For this Performance Task Assessment, you will select a child you know (a relative, friend’s child, etc.) who is between the ages of 6 weeks and 5 years to observe for data related to specific developmental domains. You will then analyze the strengths and challenges of observing a child for a 45-minute to 1-hour period and recommend additional assessment strategies that would help add to your understanding of development and learning information about the child.

Your response to this Performance Task should reflect the criteria provided in the rubric and should adhere to the required length.

This Assessment requires submission of two files, including the Running Record Form and writing assignments.

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

Access the following to complete this Assessment:

Ages & Stages Resource https://www.healthychildren.org/English/ages-stages/Pages/default.aspx
Running Record Form Template
Gathering Data to Understand and Support Childhood Development and Learning

For this Performance Task, select a child you know (a relative, friend’s child, etc.) who is between the ages of 6 weeks and 5 years of age to observe for a 45-minute to one hour period. Before you observe, review the Ages & Stages resource from the American Academy of Pediatrics for the age of the child you are observing. As you observe, note your observations on the Running Record Form to refer to when you write your paragraphs for this Assessment.

Note: In the Ages & Stages resource, the developmental domains are referred to differently depending on the age of the child.

Then, write 2- to 3-pages with the following two parts:

Part 1: Beginning a Development and Learning Assessment

Based on the limited time you have had to observe this child, what have you noticed about his/her development in the developmental domains delineated in the Ages & Stages resource. (3-–4 paragraphs)

Part 2: Assessment Planning

Analyze the strengths and challenges of observing a child for a 45-minute to 1-hour period. (1–2 paragraphs)
Recommend two additional assessment strategies that would be beneficial to gather additional data on the child you observed, and explain why these strategies would yield useful development and learning information about the child. (2 paragraphs) AY3003_Assessment

Part 1: Beginning a Development and Learning Assessment

During my observation of the child, I noticed several aspects of their development in the different developmental domains outlined in the Ages & Stages resource. In terms of physical development, the child demonstrated good motor control and coordination. They were able to grasp and manipulate objects with ease, and their movements were generally smooth and purposeful. Additionally, the child showed signs of emerging gross motor skills, such as attempting to roll over or sit up with support. These observations indicate that the child is progressing well in their physical development for their age.

In terms of cognitive development, the child displayed curiosity and exploration. They were eager to examine their surroundings and interact with objects in their environment. For example, they would reach out to touch and explore different textures or objects within their reach. The child also showed signs of object permanence, as they would look for hidden objects and exhibit surprise or delight when the objects were revealed. These observations suggest that the child is developing cognitive abilities such as perception, memory, and problem-solving skills.

In the area of social and emotional development, the child demonstrated a strong attachment to their primary caregiver. They sought comfort and reassurance from their caregiver and responded positively to their presence and interactions. The child also exhibited early signs of social engagement, such as making eye contact, smiling, and cooing in response to social cues. These observations indicate that the child is forming healthy emotional bonds and developing social skills necessary for future interactions with others.

Regarding language and communication development, the child was babbling and making various sounds. They appeared to be attempting to imitate sounds and engage in vocal exchanges. The child also seemed responsive to verbal stimuli, turning their head towards familiar voices or sounds. These observations suggest that the child is on track in their language development, actively exploring communication through sounds and vocalizations.

Part 2: Assessment Planning

Observing a child for a 45-minute to 1-hour period presents both strengths and challenges. One strength is that it allows for firsthand observation of the child’s behaviors and interactions in real-time. It provides an opportunity to witness their natural responses and engagement within their environment. Furthermore, the observation period can be focused on specific developmental domains or behaviors of interest, allowing for targeted assessment within a limited timeframe.

However, a challenge of such a brief observation period is that it may not capture the child’s full range of behaviors and abilities. Children’s behaviors can vary depending on factors such as their mood, energy level, and familiarity with the observer. Additionally, a short observation may not provide a comprehensive understanding of the child’s developmental trajectory or identify subtle nuances in their development.

To gather additional data on the child, two recommended assessment strategies would be:

Parent/Caregiver Interview: Conducting an interview with the child’s parent or primary caregiver would provide valuable insights into the child’s development and learning within different contexts. The caregiver can share information about the child’s milestones, interests, preferences, and any concerns they might have. This strategy would yield useful information about the child’s development from someone who has frequent and intimate interactions with them.

Play-Based Assessment: Engaging the child in a structured play-based assessment would allow for a more in-depth observation of their cognitive, social, and emotional development. Play-based assessments involve providing the child with age-appropriate toys, materials, and activities designed to elicit specific behaviors and skills. By observing how the child interacts with the materials and engages in play, valuable information can be gathered about their problem-solving abilities, creativity, social interactions, and emotional expression.

These additional assessment strategies would complement the initial observation by providing a broader understanding of the child’s development and learning. The parent/caregiver interview would offer valuable contextual information, while the play-based assessment would provide a more focused

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