Humanities
ECED312 Bristol Community Cognitive Development on Infants and Toddlers Paper

ECED312

Bristol Community College

Question Description

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Focus for this part of the Final Project:

  • You will plan and implement 2 planned learning experiences/interactions for 2 children whom you have observed. The learning experience/interactions will be planned and implemented based on your observations of these 2 children and what you learned about the children’s cognitive development and individual learning needs. Ideas or examples of a planned experience could be:an introduction of new materials into the environment, a planned play experience, planned participation in a care routine, etc.
  • You will then observe the children during these experiences, their response to you, and their response to the to the experience/interaction that you have set up and presented to them. This will require you to be a participant and an observer. Do you best to objectively observe while responding to the child. Your documentation and reflection of the observations will be the basis for your final presentation and project.
  • You’ll want to take notes during, or right after, this observation. Your notes should be VERY detailed and should, as much as you can, describe events as they are connected in time-try to capture the ‘story line’ of what happened, not just isolated images.
  • You will be writing up the 2 observations separately within your Final Project paper, and will be thinking about the 2 infants individually. You will use one of the experiences and observations for your Photo Documentation project, and your Final Presentation. You can use the Planning Next Steps Form or the Observation Form to guide your writing about the observations for this portion. These written reports will be due by Session 13.
  • Attached to your Final Project paper, you will be handing in your observation notes, interpretation and reflection. You will also be writing about your implementation experience and further reflections in Section II of your Final Paper.

Final Paper reflection questions

This observation assignment reflection within the final paper will focus on 4 areas:

  • Components and stages of cognitive development: For these observations, it will be important to reflect about which of the aspects of cognitive development we have discussed in class you observed the infant exhibiting. Also, did any of the observations of the infant (and/or adult) remind you of any cognitive theories that we have studied? Identify 2 components of cognitive development that you observe for each child, and at what stage you think the infant is in related to those components. You can draw from reading, class sessions, resources including the RIELDS, etc. to connect the evidence from your child observations to what you know about cognitive development. Define the components that you chose, what learning they exhibit, and specific examples of child behaviors and responses as evidence of the component that you saw.
  • It is important to note what you know or have learned about the child as an individual to inform your observation and next steps. Did you notice anything about this child’s temperament, approach to learning, relationship with others? What did you notice about the child’s interests or motivations? Did the child persist? What strategies did the child use to engage with objects or people?
  • Now that you know even more about the child, write down your initial thoughts about next steps in support of this child’s explorations. How might you offer this child next to take his/her exploration further? How might you scaffold development in the next stage? How might you learn more about what they child knows and is able to do?
  • Describe how you would communicate with a parent or co-teacher about this child’s development and ideas for further supporting his/her individual development, goals, interests. Your described communication plan should include specifics that you would point out about the child and about cognitive development.

Remember that you are writing each observation and reflection as a separate assignment for each child.

