Case Study: CD005: Observing, Documenting, and Assessing This Assessment constitutes a Performance Task, in which you will observe individual children in authentic contexts and analyze various sources of information in order to assess each child and plan developmentally appropriate practices that can help each child progress along the child development continuum. Your response to this Case Study should: •Use the Case Study documents and video as required. •Reflect the criteria provided in the Rubric. •Adhere to the required assignment length. •Use the APA course paper template available here. •Review Writing Checklist to make sure all criteria adhere. Important note: Be sure to write an introduction and conclusion for your paper. Provide citations in the text of your paper to support your responses. Remember to list all references cited on a separate page at the end of your paper. Case Study: Angelica, 9 months old Review all of the documents and videos provided for Case Study #1. Documents includes: •Document #1: Weekly Observations •Document #2: Parent Questionnaire •Angelica at Play(Video) CASE STUDY ASSIGNMENT: Write a 1- to 2-page response that addresses the following: •Choose one segment in the video of Angelica playing that illustrates her level of development in each of the domains of child development •Describe the segment, and explain how it reveals characteristics of her physical, cognitive, or socio-emotional development •What observation tools did you use in the process, and why? •Make a clear connection to personal experience and/or professional practice Document #2: Parent Questionnaire Document #2: Parent Questionnaire Case Study 1: Angelica Read this questionnaire completed by Angelica’s father. The questionnaire was originally completed in Spanish, and then translated to English. 1. What name do you use for your child? Angelica. Some members of the family use “Angie.” 2. What language(s) do you use to talk to your child? Who else does your child spend time with and what languages do they use? I speak Spanish to Angelica, as does her mother and her grandmother, who lives with us. She has two older brothers, who both speak English very well. They speak mostly Spanish with us, but try to teach her English words. It’s what they speak with their friends and schoolteachers. 3. What types of play or behavior do you notice in your child? She likes to crawl and is standing up a lot, and even learning to walk when somebody holds her hands. Everyone in the family plays with her and helps her. I sing songs to her, in Spanish, and she likes to touch my mouth and make sounds with hers. We love music in our home, and she bounces and smiles whenever it’s playing. She understands some words in Spanish, like the names of the people in our family and the Spanish word for “dog.” We have a dog, and she loves to touch his fur and play with him. 4. Do you have any questions or concerns about your child? We want Angelica to speak English an ...

1. Case Study: CD005: Observing, Documenting, and Assessing
This Assessment constitutes a Performance Task, in which you
will observe individual children in authentic contexts and
analyze various sources of information in order to assess each
child and plan developmentally appropriate practices that can
help each child progress along the child development
continuum.
Your response to this Case Study should:
•Use the Case Study documents and video as required.
•Reflect the criteria provided in the Rubric.
•Adhere to the required assignment length.
•Use the APA course paper template available here.
•Review Writing Checklist to make sure all criteria adhere.
Important note: Be sure to write an introduction and conclusion
for your paper. Provide citations in the text of your paper to
support your responses. Remember to list all references cited on
a separate page at the end of your paper.
Case Study:
Angelica, 9 months old
Review all of the documents and videos provided for Case
Study #1.
Documents includes:
•Document #1: Weekly Observations
•Document #2: Parent Questionnaire
•Angelica at Play(Video)
CASE STUDY ASSIGNMENT:
Write a 1- to 2-page response that addresses the following:
•Choose one segment in the video of Angelica playing that
illustrates her level of development in each of the domains of
child development
•Describe the segment, and explain how it reveals
characteristics of her physical, cognitive, or socio-emotional

2. development
•What observation tools did you use in the process, and why?
•Make a clear connection to personal experience and/or
professional practice
Document #2: Parent Questionnaire
Document #2: Parent Questionnaire
Case Study 1: Angelica
Read this questionnaire completed by Angelica’s father. The
questionnaire was originally completed in Spanish, and then
translated to English.
1. What name do you use for your child?
Angelica. Some members of the family use “Angie.”
2. What language(s) do you use to talk to your child? Who else
does your child spend time with and what languages do they
use?
I speak Spanish to Angelica, as does her mother and her
grandmother, who lives with us. She has two older brothers,
who both speak English very well. They speak mostly Spanish
with us, but try to teach her English words. It’s what they speak
with their friends and schoolteachers.
3. What types of play or behavior do you notice in your child?
She likes to crawl and is standing up a lot, and even learning to
walk when somebody holds her hands. Everyone in the family
plays with her and helps her. I sing songs to her, in Spanish,
and she likes to touch my mouth and make sounds with hers. We
love music in our home, and she bounces and smiles whenever
it’s playing. She understands some words in Spanish, like the
names of the people in our family and the Spanish word for
“dog.” We have a dog, and she loves to touch his fur and play
with him.
4. Do you have any questions or concerns about your child?
We want Angelica to speak English and Spanish equally well.

