Portrait of an Early Learner Overview
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-
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, |
|
(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 |
|
(Evidence in both columns 3 and 5 present) | (Evidence in both columns 1 and 3 present) |
_______/ 140 Total
Solution Preview
Developmental Overview
Stacy is our ideal candidate who is aged 3 years old awaiting to join kindergarten. Stacy portrays high learning skills, language mastery and good communication skills. Although, Stacy is unable to talk frequently which makes it hard to derive clear meaning in some of her sentences. Just like other kids in this age bracket, Stacy likes playing so much which invests most of her time having fun with her counterparts. Stacy needs to be trained on how to communicate effectively especially when she has inner desires which she needs to express promptly. Stacy needs varies greatly ranging from basic necessities, education, care, guidance and counselling. At glance, Stacy has got more than a single learning method. Stacy knowledge abilities and talents assists in shaping her way of learning. Stacy is quite keen especially when it comes to words pronunciation training. This strength assists in developing strategies on how to improve her learning skills efficiently.
(2,538 words)