Unformatted Attachment Preview

ECED 312:Infant/Toddler Cognitive Development Final Project: Implementation of Planned experiences and Observations Focus for this part of the Final Project: 1. You will plan and implement 2 planned learning experiences/interactions for 2 children whom you have observed. The learning experience/interactions will be planned and implemented based on your observations of these 2 children and what you learned about the children’s cognitive development and individual learning needs. Ideas or examples of a planned experience could be: an introduction of new materials into the environment, a planned play experience, planned participation in a care routine, etc. 2. You will then observe the children during these experiences, their response to you, and their response to the to the experience/interaction that you have set up and presented to them. This will require you to be a participant and an observer. Do you best to objectively observe while responding to the child. Your documentation and reflection of the observations will be the basis for your final presentation and project. 3. You will also need to take photos and/or videos of at least one of the experiences/interactions. These will be used for your Photo Documentation Project and you Final Presentation. Be sure to get permission for taking these photos. Because you will be presenting the experience, responding, observing, and documenting in writing and photos, the experience, observation, and documentation should take at least 30 minutes. 4. You’ll want to take notes during, or right after, this observation. Your notes should be VERY detailed and should, as much as you can, describe events as they are connected in time-try to capture the ‘story line’ of what happened, not just isolated images. 5. You will be writing up the 2 observations separately within your Final Project paper, and will be thinking about the 2 infants individually. You will use one of the experiences and observations for your Photo Documentation project, and your Final Presentation. You can use the Planning Next Steps Form or the Observation Form to guide your writing about the observations for this portion. These written reports will be due by Session 13. 6. Attached to your Final Project paper, you will be handing in your observation notes, interpretation and reflection. You will also be writing about your implementation experience and further reflections in Section II of your Final Paper. Final Paper reflection questions This observation assignment reflection within the final paper will focus on 4 areas: 1. Components and stages of cognitive development: For these observations, it will be important to reflect about which of the aspects of cognitive development we have discussed in class you observed the infant exhibiting. Also, did any of the observations of the infant (and/or adult) remind you of any cognitive theories that we have studied? Identify 2 components of cognitive development that you observe for each child, and at what stage you think the infant is in related to those components. You can draw from reading, class sessions, resources including the RIELDS, etc. to connect the evidence from your child observations to what you know about cognitive development. Define the components that you chose, what learning they exhibit, and specific examples of child behaviors and responses as evidence of the component that you saw. 2. The child’s individual context/approach: It is important to note what you know or have learned about the child as an individual to inform your observation and next steps. Did you notice anything about this child’s temperament, approach to learning, relationship with others? What did you notice about the child’s interests or motivations? Did the child persist? What strategies did the child use to engage with objects or people? 3. Next steps to support development: Now that you know even more about the child, write down your initial thoughts about next steps in support of this child’s explorations. How might you offer this child next to take his/her exploration further? How might you scaffold development in the next stage? How might you learn more about what they child knows and is able to do? 4. Communication about your observation and knowledge of development: Describe how you would communicate with a parent or co-teacher about this child’s development and ideas for further supporting his/her individual development, goals, interests. Your described communication plan should include specifics that you would point out about the child and about cognitive development. Remember that you are writing each observation and reflection as a separate assignment for each child. ECED 312: RUBRIC for Implementation of Planned Experience (2) Explanation of Planned Experience and Rationale Observation Interpretation Not Yet Evident (1) Developing (2) Proficient (3) Explanation of plan includes incomplete context, insufficient or no rationale for plan connected to first observation, and no or minimal planning questions. Explanation of plan includes some context, limited rationale for plan, and some planning questions. Explanation of plan includes complete context, rationale for plan connected to first observation, and detailed planning questions. Observation offers very little detail. Story (across time) of what happened during the observation and the focus of the child’s /children’s attention is not present. Observation offers some detail. Story of what happened during the observation and the focus of the child’s /children’s attention is present to some extent. Observation offers detailed description – sufficient for the reader to really see /hear what is happening. The focus of the child’s /children’s attention is wellrepresented moment by moment. Little to no interpretation and/or the interpretation that is present is not wellgrounded in general knowledge of infant/toddler development. A few of the interpretations may be well-grounded in both general knowledge of infant/toddler development and the details of this specific observation of this child. However, most of the interpretations are not of this type. Strong interpretations well-grounded in both general knowledge of infant/toddler development and the details of this specific observation of this child. Not Yet Evident (1-2) Developing (3-4) Proficient (5-6) ECED 312: RUBRIC for Implementation of Planned Experience (2) Reflection questions are Reflection questions are all addressed and there is some use of evidence from way without use of the observation and evidence from the reference to guiding observation or without questions. Communication reference to guiding to others is addressed in a questions. Little or no next limited way. steps of communication of ideas included. Assignment-Specific not addressed OR are Reflections addressed in a general Reflection questions are all addressed and there is strong use of evidence from the observation and all guiding questions, including next steps and communication with others are addressed. Planning Next Steps Form Date of Planned Experience Observation: Date on which planned experience is implemented and observed Context: What will I do as a teacher to create the new experience? What will I offer next? And why? What will be the new context to engage the infants thinking more deeply? Materials Needed: Planning Question: As I watch and observe the children engaging in the new experience, what am I wondering about? • “What might happen if we place (specified materials) in the play space? • What will the infants do when they encounter (a change of some sort) in the play space? • In what ways will the toddlers respond if we add (a new ritual) to the daily routine?” (Maguire-Fong, p. 39) OBSERVATIONS of this planned experience • • • • Watch and listen carefully. Observations are an objective account of what we see and hear. Pay attention to details of children’s gaze, eye movements, facial expressions, gestures, sounds and vocalizations, fine and gross motor movements, interactions with objects, and interactions with other people. Remember that your documentation should be exactly what is happening. Be objective and