3. Academic Writing Expectations Checklist
The faculty Assessor will use this checklist to evaluate whether
your written responses adhere to the conventions of scholarly
writing. Review this checklist prior to submitting your
Assessment to ensure your writing follows academic writing
expectations. Click the links to access Writing Center
resources:
Sentence-Level Skills
|_| Constructing complete and correct sentences
Note: See an explanation of sentence components and how to
avoid sentence fragments and run-ons.
|_| Using and spelling words correctly
Note: See a list of commonly misused words and information on
MS Word’s spell check.
|_| Using punctuation appropriately
Note: See the different types of punctuation and their uses.
|_| Using grammar appropriately
Note: See a Grammarly tutorial to catch further errors.
Paragraph-Level Skills
|_| Using paragraph breaks
Note: See a description of paragraph basics.
|_| Focusing each paragraph on one central idea (rather than
multiple ideas)
Note: See an explanation of how topic sentences work.
Use of Evidence
|_| Using resources appropriately
Note: See examples of integrating evidence in a paper.
|_| Citing and referencing resources accurately
Note: See examples of citing and referencing resources in a
paper.
|_| Paraphrasing (explaining in one’s own words) to avoid
plagiarizing the source
Note: See paraphrasing strategies.

4. Formatting Written Assignments
|_| Using appropriate APA formatting, including title page,
margins, and font
Note: See APA overview and APA template from the Writing
Center.
Comments:
©2014 Walden University 1
©2014 Walden University 1
CECS CD005 Observing, Documenting, and Assessing Children
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Part 1: Case Study #1

5. Sub-Competency 1: Analyze information from observation to
assess the development of individual children and recommend
developmentally appropriate practice.
Learning Objective 1.1:
Apply knowledge of the
domains of child
development to the
observation of
children.
Response is missing.
Response includes vague
or partial observational
evidence related to each
domain of development.
Response includes specific
observational evidence
related to each domain of
development.
Response is supported by
logical connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2,” plus the following:

6. Response makes a clear
connection to personal
experience and/or
professional practice.
Learning Objective 1.2:
Describe skills and
tools of observation to
assess the
development of a child.
Description of specific
tools is missing.
Response includes vague
or incomplete description
of specific tools of
observation.
Response includes clear
description of observation
tools and a logical
rationale for their use.
Rationale is supported by
logical connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes a

7. specific example of how
the observation tool can
be used in an authentic
early childhood setting.
Part 2: Case Study #2
Sub-Competency 2: Analyze information gathered from children
to support development and learning.
Learning Objective 2.1:
Apply knowledge of the
domains of child
development to assess
a child’s development.
Elements of the cognitive,
physical, and socio-
emotional development
are missing.
Response vaguely or
incompletely describes
elements of the cognitive,
physical, and socio-
emotional development of
Response clearly describes
the elements of the
cognitive, physical, and
socio-emotional
development of the child
portrayed in the scenario.
Demonstrates the same

8. level of achievement as
“2,” plus the following:
Response explains why
work samples from
children are a valuable
©2014 Walden University 2
the child portrayed in the
scenario.
Response includes a logical
rationale.
source of information
about a child’s
development in specific
domains.
Learning Objective 2.2:
Analyze information
gathered from a child’s
work sample to assess
development in one or
more domains.
Analysis is missing.
Response vaguely or
incompletely describes
elements of the child’s

9. development.
Description is vaguely or
partially relevant to the
work sample.
Response clearly describes
elements of the child’s
development relevant to
the work sample.
Response connects the
elements of development
to one aspect of the work
sample in the scenario.
Response is supported by
logical connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response connects the
elements of development
to more than one aspect of
the work sample in the
scenario.
Response makes a clear
connection to professional
practice.
Part III: Analysis and Recommendations
Sub-Competency 3: Synthesize information from multiple
sources to assess child development.
Learning Objective 3.1:

10. Analyze children’s
development based on
multiple sources of
information and
knowledge of early
childhood frameworks.
Description is missing.
Response reflects a vague
or incomplete analysis of
each child’s physical,
cognitive, and socio-
emotional development.
Response reflects a logical
analysis of each child’s
physical, cognitive, and
socio-emotional
development, using
specific examples from the
case studies.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response is supported by
references to the
professional knowledge
base.
Sub-Competency 4: Recommend strategies for obtaining
information from families about children’s development and

