First assignment For this assignment, you will view the two videos below. For th

First assignment For this assignment, you will view the two videos below. For this observation, you will need to take handwritten notes as you observe to capture the evident development the infant is displaying….. Attached below you will find two examples of how to take observational raw notes to complete the assignment, use the one that you find easiest to use…..once you have watched the videos utilize the Observation Guideline below to organize, analyze, and respond to what you see. Enjoy and have fun watching babies!!!! https://www.youtube.com/watch?v=5y8YJDrirZ4 ObservationNoteTakingFormats.docx Infant Video #1Links to an external site. Infant Video #2Links to an external site. https://www.youtube.com/watch?v=30M9HvVuiwk Observation Guideline **Submit a scanned copy of your “raw” notes and a typed copy of your analysis and reaction using the guide provided. If you have not used this format when submitting assignments please view this video…. https://community.canvaslms.com/videos/1121-assignments-submissions-studentsLinks to an external site. To be successful on this assignment you must: Read the observation guideline nfant Observation 3months-12months Environment: Describe the environment in which the child is in during the observation. Give details to where (day care, infants home, park, play date, ect.), when ( date, time of day), environment (indoor/outdoor)description and what was around the infant ( toys, blankets to be on, ect.) Child Observation: General Info: a. Name b. Age c. Any significant information that is revalant to the development of the child PHYSICAL DEVELOPMENT: a. fine motor abilities (manipulative skills): Describe the infant’s ability to track, reach, grasp, pat, hold two objects (one in each hand), transfer object from hand to hand, rake, pinch with thumb and forefinger. b. gross motor abilities (motor behavior, posture, and body control): head control, trunk control, sitting with or without support, crawling or scooting, rolling over, pulling up, cruising, and walking attempts. EMOTIONAL DEVELOPMENT: a. Self-awareness: Describe infant’s awareness of impact on the environment. (“I know I did that.”) b. Attachment: Describe the baby’s reaction to people. Carefully observe the differences in the response to familiar vs. unfamiliar people. What indications did you see of a primary attachment? stranger or separation anxiety? c. Temperament: What evidence do you see that the infant is either “easy”, “slow-to-up”, or “difficult”? Be sure to include example of behaviors that support your choice. COGNITIVE DEVELOPMENT: Sensory-motor development: What evidence do you see that indicates infant’s level of cognitive development? For example, how did the baby seem to anticipate an event? imitate an action? repeat a behavior that elicited a response? demonstrate object permanence? demonstrate problem-solving? LANGUAGE DEVELOPMENT: Communication: Include actual language/vocalization samples, including cooing, babbling, repeating sounds or actual words. Describe any nonverbal attempts at communication including gestures, artificial coughs, etc. SOCIAL DEVELOPMENT a. Social responses: Describe any smiling, laughing, vocalizations, fussing, crying or signs of anger that you observe. What seemed to elicit these behaviors? Describe any imitative “games” or adult-child play activities. b. Onlooker and solitary play examples Watch the videos provided and take notes on what you are observing the infants doing Submit your “raw” notes and your analysis and reaction to the observation using the guidelines provided Second assignment The developmental stage you will be observing for this assignment is early childhood 3-6 years old. This is another fun stage in life and is another phase where major developmental milestones are reached. This guideline will help you focus on the developmental aspects that I want you to hopefully observe. Observation at this age is critical to teachers tracking of developmental progress. We use observation as a tool for planning curriculum, assessing development and for atypical behaviors so developmental referrals can be made early. Observation is also a skill and needs to be practiced. It takes time to understand what observable traits we look for and what the displayed behaviors mean. This assignment is to help you gain a better understanding of how to observe, what to observe and what your observations mean in the world of child development. For this observation you will need to watch the preschool videos provided or the more desired method is to go to an actual preschool and do an observation. This observation will be done on one child in a group care setting (if appropriate, some videos focus on one child so you would do your observation on that one child) that is licensed. Once you have done a true observation or