Reference no: EM133302676

Assignment: Sources of information During her programming time, Educator Billie was developing some short- and long-term goals for Abby (3 years), who has a speech delay. She was also planning experiences for Abby to include in next week's program. To assist her, Billie reviewed the following: a report from an early intervention service involved in supporting Abby that has recommended educators encourage her use of descriptive words an email received from Abby's parents updating her about their goals for Abby, and the progress they are seeing at home. her own and other educators' observations. Using this information, Billie set some activities which incorporated Abby's interest in butterflies. Billie sourced some non-fiction butterfly books, some magnifying glasses and butterfly bug blocks, and plastic butterflies, to encourage and support Abby's descriptive word development. Billie also discussed her ideas with the other primary educators who worked in the room with Abby. Billie highlighted points from the early intervention report so that the educators understood the focus areas and could share their own ideas and strategies and best support Abby in their interactions. When she was done, Billie made sure all the documentation was returned to the locked files and saved in a password protected area of the computer.

Question: a. List three different sources (primary and secondary) of information Billie referred to, to assist with her planning? b. Why did Billie update the other educators with information from the report? C. How did Billie ensure confidentiality of the documentation? d. How has Billie used information from the early intervention service when planning? Contributing to the planning stage The purpose of these questions is to demonstrate your knowledge to question and review collected information to contribute to the planning stage. To complete this question, you must refer to the Kai Case Study in your textbook a. Refer to Figure 10.10 'Example of a child information summary: Kai'. List one behaviour that tells us that Kai has developed age-appropriate emotional skills. b. Refer to Figure 10.11 'Jottings about Kai's interactions with his peers'. List one behaviour that tells us that Kai has a positive self-esteem. C. Refer to Figure 10.12 'A running record'. List one behaviour that tells us that Kai has developed age-appropriate social skills (friendships).