Gdece106 Assessment 2 Rubric Task Description In Term 747374

Gdece106 Assessment 2 Rubrictask Descriptionin Terms Of Physical So

GDECE106 Assessment 2 requires students to identify and describe a child's development across physical, social-emotional, and cognitive domains, using an example from their placement, family, or social circles while ensuring confidentiality with pseudonyms. Students must explain the child's developmental milestones, indicating those achieved and any expected but unachieved milestones for the child's age, drawing from relevant theoretical perspectives such as constructivism, behaviourism, humanistic theory, and cognitivism. An appraisal of intentional teaching strategies that support the child's holistic development and individual needs is required, with clear links to the Early Years Learning Framework (EYLF) and National Quality Standards (NQS). The assignment should incorporate academic literature to substantiate claims, follow APA 7 referencing style, and be approximately 2000 words, excluding references.

Sample Paper For Above instruction

The developmental journey of early childhood is a complex interplay across physical, social-emotional, and cognitive domains. For this paper, I have selected a pseudonymous child, "Alex," a three-year-old observed during my placement at a community preschool. This paper discusses Alex's developmental milestones, deviations, and supports, rooted in relevant developmental theories and linked to the EYLF and NQS standards.

Introduction

Understanding a child's development holistically is essential for educators and caregivers to foster optimal growth. Developmental milestones serve as indicators of typical progress, but individual variations are common. Through observational assessment and theoretical analysis, one can identify strengths, gaps, or delays in development, informing appropriate intentional strategies to support the child's learning and well-being. Theories such as Piaget's constructivism, Skinner's behaviourism, Rogers' humanistic approach, and Information Processing Theory provide diverse lenses to interpret developmental progress and guide effective intervention.

Physical Development

At age three, children typically demonstrate significant gross and fine motor progress. Alex exhibited developmentally appropriate gross motor skills, such as confidently walking, running, jumping, and balancing on one foot. These milestones align with standard developmental expectations, substantiated by the Australian Early Childhood Development Index (AEDI), which notes that by age three, children should be able to run, climb, and hop (Dockett, 2019). Similarly, fine motor skills, including hand-eye coordination, drawing, and manipulation of small objects, are expected to be refined at this stage (Gallahue & Ozmun, 2012).

During observation, Alex demonstrated advanced fine motor skills, such as turning pages, stacking blocks, and drawing circles. However, some developmental milestones, like using utensils independently for eating, were not yet consistent, indicating variability. These findings suggest typical variation, yet continuous assessment is vital to identify potential delays (Johnson et al., 2018).

Social-Emotional Development

From a social-emotional perspective, Alex showcased emerging independence but also sought comfort and reassurance from familiar adults. According to the EYLF, three-year-olds are developing identity, self-regulation, and social skills, including sharing and cooperative play (DEEWR, 2009). Alex engaged in parallel play, interacted amiably with peers, and demonstrated empathy by consoling a distressed peer, aligning with developmental expectations (Bowlby, 1969).

However, moments of emotional outburst when routines were disrupted indicated ongoing development of self-regulation skills. Vygotsky’s social development theory highlights the importance of scaffolded support from adults to advance these skills (Vygotsky, 1978). Accordingly, intentional teaching strategies involving consistent routines, emotional literacy activities, and positive reinforcement were employed to support Alex’s social-emotional growth.

Cognitive Development

In cognitive domains, Alex demonstrated curiosity, problem-solving abilities, and emerging language skills. For example, Alex could complete simple puzzles, match shapes and colors, and express needs with a vocabulary of approximately 150 words. These milestones are consistent with developmental norms outlined by the Centers for Disease Control and Prevention (CDC, 2020). Alex’s use of language, including simple sentences, indicated progress in cognitive and language domains.

Yet, certain cognitive skills, like understanding abstract concepts or temporal sequencing, remained limited, typical for age. Jean Piaget’s preoperational stage explains this, emphasizing symbolic thinking and egocentrism at this age (Piaget, 1952). Supporting Alex’s cognitive development involved intentional strategies, such as scaffolded play, story activities, and open-ended questioning, which promote higher-order thinking (Vygotsky, 1978).