have viewed the videos and taken your developmental “raw” notes (using the formats provided in the Infant Observation Assignment) use the guideline provided below to do your analysis and reaction based on what you observed. Video #1 https://www.youtube.com/watch?v=ZtJ7my7RCnk Video #2 https://www.youtube.com/watch?v=nIXbHFn6Sfw Use this Preschool Observation Guideline for further instruction on completing the assignment. Preschool Observation 3-5 years old Note: You will need to observe the viedos more than once in order to gather all the necessary information required for this assignment. General Information: 1. Place of Observation (where do you presume the child is during the observation) 2. First name of child (if given): 3. Age of child in years and months: from your observations make an educated guess based on what you observe developmentally. 4. Any identified special needs or impacts on the child’s development that you could presume form your observations: Part I : Record actual events/activities observed. During each video observation, accurately and objectively record what the child is doing (use specific details). Describe where the child is, who else is present and what he/she is doing. Include body motion and facial expression, conversation, interaction between individuals. Use descriptive words (adjectives and adverbs) to help convey a picture of the action (e.g. Suzy darted swiftly to the slide). While observing the videos write down phrases or key words about what the child is doing. Once you have a couple key words or phrases, stop recording, and take a minute or two to fill in the details. **This section is NOT typed and is your “raw” notes on what you observed and will be scanned and turned into me with the typed part of the assignment. WHILE YOU ARE OBSERVING AND RECORDING YOUR DATA, LOOK FOR THE FOLLOWING: These are the areas of development specific behaviors/skills to be observed. When you are doing your running observation, try to collect data in the following areas AND when you are completing your evaluation/analysis, provide supportive comments that reflect the following area. Use really descriptive words – always try to say how the child did something, not just what the child did. *** THIS SECTION IS TO BE TYPED AND COMPLETED WITH THE INFORMATION YOU GATHERED FORM YOUR OBSERVATIONS.***You will need to utalize the book to support your analysis on each of the developmental areas. 1. Physical characteristics of the child: Describe the child’s physical appearance completely. Include coloring of hair, eyes, shade of complexion, build, posture, activity level, facial expression, and type and color of clothing. Is there any indication of illness or special need? 2. Physical: Describe motor development. How does she use her body? Is she graceful, awkward, well coordinated? Is a dominant hand established? Do both sides of the body work well together? Look for examples of jumping, attempts at skipping, balance, running, etc. Also, look for examples of the child’s small motor abilities: how a crayon is grasped, putting a puzzle together using scissors. 3. Cognitive: Describe the child’s learning style: curious, eager to learn, exploring materials creatively? Did the child attend to materials for a long period of time or did she move quickly from activity to activity? What types of materials seemed to be of interest to her? What examples did you observe of problem solving? What evidence of classification, conservation, egocentrism, pretend play? 4. Language: Be sure to collect some good language samples, including the exact and specific words used by the child. Any examples of developing grammar? Collective monologues? Overgeneralizations? Were there any indications of speech delays or difficulties? Describe any evidence of emerging literacy. 5. Social: What are her relationships with other children? Stage(s) of play? How does she treat her companions? What signs did you observe of her stage(s) of morality? Of aggression or helplessness? How does she relate to adults? What examples did you see of prosocial behavior? 6. Emotional: Describe emotional expression – joy, anger, frustration, confidence, pleasure, etc. Does she seem shy or confident? How does she react to new situations? What evidence of temperament do you see? Of Erikson’s stage of initiative? II. Evaluation: Based on information in the text and lecture, analyze what you observed. Did what you observed fit the descriptions in the text/lecture? Specify in what ways the behavior is typical or atypical. III. Personal Reaction: (MUST BE COMPLETED, TYPED and your reactions should be supported by the concepts you are learning and reading in your text.) Your interpretations, concerns, questions, or additional information from the teacher or parent that would add to your description/ evaluation of this child. This is your opportunity to include your personal thoughts