Child Observation Project Part 2 — Planning ✓ Solved
Application: Child Observation Project: Part 2 — Planning Your Observation
This Application Assignment is the second component of your Child Observation Project and underscores the importance of partnering with families in every step of the assessment process. This week, you will select the area of development and learning that will be the focus of the Child Observation Project. Then, you will interview the parents (or a very close family member) of the child whom you have selected for your Project.
In an authentic assessment situation, parents/family members would be involved at each step of the assessment process. Within your Child Observation Project, this experience is designed to support foundational knowledge, skills, and opportunities to practice effective interactions with families.
To complete this assignment:
- Plan: Arrange for the interview and confirm the appointment. Before speaking with the parent/family member, review Appendix A in your text. Select one area of development and learning as the focus of your Child Observation Project.
- Implement: Complete your interview using the Parent/Family Member Interview Sheet.
- Reflect: Review your interview notes and consider the knowledge and insights gained from this experience. Relate your interview experience to your learning about effective assessment planning.
For this assignment, submit a summary of the Reflection and your Observation Plan. The assignment length is 2 – 3 pages.
Paper For Above Instructions
Child Observation Project: Part 2 Planning Your Observation
The Child Observation Project is a pivotal educational experience that provides insights into child development and the importance of collaborating with families. This phase of the project focuses on planning effective observations through interviews with parents or close family members. This paper will outline the selected developmental focus, the interviewing process, and reflect on the insights gained from the interaction.
Selection of Developmental Focus
For the Child Observation Project, I have chosen to focus on Language Development: Oral Language. This decision stems from an early interest in how children acquire and use language, which is foundational to their overall development. Language development encompasses various skills, including vocabulary, pronunciation, and the ability to communicate thoughts and feelings (American Speech-Language-Hearing Association, 2020).
According to the developmental guidelines written in Appendix A, language development can be observed through children’s ability to express themselves verbally and interact with others effectively. This area is particularly fascinating, as I have had previous experiences with children in early childhood education settings where language development was apparent during play and storytelling activities.
Interviewing the Family
The next step involved arranging and conducting an interview with the child’s parent, ensuring a respectful and professional atmosphere. Prior to the interview, I reviewed the Parent/Family Member Interview Sheet, which provided a structured approach to gathering insightful information. I took care to explain the purpose of the interview and obtained permission to record the conversation, emphasizing confidentiality by using only first names during our discussion.
During the interview, I posed questions related to the child’s language experiences at home. The parent shared that the child loves to read and often engages in storytelling, which reflects a positive interaction with language. This aligns with research that indicates that diverse language experiences promote vocabulary growth and comprehension (Lonigan & Shanahan, 2008).
Insights Gained
Reviewing my interview notes revealed significant insights that relate directly to planning effective assessments. One critical piece of information was the parent’s mention of their child’s bilingual environment. This factor is essential in understanding the child’s language development and should be considered throughout the observation process (Miller & Ginsburg, 2015).
Additionally, the parent expressed the importance of encouraging conversations during daily activities, which helped reinforce the child's vocabulary. This insight underlines a key takeaway: effective communication with families can significantly enhance the assessment process, as they provide unique perspectives on their children's development.
Reflecting on the interviewing process also highlighted potential areas for further exploration. Parents may provide more insights into the child’s interests and experiences that can guide future observations. For succeeding observations, I might focus on gathering information regarding the child’s informal interactions with peers and how those conversations differ from their family interactions.
Understanding the Developmental Continuum
Another significant reflection from this experience is the concept of the developmental continuum. Understanding that language development occurs along a continuum helps in recognizing that children progress at their own pace (Wood & Noyes, 2020). Factors such as exposure to language, social interactions, and supportive family environments play crucial roles in this continuum.
Incorporating this knowledge into my observation plan enhances my ability to conduct a comprehensive analysis of the child's language development. For instance, during the actual observation phase, I will pay close attention to specific language skills demonstrated during play and interactions, examining not only expressive language but also receptive skills and comprehension.
Conclusion
The Child Observation Project Part 2 has reinforced the importance of strategic planning in conducting observations and effectively collaborating with families. By selecting Language Development: Oral Language as my focus area, I will be able to illuminate the critical intersection between family interactions and a child's language skills. The insights gained from interviewing the child's parent will serve as a foundation for observing the child’s language use, ultimately leading to a more impactful assessment.
In summary, leveraging family insights throughout the assessment process is essential for a holistic understanding of child development. As I continue this project, I will remain committed to fostering partnerships with families and using their knowledge to enhance my observational practices.
References
- American Speech-Language-Hearing Association. (2020). Language development. Retrieved from https://www.asha.org/public/speech/development/
- Lonigan, C. J., & Shanahan, T. (2008). Developing early literacy: Report of the National Early Literacy Panel.
- Miller, S. A., & Ginsburg, H. P. (2015). Language development across social contexts: The importance of family interaction.
- Wood, E., & Noyes, A. (2020). Understanding the developmental continuum in child development studies. Child Development Perspectives, 14(2), 113-119.
- Graveline, J. N. (2018). Effective communication in early childhood education. Young Children, 73(4), 26-31.
- Hoff, E. (2020). Language development (5th ed.). Cengage Learning.
- Vygotsky, L. S. (1978). Interaction between learning and development. In Mind in Society (pp. 79-91). Harvard University Press.
- Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872.
- van Kleeck, A. (2008). Providing language experiences for young children: The importance of family. Language, Speech, and Hearing Services in Schools, 39(4), 451-464.
- Cohen, D. J. (2019). Understanding the role of parents in language development: A focus on bilingualism. Journal of Language and Literacy Education, 15(1), 20-34.