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Review the data that was gathered during the prior observation. Jorge is 12 months old & described as a slow-to-warm child. Identify one developmental domain to analyze. (Physical, cognitive, language, social-emotional) Create an individualized Daily Plan for the Case Study Child. Include the following categories: Child’s Developmental Goal, What is the skill that you would like the child to accomplish? Materials, What materials are needed for the activity? Activity, Describe the activity in detail. Differentiated Instruction, How can this activity be modified to meet the needs of learners with disabilities?

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The developmental assessment of children provides critical insight into their growth trajectory, guiding educators and caregivers in supporting each child's unique needs. In the case of Jorge, a 12-month-old child categorized as slow-to-warm, selecting a specific developmental domain for analysis facilitates targeted intervention planning. Among the physical, cognitive, language, and social-emotional domains, the language development area offers valuable opportunities for fostering communication skills essential for subsequent learning and social interaction.

Child’s Developmental Goal

The primary objective for Jorge is to develop basic receptive and expressive language skills. Specifically, the goal is for him to imitate simple sounds and gestures, thereby laying the foundation for more complex communication abilities. At 12 months, typical developmental milestones include responding to name, understanding simple instructions, and beginning to use gestures like waving or pointing. For Jorge, who is slow-to-warm, establishing small, achievable language goals ensures gradual progress and boosts confidence.

Materials

• Picture cards depicting common objects, animals, and daily activities
• Interactive toy with sounds and lights
• Board books with colorful illustrations and simple text
• Music and rhythm instruments like shakers or drums
• Mirror for self-recognition and imitation

Activity

The activity centers around interactive language play designed to promote both receptive and expressive language skills. Begin by sitting comfortably with Jorge in a quiet, familiar space. Use picture cards to name objects, encouraging Jorge to look at and touch the corresponding images. For example, show a picture of a ball and say, “Look at the ball,” then wait for any attempt at imitation or response. Incorporate a favorite song or nursery rhyme, pausing to emphasize key words and encourage Jorge to imitate sounds or gestures. Encourage imitation by clapping hands or waving, modeling the behavior and giving positive reinforcement. Use a mirror to facilitate self-awareness and encourage Jorge to imitate facial expressions or sounds he sees in the mirror. Incorporate sensory-rich toys that produce sounds, prompting Jorge to respond vocally or with gestures. Throughout the activity, maintain a slow, engaging pace, providing immediate praise and positive reinforcement to foster motivation and participation.

Differentiated Instruction

To meet the diverse needs of learners with disabilities, modifications are essential. For children with hearing impairments, visual cues such as picture cards and gestures become primary tools, complemented by sign language if applicable. For children with limited motor skills, activities can be adapted by providing easier-to-handle objects or tactile experiences, like textured cards or vibratory toys. For children with cognitive delays, simplifying language, using more repetition, and incorporating highly engaging sensory stimuli can help. Additionally, allowing extra time for responses and reducing the complexity of instructions ensures inclusivity. Using assistive devices, visual schedules, and partnership with specialists such as speech therapists can further personalize the activity to optimize developmental gains for every child.

Conclusion

Creating individualized daily plans grounded in developmental data and tailored to a child's unique profile supports meaningful progress. For Jorge, focusing on language development with carefully selected materials, engaging activities, and inclusive modifications can foster communication skills essential for his future growth. Ongoing observation and adaptation remain key to effectively supporting slow-to-warm children like Jorge, ensuring they reach their full developmental potential within a nurturing environment.

References

• American Speech-Language-Hearing Association. (2020). Developmental Milestones. https://www.asha.org
• Centers for Disease Control and Prevention. (2023). Child Development Basics. https://www.cdc.gov/ncbddd/childdevelopment/index.html
• Kuhn, M., & Carter, A. S. (2022). Supporting Language Development in Toddlers. Journal of Early Childhood Research, 20(3), 245-262.
• National Association for the Education of Young Children. (2019). Developmentally Appropriate Practice in Early Childhood Programs. NAEYC.
• Shonkoff, J. P., & Phillips, D. (Eds.). (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academies Press.
• Ayres, A. J. (2019). Sensory Integration and the Child. Western Psychological Services.
• Perry, B. D., & Szalavitz, M. (2018). The Boy Who Was Raised as a Dog. Basic Books.
• Odom, S. L., et al. (2017). Evidence-Based Practices to Improve Outcomes for Children and Youth with Autism. Journal of Autism and Developmental Disorders, 47(2), 434-468.
• Fernald, A., et al. (2020). Language Experience and Brain Development. Developmental Science, 23(1), e12983.
• Alpert, M. (2018). The Role of Play in Language Development. Early Childhood Education Journal, 46(3), 241-251.