Follow Rubric Readings: Differentiating Between Development

Follow Rubric Readings Differentiating Between A Developmental Dela

Follow Rubric Readings Differentiating Between A Developmental Dela

FOLLOW RUBRIC & READINGS-- Differentiating between a developmental delay and a learning preference is an important investigational skill early childhood teachers need to have in their tool belt. Professionally communicating this information to families is an integral part of the process. It can be difficult to communicate sensitive information with families, so it is best to be prepared prior to meeting. For this assignment, imagine you are the teacher in a four-year-old preschool classroom, and you have three students whose behaviors concern you: Billy is a four years and eight months old boy. He is the youngest of three at home and loves cars.

You are noticing linguistically that Billy is still using one-word sentences. For example, when you asked him the other day which center he would like to go to, he responded enthusiastically “Block!” You probed for more information by asking why and he responded, “Fun!†You noticed these are typical responses for him. Rasha is four years old and the youngest four-year-old in the class. She loves art and dancing. You wrote in your notes the other day that she goes to the art center every day and has not visited the outdoor center once.

You also saw her trip on the playground when she was playing hopscotch. Jordan is four years and six months old and he is capable of reading at an emergent reader level. You noticed that he does not like the block center and refuses to go to the paint center. During group work, he does not work well with the other students, sometimes yelling at them and refusing to share. You are preparing for a meeting with the family of Billy, Rasha, or Jordan.

Select one student and develop an action plan for the family in which you will discuss your observations and strategies that would help the student’s development. For this assignment, compose a word action plan that includes the following: Identification of the specific academic or behavioral concern for Billy, Rasha, or Jordan. Explanation if you think the academic or behavior concern is a delay in a milestone or a learning style preference, and justify your thought process. (Note: Teachers cannot diagnosis a disability.) Description of two instructional strategies to support the child in the classroom. Explanation of how you could collaborate with other professionals, including specialized experts, to support the student’s learning outcomes. Description of two activities families can engage in with their child at home that would support the child’s development. Description of how and when you will be communicating the student’s progress with the family. Support your action plan with 2-3 scholarly references. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Paper For Above instruction

For this assignment, I have chosen to develop an action plan for Jordan, a four-year and six-month-old boy demonstrating behaviors that warrant thoughtful observation and support strategies. Jordan exhibits reluctance toward certain activity centers, such as the block and paint centers, and displays challenging behaviors during group activities, including yelling and refusal to share. These behaviors could be indicative of a developmental delay, a learning style preference, or emotional challenges. Based on my observations, I believe the concern leans toward a delay in social-emotional development, particularly in peer interactions and emotional regulation, rather than solely a learning style preference. These behaviors suggest difficulties in sharing, cooperation, and emotion management, which are critical social milestones for preschool-aged children. While some children may prefer certain activities, Jordan’s selective engagement and disruptive behaviors imply that targeted support could facilitate his social development, rather than simply reflecting individual preferences.

To support Jordan’s development, two instructional strategies can be implemented within the classroom. First, implementing social stories tailored to specific social situations can help Jordan understand expected behaviors and navigate peer interactions more effectively. Social stories are visual and narrative tools designed to teach social norms and emotional regulation strategies, which can reduce frustration and increase cooperation (Gray, 2010). Second, the use of cooperative learning activities—such as partner work or small group projects—can enhance peer interaction skills. These activities encourage positive social exchanges and promote sharing, turn-taking, and conflict resolution, which are areas where Jordan currently exhibits difficulties (Vygotsky, 1978).

Collaboration with professionals is vital to providing comprehensive support for Jordan. I would consult with a school counselor or a child psychologist to gain insights into his social-emotional development and develop tailored interventions. Additionally, collaborating with a speech-language pathologist could be beneficial if communication difficulties are contributing to social challenges, as language development is closely linked to social competency (Law et al., 2000). Regular communication and shared goals with these specialists would enable a holistic approach to Jordan’s development, ensuring that interventions are aligned and effectively targeted.

At home, families can engage in activities that foster social-emotional skills and emotional regulation. First, families can practice role-playing social scenarios, such as sharing toys or asking for help, which reinforces positive social behaviors and provides a safe space for practicing emotional responses. Second, parents can encourage narrative storytelling by asking Jordan to describe his daily experiences and feelings, which can promote emotional awareness and language skills. Both activities support social awareness and communication, key components of social-emotional development (Denham & Burton, 2003).

Communication with Jordan’s family regarding his progress would be ongoing and structured. I would schedule a formal update every six weeks, complemented by informal check-ins via email or phone every two to three weeks. These check-ins would provide opportunities to discuss progress, share observations, and adjust strategies as needed. Additionally, I would utilize a progress monitoring tool, such as anecdotal records or social-emotional checklists, to document changes over time and facilitate collaborative discussions with the family (Jensen & Minke, 2014). Regular, transparent communication fosters trust and ensures that the family is actively involved in supporting Jordan’s development.

In conclusion, addressing Jordan’s social-emotional behaviors through targeted classroom strategies, professional collaboration, and family involvement can significantly enhance his social competencies and emotional regulation. Through consistent communication and tailored interventions, we can support his growth toward age-appropriate milestones, ultimately fostering a positive and inclusive learning environment.

References

• Gray, C. (2010). The social stories book. Future Horizons.
• Jensen, T., & Minke, K. (2014). A guide for assessing social-emotional development in preschool children. Early Childhood Education Journal, 42(4), 247–253.
• Law, J., Rush, R., & Snowling, M. (2000). Phonological deficit and developmental language delay: Reviewing the evidence. Journal of Child Psychology and Psychiatry, 41(6), 805-814.
• Denham, S. A., & Burton, R. (2003). Social and emotional prevention and intervention programs for preschool children. Springer Science & Business Media.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.