Planning And The Domains Of Development WLOS 1 2 ✓ Solved

Planning and the Domains of Development Wlos 1 2

Design a developmentally appropriate activity that enhances one domain of development (cognitive, physical, affective, or language) for one child from a case study example, including the child's name and age, the setting, the goal, materials, procedure, and how the activity aligns with the importance of play and brain science in early childhood learning. Additionally, select an informal assessment, explain its effectiveness, how it will inform instructional decisions, and how to communicate results to families, considering cultural and individual differences.

Sample Paper For Above instruction

In the context of early childhood education, developing tailored activities that support each child's unique developmental needs is essential for fostering holistic growth. This paper focuses on creating a developmentally appropriate activity aimed at enhancing the language domain for a specific child from a case study, integrating principles from brain science and guided play. Through this, I aim to demonstrate how informed, play-based activities coupled with effective assessment strategies can create inclusive and engaging learning environments.

The selected child for this activity is Liam, a four-year-old boy from a daycare setting. Liam exhibits interest in storytelling and interacting through spoken language, yet he occasionally struggles with expressive vocabulary, which I aim to support through this targeted activity. The setting for this activity will be a preschool classroom designed to foster social and cognitive development through engaging, child-centered play spaces. The primary goal of the activity is to enhance Liam’s expressive language skills by encouraging vocabulary use, narrative skills, and confidence in verbal expression.

The materials needed for this activity include a selection of illustrated storybooks, a set of picture cards depicting everyday objects and actions, a plush toy or puppet for storytelling, and a recording device to capture Liam’s storytelling attempts. These resources are chosen to stimulate language use and provide visual cues that support comprehension and expression, aligning with the principles outlined by Hassinger-Das, Hirsh-Pasek, & Golinkoff (2017) regarding the importance of guided play in brain development.

The activity will be implemented through an interactive storytelling session. First, I will introduce Liam to a storybook that aligns with his interests, using expressive voice modulation and gestures to make the story engaging. After reading, I will encourage Liam to retell the story in his own words, supporting him with prompt questions and picture cards to scaffold his narration. If Liam wishes, he can use the plush toy or puppet to act out parts of the story, further promoting language through play. I will record Liam’s narration for later review and use visual cues from the story to prompt vocabulary use. This approach emphasizes a child-led, playful interaction that respects Liam's developmental stage and interests, consistent with developmentally appropriate practices.

Aligning this activity with the concepts of brain science and guided play underscores the importance of an engaging, playful environment in early childhood learning. Research demonstrates that active, supported play encourages neural connections, particularly in language development areas (Hassinger-Das et al., 2017). By creating an activity that is both playful and structured, I support his cognitive and affective engagement while scaffolding language development within his zone of proximal development. This method models how early childhood practices should integrate neuroscience insights with curriculum design to promote meaningful learning experiences.

Furthermore, this approach recognizes that development is interconnected; enhancing Liam’s language skills also benefits his social and emotional development as he gains confidence in expressing himself. Incorporating play into assessment and instruction ensures children are motivated and actively involved in their learning process, which is vital for sustained growth. Overall, the activity exemplifies tailored, evidence-based practice that centers on the child's interests and developmental needs, facilitating a nurturing environment conducive to both growth and joy in learning.

References

  • Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). The case of brain science and guided play: A developing story. Early Childhood Research Quarterly, 38, 96-104.
  • Jaruszewicz, C. (2019). Curriculum and methods for early childhood educators. (2nd ed.). Cengage Learning.
  • NAEYC. (2009). Where we stand on professional preparation standards. Retrieved from https://www.naeyc.org
  • NAEYC. (n.d.). Articles for families on play. Retrieved from https://www.naeyc.org
  • Almon, J. (2013). It’s playtime: The value of play in early education, and how to get teachers on board. Young Children, 68(5), 80-85.
  • Clarke, G.-A. (2016, March 20). 20 DAP checklist questions for teachers. Educational Leadership Today. Retrieved from https://www.educationalleadershiptoday.org
  • Resources for Early Learning. (n.d.). Early childhood assessment. Retrieved from https://www.earlylearningresources.org
  • Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Einstein never used flash cards: A child’s guide to the science of learning. Penguin.
  • Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
  • Copley, J. (2010). Supporting early language and literacy learning: Play-based practices. Pearson Education.

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