent is not mentioned in any way, or consent is briefly alluded, or the wrong type of consent is secured
1 2 3
Consent is mentioned, appropriate, and all necessary forms are attached
4 5
Not applicable
—
5
Observation Hours
Less than 1 hour of observations and/or time/date/place information not provided
1 2 3
One hour of observations; time/date/place information provided
3 4
More than one hour of observations; time/date/place information provided
5.5
5
Narrative Record
Not enough depth; poor organization of notes
1 2 3 4 5
Good depth and organization
6 7 8 9 10
Depth is above average and organization is detailed (e.g., tables, bulleted lists, timed charts)
10.5
10
Three Domains of Development
Missing discussion of any or all of the following domains: cognitive (including language), physical, and socioemotional
1 2 3 4 5
Discussion of all three domains ? more points given for level of depth and insights
6 7 8 9 10
Depth is above average, well-documented, and highly organized (e.g., headings, subheadings)
10.5
10
References to Text/Lecture
Less than 3 references to text/lecture or other sources
1 2 3 4 5
3-5 references to text/lecture/other sources
6 7 8 9 10
More than 5 references to text/lecture/other sources
10.5
10
Professionally Written
Paper has numerous grammatical and/or spelling errors, paper is not typed, paper is sloppy
1 2 3 4 5
Paper has few grammatical and/or spelling errors, paper is typed, paper is neat in appearance
6 7 8 9 10
Paper has no grammatical and/or spelling errors, paper is presented professionally (neat, cover, etc.)
10.5
10
Specific Guidelines – Observation Assignment:
Following is a list of developmental milestones for three developmental domains: physical, cognitive, and socioemotional. Language, which is often considered a separate domain of development, is contained within the cognitive domain. For the purpose of writing the observations, please use the attached list of developmental milestones, AS WELL AS information contained in your textbooks (the Developmental Profiles book will be particularly useful here). Please note that this list is not meant to replace what is in the textbooks, and should not be used to the exclusion of text and lecture information. In addition, it is IMPORTANT that you at least mention all three developmental domains within your paper, and to achieve the maximum amount of points, you should make sure to include information from the text, NOT just the list of developmental milestones.
A note about the ages listed on the developmental milestones: Ages listed typically cover a 6- to 11-month time frame. You should keep in mind that a child at the early end of the time frame may not be able to do all the things listed, whereas a child at the end of the time frame should PROBABLY be able to do most of the things listed under that grouping.
Remember that your papers must be typed and should be about 3-5 pages long. The narrative record (notes) that you took during the hour of observation MUST be attached to your paper. Narrative records need not be typed but should be legible. Remember that the primary grading criteria is integration of the text with what you observed. The list of developmental milestones should serve to cue you in on things to look for within each domain. You can interact with the child if possible, or you can just observe if it is not possible to interact with the child.
Note: The following developmental milestones are taken from the Battelle Developmental Inventory. When using these milestones, keep in mind that you have not been trained to administer this test. Any information you obtain should be interpreted in light of this fact.
Developmental Milestones – Physical Domain
0-5 months:
Holds head erect for 1 minute when held
Lifts head and holds it up for at least 5 seconds while lying on stomach
Turns head freely from side to side while supported in a sitting position
Brings hands together at middle
Moves objects held in hand to mouth
Reaches for objects placed before him/her and touches it
6-11 months:
Sits without support for at least 5 seconds
Stands for 10 seconds while holding onto a solid object
Pulls self to a standing position while holding onto a solid object
Moves from lying on back to a sitting position without help
Makes stepping motions when held in an upright position
Moves 3 feet or more by crawling
Walks 3 or more steps without assistance
Moves objects from one hand to the other
Pulls open drawers and cupboards
12-17 months:
Stands without support for 30+ seconds
Crawls up steps without assistance
Moves from a sitting to a standing position without help
Walks up 4 steps with support
Uses the thumb and index finger to pick up small objects
Builds a tower with 2 blocks
18-23 months:
Throws ball forward at least 3 feet
Kicks ball forward without falling
Walks down 4 steps with support
Runs 10 feet without falling
Walks up and down steps without help
24-35 months:
Stands on one foot briefly without support
Throws ball 5 feet in the direction desired
Jumps forward with both feet together (bunny hop)