Theoretical Perspectives Applied

Constructivism, as proposed by Piaget, emphasizes active learning, which is reflected in Alex’s engagement with puzzles and drawings, promoting knowledge construction (Piaget, 1952). Behaviourist principles, especially reinforcement, have been used to encourage social-emotional skills like sharing and patience (Skinner, 1953). Humanistic theories, particularly Rogers’ focus on providing a nurturing environment, underpin the emotional support strategies implemented (Rogers, 1961). Cognitivist views inform practices that enhance thinking skills through scaffolding and guided discovery (Flavell, 1985).

Supporting Strategies for Holistic Development

To support Alex’s overall development, a blend of intentional teaching strategies was employed. Physical development was enhanced through outdoor gross motor activities such as obstacle courses, which also fostered social skills through cooperative play. Fine motor development was supported via arts and crafts that encouraged hand-eye coordination and creativity. For social-emotional growth, activities such as group storytelling, circle time, and emotional vocab games built self-awareness and empathy (Dahlberg et al., 2017). Cognitive skills were promoted with open-ended questions, problem-solving tasks, and storytelling that stimulated imagination and reasoning (Ginsburg, 2007).

In line with the EYLF Outcome 3, these strategies facilitate children’s sense of wellbeing, belonging, and becoming. The NQF emphasizes the importance of intentional teaching practices and continuous observation to tailor strategies to the child’s evolving needs (ACECQA, 2018).

Connection to EYLF and NQS

The strategies and observations are directly linked to the EYLF Learning Outcome 1: Identity; Outcome 2: Community; and Outcome 3: Wellbeing (DEEWR, 2009). For example, promoting social-emotional skills fosters a sense of belonging (Outcome 2), while activities that challenge physical and cognitive domains support children’s sense of wellbeing and identity (Outcomes 1 and 3). The NQS quality areas 1 (Education Program and Practice) and 5 (Relationships with Children) underpin these practices by ensuring respectful, responsive, and intentional interactions with children (ACECQA, 2018).

Supporting Academic Literature

Research highlights the importance of a holistic approach to early childhood development. For instance, Siraj-Blatchford et al. (2011) argue that integrated strategies across domains yield better developmental outcomes. Vygotsky’s (1978) concept of the Zone of Proximal Development emphasizes scaffolding as a key factor in fostering cognitive and social growth. Similarly, Guralnick (2017) emphasizes the importance of individualized, developmentally appropriate practices in facilitating milestones achievement. The role of play in fostering physical, social, and cognitive skills is well-established, as outlined by Pellegrini and Smith (2010).

Conclusion

In sum, Alex’s developmental profile aligns well with typical age-related milestones across all domains, with some areas like fine motor coordination and emotional regulation requiring ongoing support. Using diverse theoretical perspectives allows educators to interpret development comprehensively and design targeted, effective strategies. Through intentional and evidence-based practices aligned with the EYLF and NQS, holistic development can be effectively supported, ensuring each child's unique needs are met and their potential maximized.

References

• Australian Children's Education & Care Quality Authority (ACECQA). (2018). National quality standards. https://www.acecqa.gov.au/nqf/national-quality-standards
• Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. New York: Basic Books.
• Centers for Disease Control and Prevention (CDC). (2020). Developmental milestones. https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/milestones.html
• Dahlberg, G., Moss, P., & Pence, A. (2017). Beyond quality in early childhood education and care: Languages of evaluation. Routledge.
• Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being & becoming: The early years learning framework for Australia. Commonwealth of Australia.
• Dockett, S. (2019). Development during early childhood: Norms and practices. Australian Journal of Early Childhood, 44(4), 1-9.
• Flavell, J. H. (1985). Cognitive development. In J. H. Flavell & E. M. Markman (Eds.), Handbook of child psychology (Vol. 1, pp. 527-609). Wiley.
• Gallahue, D. L., & Ozmun, J. C. (2012). Understanding motor development: Infants, children, adolescents. McGraw-Hill.
• Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
• Guralnick, M. J. (2017). Prevention of developmental disabilities and delays. Infant Behavior and Development, 47, 153-163.
• Johnson, S. L., et al. (2018). Detecting early developmental delays: Screening and assessment in practice. Journal of Child and Family Studies, 27, 123-135.
• Pellegrini, A. D., & Smith, P. K. (2010). The nature of play: Great apes and humans. Guilford Press.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Rogers, C. R. (1961). On becoming a person: A therapist's view of psychotherapy. Houghton Mifflin.
• Siraj-Blatchford, I., et al. (2011). Quality in early childhood education: An international perspective. Early Child Development and Care, 181(1), 147-164.
• Skinner, B. F. (1953). Science and human behavior. Free Press.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.