Cognitive Milestones for a Toddler

Watch all four videos  https://www.youtube.com/watch?v=7nQxWCn_dBg https://www.youtube.com/watch?v=Pl3_4D6c8Io https://www.youtube.com/watch?v=dI8TY5kTZrw https://www.youtube.com/watch?v=-NKJE2aJvu4 Step 1. Watch all 4 videos  – Page 1.  Create two columns on first page and write a GENERAL detailed observation on everything you notice. Use objective Language. No opinions. 2nd column write a personal reflection on your observation.  – Page 2. Write a child narrative observation (details below) Step 2.  – Page 3 Watch Videos again. This time on the second page, create two columns and write a detailed observation and reflection on the cognitive milestones  THE BOY WITH THE LIGHT BLUE SHIRT. -Page 4. Write a child Narrative Observation (details below) Cognitive –  (Review cognitive milestones for a Toddler of the child you are observing prior to doing the observation so you can speak specifically about them.) In which of Piaget’s Stages of Cognitive Development  is the child?  Evidence you observed that tell you this. Comprehension of conversation and directions Indications of problem solving Evidence of creativity Ability keep up with group activity Accomplishment of key cognitive developmental milestones for the child’s age  How to Write a Narrative Child Observation     Observing and recording a child’s/children’s behavior can provide teachers, caregivers and parents with clues about a child’s development, strengths and weaknesses. It can help us gain valuable information about how a child thinks, feels, learns and reacts in a variety of situations and environments. When you effectively observe and record the behavior of a child, you learn more about her and how she reacts to the world around her.   When you arrive to the classroom where you will complete your observation, after greeting the teacher(s), find a spot to sit or stand where you can see and hear well but that is unobtrusive to the activity going on. You should not speak to the children or the teacher once you begin observing. If they speak to you, answer quickly and then look back at your notes to discourage further conversation. You can use the following steps to complete your observation and make meaning of what you saw and heard:     1.     Begin your observation report by identifying:   A.    Where the observation was done (school name, address, classroom or teacher’s name) B.    Date and time of the observation (Ex: Friday, Jan. 17, 2020, 9:00 a.m. – 11:30 a.m.) C.    Who was in the classroom during the observation (number of teachers, their ethnicity, number of children, their ethnicity, ages, number of boys, number of girls) D.    You can also describe the classroom (the layout, what centers are open for children to use etc.) this is optional – although this is not required, it does make it easier for the reader to imagine the context. E.     For purposes of confidentiality, use only the child’s/children’s first name(s) or initials or do not use the name(s) and instead identify them as “Girl #1” or “6 yr. old girl” or use an identifier such as “Boy in blue.”     2.     For note taking purposes only, divide the paper into two columns   1) Observation 2) Comments/Inferences/Reflections.     3.     In the Observation column, write down what the child is doing and saying. Capture as much detail as possible. Exact quotations of child speech should be noted. You can write in short-hand form and abbreviations, in order to record quickly as the action happens.   Remember these important tips when documenting and reporting a child observation: Ø  Use objective language to describe the behaviors you see – not what you think about what you see and write exactly what you hear the child verbalize.  Example “Me hungry.” Don’t change it to “I am hungry.” Ø  Write in the past tense. Ø  Appropriate professional language, proper grammar, correct spelling and punctuation should be used. Ø  Use the currently acceptable terms for all ethnic groups and sensitive language when discussing students with special needs. Ø  Avoid making judgments or inferences.   4.     In the Comments/Inferences/Reflections column, write down any comments you might have about what is happening. (Example: If you recorded, in the Observation column, that your child keeps reminding his friend about the directions of a game, you might comment in the second column that he seems concerned that his friend will not follow the rules. This is your “thought or feeling” not a “behavior” you observed. So, it does not belong in the narrative, but is fine to include in the Reflection section.) Try to add any comments as soon as possible after you have recorded your observation notes so you won’t forget what you were thinking.   5.     After you have completed the observation, you can go back to these notes and can color code words or phrases that address different elements you are trying to learn about or understand better, such as temperament, child-to-child interactions, physical development, emotional challenges, etc. which may help you remember what you want to write about as you are typing your report.   6.     After you finish typing your objective observation narrative, put a new heading entitled “Reflections” which be the last section of your paper. This is when you go back to the second column of your notes and write out, in complete sentences any of the comments, inferences and reflections you want to include, so that the professor will know what you thought about what you observed.

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