Opens doors using doorknob
36-47 months:
Turns forward somersault without help
Walks down stairs with alternating feet
Turns pages of a book one at a time
Folds sheet of paper
Uses scissors to cut paper
Copies vertical line and circle
48-59 months:
Hops forward on 1 foot without support
Walks heel-to-toe for 4 or more steps
Hops on 1 foot for 10 feet
Copies cross
Cuts with scissors following line
Copies the letters V, H, and T
Copies triangle
60-71 months:
Catches ball
Stands on each foot alternately with eyes closed
Does standing broad jump
Ties shoelaces
Draws person with 6 or more parts
Copies square
Copies simple words (e.g., cat, dog)
Copies numerals 1 through 5
Developmental Milestones – Cognitive Domain (including language competencies)
O-5 months:
Explores environment visually
Shows awareness of new situations
Feels and explores objects
Follows a sound stimulus
Follows a visual stimulus
Turns head toward source of sound outside field of vision
Produces one or more vowel sounds
Vocalizes sounds to express feelings (does not include crying)
6-11 months:
Explores or investigates surroundings
Uncovers a hidden toy (e.g., show the child a toy, then cover it and see if s/he uncovers it – this indicates object permanence)
Searches for a removed object (e.g., show the child a toy, then hide it and see if s/he looks in the right place – this also indicates object permanence)
Produces one or more single-syllable consonant-vowel sounds (e.g., ba-ba-ba, or da-da-da-da)
12-23 months:
Can do very simple puzzles (e.g., placing a circle in a circle shape)
Reaches around a barrier to get a toy
Recognizes self as the cause of events (e.g., turning on the TV, banging on musical instruments)
Use gestures to indicate needs
Imitates speech sounds
Uses 10 or more words
24-35 months:
Matches simple shapes (triangles, circles, squares)
Repeats 2 number sequences
Selects hand hiding a toy (which is very clearly demonstrated)
Uses pronouns I, you, and me
Uses 2-word sentences
Uses 3-word sentences
36-47 months:
Identifies simple objects by touch
Understands the concept of one and one more
Understands the concept of big and little
Understands the adverbs softly and loudly
Follows 2 step verbal commands (e.g. ?Get the book on the table and bring it to me.? or ?Pick up your toys, and put them in your room.?)
Labels his/her creations
Asks who, what, where, when, and why questions
Uses plural forms ending with ?s? or ?z?
48-59 months:
Understands the concept of three (e.g., can give 3 objects on request)
Completes opposite analogies (e.g., hot is to cold as day is to _______)
Identifies the larger of 2 numbers
Identifies the longer of 2 sticks
Sorts forms by shape
Understands simple negations
Understands regular plural forms
Uses 5 or 6 word sentences
60-71 months:
Identifies the missing parts of objects
Identifies textures of rough, smooth, and soft
Sequences from smallest to largest
Identifies the first and last objects in a row
Assemble a six piece puzzle of a person
Understands past tense of the verb to be (e.g., was, were)
Understands irregular plural forms (e.g., mice, geese)
Understands future tense of the verb to be (e.g., will be)
Communicates his/her feelings
Developmental Milestones – Socioemotional Domain
0-5 months:
Shows awareness of people
Looks at adult?s face
Smiles or vocalizes in response to adult attention
Explores adult?s face
Shows desire to be picked up or held by familiar people
Expresses emotions
Shows awareness of his/her hands
6-11 months:
Shows desire for attention
Plays peekaboo
Discriminates between familiar and unfamiliar people
Responds to his/her name
12-17 months:
Responds to the naming of a familiar person (e.g., Where?s Mommy?)
Shows affection toward people, pets, or possessions
Enjoys playing with other children
Initiates social contact with same-age children during play
Imitates another child at play
18-23 months:
Responds to adult praise or rewards
Helps with simple household tasks
Enjoys having simple stories read
Expresses ownership or possession
Identifies self in mirror
24-35 months:
Expresses affection towards same-age child
Know his/her first name
Speaks positively of self
Knows his/her age
Participates in group play
Share property with others
36-47 months:
Separates easily from parent
Expresses enthusiasm for work or play
Shows sympathy toward others
Calls attention to his/her performance
Knows his/her first and last names
Interacts with peers
Knows his/her sex
48-59 months:
Comforts peers in distress
Describes his/her feelings
Has special friends
Plays cooperatively with peers
Takes turns and shares
Engages in adult role-playing and imitation
Give help to others when needed
Respects property and the rights of others
Asks permission to use others? possession
60-71 months:
Uses adults other than parents as resources
Shows positive attitude toward school
Performs for others
Uses peers as resources
Follows classroom rules and directions
Waits his/her turn for adult?s attention
Copes with criticism and teasing
Recognizes the feelings of others
