Being an effective early childhood professional requires more than a passion for teaching or ability to work well with children. In the first five years of life, the most critical skills are formed by creating synaptic connections that are key to cognitive, social, physical, and emotional development. Because of their developmental stage, the environment you provide as an early educator will set the foundation for each child’s K- 12 learning experience and beyond. However, as an early childhood professional, you will not work in isolation. Other professionals contribute to service provided to this population, including speech and language pathologists, occupational therapists, school psychologists, and educational advocates. Therefore, it is essential that as an early childhood professional you are able to communicate effectively with other professionals. Scenario: The principal from a local school district was impressed with the proposal you wrote for him about the role families and communities play in promoting optimal cognitive development. Based on your proposal, they have offered you a spot as a key presenter at a district-wide professional development workshop for teachers, where you will share your knowledge regarding cognitive development. All of these ideas will come together as you design your Professional Development Experience project. In order to develop this comprehensive workshop for the targeted professional development population, the principal has given you specific talking points that must be addressed. You will use these talking points to guide your creation of a presentation using PowerPoint or Google Slides. In the slide notes section, please make sure to support the information you have shared on each slide. Finally, make sure to include a title and reference slide for your presentation. The Professional Development Experience must include the following: Theoretical Framework: Explain a theoretical framework that supports early childhood cognitive development in a classroom environment. Language and Cognitive Development: Describe at least three ways language development impacts cognitive development using the theoretical framework you have identified. Motor and Cognitive Development: Describe at least three ways motor development impacts cognitive development using the theoretical framework you have identified. Motor or Speech delay: Explain at least three ways a delay in speech or motor functioning impacts learning and cognitive development. Describe the area of the brain responsible for these functions. Interplay of Genes, Biology, and Environment: Analyze the interplay of genetics, biology, and environmental factors on brain functioning and cognitive development by providing at least three examples. Neuroplasticity and Trauma: Apply the concept of neuroplasticity by providing one example from your current or future professional work. Discuss the impact that trauma has on the developing brain. .

1. Being an effective early childhood professional requires more
than a passion for teaching or ability to work well with
children. In the first five years of life, the most critical skills
are formed by creating synaptic connections that are key to
cognitive, social, physical, and emotional development. Because
of their developmental stage, the environment you provide as an
early educator will set the foundation for each child’s K- 12
learning experience and beyond. However, as an early childhood
professional, you will not work in isolation. Other professionals
contribute to service provided to this population, including
speech and language pathologists, occupational therapists,
school psychologists, and educational advocates. Therefore, it is
essential that as an early childhood professional you are able to
communicate effectively with other professionals.
Scenario:
The principal from a local school district was impressed with
the proposal you wrote for him about the role families and
communities play in promoting optimal cognitive development.
Based on your proposal, they have offered you a spot as a key
presenter at a district-wide professional development workshop
for teachers, where you will share your knowledge regarding
cognitive development. All of these ideas will come together as
you design your Professional Development Experience project.
In order to develop this comprehensive workshop for the
targeted professional development population, the principal has
given you specific talking points that must be addressed. You
will use these talking points to guide your creation of a
presentation using PowerPoint or Google Slides. In the slide
notes section, please make sure to support the information you
have shared on each slide. Finally, make sure to include a title
and reference slide for your presentation.
The Professional Development Experience must include the

2. following:
Theoretical Framework:
Explain a theoretical framework that supports early childhood
cognitive development in a classroom environment.
Language and Cognitive Development:
Describe at least three ways language development impacts
cognitive development using the theoretical framework you
have identified.
Motor and Cognitive Development:
Describe at least three ways motor development impacts
cognitive development using the theoretical framework you
have identified.
Motor or Speech delay:
Explain at least three ways a delay in speech or motor
functioning impacts learning and cognitive development.
Describe the area of the brain responsible for these functions.
Interplay of Genes, Biology, and Environment:
Analyze the interplay of genetics, biology, and environmental
factors on brain functioning and cognitive development by
providing at least three examples.
Neuroplasticity and Trauma:
Apply the concept of neuroplasticity by providing one example
from your current or future professional work. Discuss the
impact that trauma has on the developing brain.
Neurodevelopmental Disorders:
Explain one specific neurodevelopmental disorder including the
genetics, biological, and environmental influences related to
this disorder.

3. Family and Culture:
Summarize the relationship between family and culture on
cognitive development including the development of judgment
and reasoning.
Intelligence and Achievement Testing:
Discuss one specific intelligence test and one specific
achievement test and their use in education in determining
appropriate services and resources for children.
Application of Concepts:
Apply one specific cognitive strategy you would use to improve
working memory, attention, and executive function to children
with diverse needs.
Collaboration with Colleague:
Discuss where and when collaboration and referrals to other
professionals including a speech and language pathologist,
occupational therapist, school psychologist, and educational
advocate would be appropriate and necessary.
The presentation:
Presentation Features:
Incorporate at least five images are relevant to the slide
content.
Presentation Length:
Include a minimum of 12 slides (not including title and
reference slides).
Presentation Content:
The content throughout the presentation is relevant to the main
point.
APA Formatting:

4. Use APA formatting consistently throughout the assignment,
which includes citations in the body of the assignment, the title
slide, and references.
Source Requirement:
Utilize at least 4 scholarly sources in addition to the course
text. All sources included in the References list must be cited in
the content of the presentation.
Syntax and Mechanics:
Display meticulous comprehension and organization of syntax
and mechanics, such as spelling and grammar.
Required Resource
Farrar, M.J. & Montgomery, D. (2015).
Cognitive Development of Children: Research and Application
. San Diego, CA; Bridgepoint Education
Recommended Resources
Gottfredson, L., & Saklofske, D. (2009).
Intelligence: Foundations and issues in assessment
.
Canadian Psychology, 50
(3), 183-195. Retrieved from
http://www.udel.edu/educ/gottfredson/reprints/2009intelligencef
oundations.pdf
Decker, S. L., Hale, J. B., & Flanagan, D. P. (2013).
Professional practice issues in the assessment of cognitive
functioning for educational applications. Psychology in the

5. Schools, 50(3), 300-313. doi:10.1002/pits.21675
Lee-Tarver, A. (2006). Are individualized education plans a
good thing? A survey of teachers’ perceptions of the utility of
IEPs in regular education settings.
Journal of Instructional Psychology, 33
(4), 263-272. Retrieved from
http://www.projectinnovation.biz/journal_of_instructional_psyc
hology
Nesbit, R. E. (2014). What teachers need to know about IQ.
Education Digest, 79
(7), 4-14. Retrieved from
https://www.eddigest.com/
Moscowitz, G. B. (2005).
Social Cognition: Understanding Self and Others
. The Guilford
Press: New York, NY.
P. R. Klem (personal communication, 2014).
Siegler, R.S. & Alibali-Wagner, M. (2005).
Children’s thinking
(4th ed.) Upper Saddle River: Prentice Hall.
William & Mary. (2012, September 19).
Bracken: What is intelligence?
[Video file].
https://www.youtube.com/watch?v=pIxJ2yW9M7Y&feature=pla
yer_embedded