Reference no: EM133635455

Assignment:

Write A Scenario of 4 year Child and Complete Part A and Part B?

Part A:

Write a running record. Do the following:

• Locate a child between the ages of three and seven who is available to you to observe without, at the same time, having any responsibility for them. It is better that they are not familiar with you.
• Seek permission to observe them, explaining to their parent(s) what you intend to do, any potential risk, and obtain a signature on a prepared form. They may need time and want to read your assignment and other information. Find out the child's age and basic contextual information. Depending on the age and interest of the child you might need to explain to them that you are going to be 'watching what interesting things they are up to in their play' or some such phrase. Discuss this with your instructor.
• Arrange a time and place to observe the child. It might be at a school, childcare centre, home, playground, or other place; the context is not particularly important as long as the child can play in a self-directed way.
• Set yourself up with writing equipment (notepad/tablet/phone/small laptop) at a place where you may be seen but you will not be involved with the child's activity. Should they talk to you, respond to them but do not engage in play.
• Start observing and recording as soon as possible. You may have a few false starts. You need 10-15 minutes of uninterrupted observation that includes everything the child does and everything they say. Write their utterances in quotation marks.
• It is often easier if you draw a diagram of the environment and the space in which they move (you may include this with the assignment if you present it professionally).
• You might write this observation in note form, and write up your notes very soon afterwards, but it is best that you write it in full description from the beginning. However, it is very likely that you will need to re-write your observation to make it intelligible, but do not change its substance.
• Very soon after your notes are written-up, review all you have recorded and ponder on the material. You are not yet at the point of conducting a full analysis of the data, but you must be able to pull together some important threads from what you have seen.
• Underneath the observation write a Summary section in which you organize what you observed. Cluster information together, list skills, perhaps identify skills in each developmental domain, write a list of play behaviours, or perhaps frame your summary around learning your saw. The summary organizes the behaviours you have seen, so it re-states them in another framework, but it does not add explanations.
• In your summary, avoid making inferences that you cannot support. For example, it would be fine to list all the fine motor skills you saw, but it would not be acceptable for you to analyze a child's fears, attribute adverse childhood experiences to her behaviour, or to state that they were in the sensory-motor stage - unless you can support every inference you make.
• Avoid using a video camera; we need your eyes to see this observation, not using the lens of a camera. A video recording may limit what a running record might pick up. However, if you can use a still photo to enhance your running record assignment context, that is fine.

Part B:

Complete either A or B.

Learners will access a child through their college placements/practicum, lab schools, or other professional channels, as directed by their instructor, unless they suggest otherwise.

The observation(s)are to be made and recorded in any setting or several different settings. Informed consent must be obtained from the agency (school, childcare centre staff) parents and educators, and the child themselves, with explanations of what work you are undertaking, as well as indications of the potential risks, and limitations because of being a learner.

Ahead of the observations being undertaken, the learner will familiarize themselves with the child, attempt to find out some contextual information about them to help understand who they are, and spend time making informal observations of them in a variety of situations.

They will then decide about the choice of sampling method they will use. This choice will be based on understanding the potential of each method and determining which would help them gain more useful information about their focus child.

Option A: Using Event Samplings to support a child's socioemotional learning

• Prepare an ABC format chart for Event Samplings. Determine the behaviour category you are going to seek that relates to the developmental domain of socio-emotional learning.
• Define the behaviour category in an operational way (Operational Definition) spend time as a non-participant in the program, or at arm's length of the action. Observe your focus child carefully and sensitively.
• Each time there is an example of the behaviour, record it. Consider the Antecedent event and what followed (the Consequent) and make short notes to record them on the chart. Ensure that you have sufficient examples. Take notes to help you or others make sense of your ABC chart - who else was there, what was the activity, etc.
• Afterwards, see if you can determine a pattern of the behaviour, and what it might mean.
• There is no need for writing an analysis for this assignment, but a summary is appropriate.
• Present the observation in an innovative way.

Option B: Selecting or creating a developmental checklist

• Write a list of behaviours related to socio-emotional behaviour that you think is typical of most children who are four years of age.
• Use your list of behaviours to create a Checklist.
• With a child who is four years old, check off each behaviour that you see demonstrated; if you check all the items your checklist will need to be extended.
• Your observation should be undertaken over two to three hours or more. After this, evaluate your efforts and determine the strengths and weaknesses of the checklist you used.
• There is no need for writing an analysis for this assignment, but a summary is appropriate.
• Present the observation in an innovative way.