11. needs.
Learning Objective 4.1:
Describe strategies for
obtaining information
from families to
support the
assessment of a child’s
development.
Description of strategies is
missing.
Response includes vague
or incomplete strategies
for obtaining information
from families to support
the assessment of a child’s
development.
Response includes two
specific strategies for
obtaining information
from families to support
the assessment of a child’s
development.
Response is supported by
logical connections to the
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes more

12. than two specific
strategies for obtaining
information from families
©2014 Walden University 3
professional knowledge
base.
to support the assessment
of a child’s development.
Learning Objective 4.2:
Describe the
importance of families
in assessing children's
development and
learning.
Description is missing.
Response vaguely or
incompletely describes
how information from
families supports
assessment of children’s
development and learning.
Response clearly describes

13. how information from
families supports
assessment of children’s
development and learning.
Response is supported by
logical connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response makes a clear
connection to personal
experience and/or
professional practice.
Sub-Competency 5: Recommend developmentally appropriate
practices.
Learning Objective 5.1:
Apply principles of
developmentally
appropriate practice to
recommend learning
experiences for young
children.
Description is missing.
Response includes vague
or incomplete descriptions
of specific learning

14. experiences that are
partially relevant to the
scenarios and vaguely
aligned with the principles
of developmentally
appropriate practice.
Response includes clear
descriptions of specific
learning experiences that
are relevant to the
scenarios and logically
aligned with the principles
of developmentally
appropriate practice.
Response is supported by
logical connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response makes a clear
connection to personal
experience and/or
professional practice.
Professional Skill 001: Written Communication: Demonstrates
graduate level writing skills.
Learning Objective
PS 1.1:
Use proper grammar,
spelling, and

15. mechanics.
Multiple major and minor
errors in grammar,
spelling, and/or mechanics
are highly distracting and
seriously impact
readability.
Multiple minor errors in
grammar, spelling, and/or
mechanics are distracting
and negatively impact
readability.
Writing reflects competent
use of standard edited
American English.
Errors in grammar,
spelling, and/or mechanics
do not negatively impact
readability.
Grammar, spelling, and
mechanics reflect a high
level of accuracy in
standard American English
and enhance readability.
©2014 Walden University 4

16. Learning Objective
PS 1.2:
Organize writing to
enhance clarity.
Writing is poorly organized
and incoherent.
Introductions, transitions,
and conclusions are
missing or inappropriate.
Writing is loosely
organized. Limited use of
introductions, transitions,
and conclusions provides
partial continuity.
Writing is generally well-
organized. Introductions,
transitions, and
conclusions provide
continuity and a logical
progression of ideas.
Writing is consistently
well-organized.
Introductions, transitions,
and conclusions are used
effectively to enhance
clarity, cohesion, and flow.
Learning Objective
PS 1.4:
Apply APA style to

17. written work.
APA conventions are not
applied.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied inconsistently.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.
Document #1: Weekly Observations
Case Study 1: Angelica

18. Age: 9 months old
Location: Early Childhood Care Center
Document #1: Weekly Observations
Read this month’s worth of weekly observation reports by
Angelica’s primary caregiver at her early childhood care center:
September 6:
This week, Angelica has continued to cry at periods throughout
the day. It often happens when she is tired before a nap. I have
noticed that she is using other expressions to ask for things, like
pointing. She is smiling often, grabbing at objects, and putting
objects in her mouth. She is holding a spoon and helping to feed
herself.
September 13:
Angelica’s crying was less frequent this week. She is
responding to sound and speech from caregivers, and is
beginning to make sounds that sound like speech. She also
responds and seems to understand when spoken to in both
English and Spanish. I have also noticed that she is more and
more interested in other children lately.
September 20:
Angelica continues to show interest in communicating with
other children. The other day, I was reading Angelica a book in
the corner, and I showed the book to a group of 2-year-olds at a
nearby table. When one of them wanted to look at it, she got
upset and cried. She is showing signs of wanting to be more
independent and likes to explore the space around her by
crawling and walking while holding onto the wall or shelves.
She wants to touch and hold everything.
September 27:
Angelica has become very good at feeding herself and often
refuses assistance. There were 2 days this week that she did not
nap well. On those days, she tended to cry more and did not
respond well to speech from adults. I have noticed a great

19. fluctuation in her need for attention from adults and her
willingness to explore on her own. Yesterday, she spent the
morning playing with toy objects with another child, and
seemed to be making speech sounds. After an unsuccessful nap,
however, she was very fussy for the rest of the afternoon and
unresponsive to our attempts to use speech and sounds to calm
her. She relaxed only when she had a toy that she could touch or
put in her