concise. You can make interpretations and reflect on your observation later on. Your documentation should be clear enough so that someone else can read it, and see the “story”. INTERPRETATIONS • • • • • • • Think about the observation with reference to the context and planning question. Did the child respond how you thought he/she would? How did the child’s exploration answer or relate to your planning questions above? What do you think the child is trying to figure out or accomplish? What evidence supports your ideas? Did you notice anything about this child’s temperament, approach to learning, relationship with others? What did you notice about the child’s interests or motivations? Did the child persist? What strategies did the child use to engage with objects or people? What specific child behaviors remind you of ideas related to cognitive development we have studied? Planning Next Steps Form Reflection: Consider the following: 1. Components and stages of cognitive development: Reflect about which of the aspects of cognitive development we have discussed in class you observed the infant exhibiting. Did any of the observations of the infant remind you of any cognitive theories that we have studied? Identify 2 components of cognitive development that you observed, and at what stage you think the infant is in related to those components. Define the components that you chose, what learning they exhibit, and specific examples of child behaviors and responses as evidence of the component that you saw. 2. Next steps to support development: Baes on what you now know or have learned about the child as an individual: How might you offer this child next to take his/her exploration further? How might you scaffold development in the next stage? How might you learn more about what they child knows and is able to do? 3. Communication about your observation and knowledge of development: Describe how you would communicate with a parent or co-teacher about this child’s development and ideas for further supporting his/her individual development, goals, interests. Your described communication plan should include specifics that you would point out about the child and about cognitive development. Infant/Toddler Cognitive Development Handout – Observation and Planning Throughout this course, you will be asked to observe infants and think about their discoveries, explorations, and learning. As early childhood professionals, you are asked to plan experiences for infants in your care. Planning based on your observations and reflections will help keep you focused and create experiences that are more meaningful for the infants. During your observation/interpretation/reflections you are asked to write down your initial thoughts about next steps in support of this child’s explorations. How might you offer this child an opportunity to take his/her exploration further? Write down your suggestions and thoughts. Sometimes, it is helpful to do this with another teacher in your classroom to get a different perspective. In addition to topic-specific questions, for each reflection, you are asked to consider and write about the following questions: • • • • • What was I thinking about during this observation? Did I have any feelings about what happened during the observation? Did the observation raise any questions that I want to think about or explore about the infant, the interactions, or about my own role as the caregiver? What does this observation tell me about this infant’s learning and how can I support this? Does this observation give me an idea for future observations? What do I want to explore next? Creating a Planning Web: We will now use these questions to develop some “ideas” about new contexts you might offer infants so that they can take their explorations and meaningmaking further. Some ideas might include, but certainly not limited to: • Presenting objects or activities in a new way, “What are some other ways to present these objects so that the infant has an opportunity to deepen their understanding for _______?” • Changing activities or objects altogether, “What are some new explorations that might be interesting for this infant?” • Support an infant in a new discovery by giving them additional opportunities. “How can I support this new learning, interest, or discovery?” Infant/Toddler Cognitive Development Handout – Observation and Planning Plan how you will include your ideas into your group care environment, and how will you document the new experiences • Use a planning web to help organize your ideas about next steps. • The organizing question for the web will be based on your documentation (written, photo, and/or video) of a prior observation and informed by your interpretations and reflections. • Write your question in the middle of a blank page, then write your ideas about new contexts you might offer infants so that they can take their explorations and meaning-making further. (See example below). Planning Web Idea Idea Idea What experiences can you offer the infants/toddlers to deepen their understanding of ________? Idea Idea Implementing Next Steps: After recording your ideas on the planning web, you will see all of the possibilities of what you “might offer next, as new contexts for play and learning, each connected to an idea revealed in the observed play.” (Maguire-Fong, pg??) From the many ideas, you want to decide: • What will I offer next? And why? • What will be the new context to engage the infants thinking more deeply? • What is my planning question? For example: o “What might happen if we place (specified materials) in the play space? o What will the infants do when they encounter (a change of some sort) in the play space? o In what ways will the toddlers respond if we add (a new ritual) to the daily routine?” (Maguire-Fong, p. 39) Infant/Toddler Cognitive Development Handout – Observation and Planning Use the “Planning Next Steps” form to document your plan. This will help you get organized and focus your observation for the new experience. On this form, you have space to include: • Context: What will I do as a teacher to create the new experience? • Materials: What materials do I need to create the new experience? • Planning Question: As I watch and observe the children engaging in the new experience, what am I wondering about? • Observations: Record what happens with the new experience. (See Observation Handout) • Interpretations: Reflect on the observations. (See Observation Handout). Planning Next Steps Form Date of Planned Experience Observation: Context: Materials Needed: Planning Question: OBSERVATIONS of this planned experience INTERPRETATIONS Planning Next Steps Form ...
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Final Answer

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Surname 1
Student’s Name
Instructor’s Name
Course
Date
Toddler Cognitive Development
Cognitive development is defined as the study of the children psychological
development. The study does not include an entire focus on the mental development but also
measures the neurological development of the children. Cognitive development is measured
using perception, language, level of conception, and the information processing as a method to
indicate the brain development the children. Cognitive development is a progressive as it
changes depending on the age of the child from infancy up to adolescence. The paper is going to
explain stages of development of an infant 1 years old by use of the photos attached.
As indicated by Jenkins (2014), cognitive and social improvement influence learning as
newborn children can react to straightforward bearings, recognize energize and detainee objects,
perceive well-known faces and enjoys books that have pictures. Psychological and social
advancement toward the end of the first year the kid can understand simple words, for example,
"no." Furthermore, the children start to repeat sounds and talk. Social improvement, then again,
influences learning as children begin to grow socially through laughter and expressing their own
emotions and feelings to the parental figures.

Surname 2

Image 1

Surname 3

Imag...

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