TITLE: Key Assessment/Infant Toddler Resource File

Introduction:  You will create a resource file of 12 activities for infants and  toddler with a focus on Cognitive Development and Physical Development  (Motor Development specifically). You can refer to this resource as you  work with young children.

The Assignment  (** There is a sample activity at the bottom of this assignment description**)

Develop 12 activities. 

Six that promote Cognitive Development (3 for Infants and 3 for Toddlers)

Six that promote Physical (Motor Development) (3 for Infants and 3 for Toddlers). 

The  activity plans MUST be developmentally appropriate and encourage active  exploration of materials and ideas. For the most part, the children  should be able to do the activity with minimal guidance from their  teachers, although teachers should interact with children, asking  questions to encourage exploration, curiosity, problem solving, language  development and deeper thinking. This means no ditto/coloring sheets,  no product oriented projects, no flash cards, etc., these are not  developmentally appropriate. The activity should be open-ended,  encouraging exploration, discovery, creativity, and allowing the  children to build their own knowledge. These should also be planned for  individual or small groups of children, not the entire class to do at  the same time. They can (and should!) take place in activity areas in  the classroom or outside.  How is the selected Developmental Indicator  demonstrated in the activity?

Grading Criteria:

1. 12 Activities are noted with title and age of children is noted and meets assignment requirements. (12 points)

2. Appropriate NCFELD  Domain noted for each of the 12 activities (6 Cognitive or 6 Physical Motor Development for both Infants and Toddlers)?  (12 points)

3. Appropriate Developmental Indicator  is identified and is supported through the activity – This is what you  want the children to learn from participating in the activity. It is  also what you will be making a connection with in section 6. If you do  not have an indicator noted, you cannot get points for section 3 nor  section 6, and only partial points for section 5. You will use the  NCFELD resource attached above. All indicators should align with the  appropriate age and developmental area the activity supports. (see  example below)   (24 points)

4.  Materials are listed for each activity and are developmentally  appropriate for the age indicated – List all of the materials you will  need to do the activity. Pretend that you are planning an activity for a  substitute to do in your classroom. He or she will not be familiar with  the activity, so you have to state everything for them. (24 points)

5.  Procedures are clearly noted – Step by step instructions for doing the  activity. Also include if the activity will be a small group or one on  one. If it is for one child – put one child. These should always be for  an individual or small group of children. Write down the open-ended  questions you will ask the children to encourage them to think about  their activity and guide them toward meeting the Developmental  Indicator(s). Please be sure to include how THE CHILDREN will engage in  the activity. Watching you as the teacher do an activity is not an open  ended activity for the children. Again, think of that substitute. If you  don’t tell him or her exactly what to do, they will not be able to do  the activity.  (12 points)

6.  Assessment of the children’s progress – how will you document the  children’s progress in meeting the standard you chose to focus on in the  activity? (Examples include: anecdotal notes, pictures, videos, voice  recordings, work samples, checklists, but please, NO TESTS!) Be sure the  assessment method you choose matches the indicator you have chosen. How  are will you know the activity was effective in meeting the indicator  for the child?  *Note: Pictures cannot capture everything. For example,  you may take a pictures of a child reaching for a toy, but you can’t  take a picture of a child . You will have to document this with  anecdotal notes or a voice recording.  (12 points)

7. Spelling and Grammar (14 Points)

Sample Activity-

Title- Ball Play (8-12 months)

Domain- Physical/Motor

Development Indicator- Use both hands to swipe at, reach for, grasp, hold, shake, and release objects

Materials- Balls

Procedures-  Invite infants to sit on the rug and play with the balls. Encourage  them to pick up and grasp the balls using both hands. (groups of three)

Question- How can you get the ball to go that way? What will happen if you shake/let go of the ball?

Assessment- Pictures. I would assess this activity by taking pictures of the infant’s picking up and grasping the balls.

The Infant and Toddler Resource File

This assignment meets the following NAEYC Standards:

NAEYC  Standard #1 Promoting Child Development and Learning and #5 Using  Content Knowledge to Build Meaningful Curriculum, Supportive Skills #3  Written and Verbal Communication and #4 Skills in Making Connections  between Prior Knowledge/Experience and New Learning.

Resources:  Text book (See Developmental Profiles for the age groups, this should  help with ideas), NCFELD (North Carolina Foundations for Early Learning  and Development)

http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf