Document #2Sample Drawing by NathanReview this drawing samp.docx

Document #2:Sample Drawing by Nathan
Review this drawing sample from Nathan’s work in his
preschool class. The writing in black pen is his teacher’s
writing, recording how he described the picture and how he
approached the writing.
©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
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:
Response makes a clear
connection to personal
experience and/or
professional practice.
Describe skills and
tools of observation to
assess the
development of a child.
Description of specific
tools is missing.
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
base.

Response includes a
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.
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.
Response explains why
work samples from
children are a valuable
the child portrayed in the
scenario.
Response includes a logical
rationale.
source of information
about a child’s
development in specific
domains.
Analyze information
gathered from a child’s
work sample to assess
development in one or
more domains.
Analysis is missing.

Response vaguely or
elements of the child’s
development.
Description is vaguely or
partially relevant to the
work sample.
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.
base.
Response connects the
elements of development
to more than one aspect of
the work sample in the
scenario.
connection to professional
practice.
Part III: Analysis and Recommendations
Sub-Competency 3: Synthesize information from multiple

sources to assess child development.
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.
references to the
base.

Sub-Competency 4: Recommend strategies for obtaining
information from families about children’s development and
needs.
Describe strategies for
obtaining information
from families to
support the
assessment of a child’s
development.
Description of strategies is
missing.
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 includes more
than two specific
strategies for obtaining
information from families
base.
to support the assessment
of a child’s development.
Describe the
importance of families
in assessing children's
development and
learning.
Response vaguely or
how information from
families supports
assessment of children’s
development and learning.

how information from
families supports
assessment of children’s
development and learning.
base.
experience and/or
Sub-Competency 5: Recommend developmentally appropriate
practices.
Apply principles of
developmentally
appropriate practice to
recommend learning
experiences for young
children.

or incomplete descriptions
of specific learning
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.
base.
experience and/or
Professional Skill 001: Written Communication: Demonstrates
graduate level writing skills.
Learning Objective

PS 1.1:
Use proper grammar,
spelling, and
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.

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
written work.
APA conventions are not
applied.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied inconsistently.
APA conventions for
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.
APA conventions for
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.

8/22/2019 Assessment Instructions - CD005: Observing,
Documenting, and Assessing Children
https://tempolearning.brightspace.com/d2l/lp/navbars/6726/cust
omlinks/external/5038 1/3
Overview
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 Assessment should:
Use the Assessment 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.
Download the Writing Checklist to review prior to submitting
your Assessment.
Professional Skills: Written Communication is assessed in this
Competency.
This Assessment requires submission of one (1) document that
includes your analysis of Case Study #1
and #2 along with your recommendations. Save this file as
CD005_firstinitial_lastname (for example,
CD005_J_Smith). When you are ready to upload your completed
Assessment, use

the Assessment tab on the top navigation menu.
Instructions
Before submitting your Assessment, carefully review the rubric.
This is the same rubric the assessor will
use to evaluate your submission and it provides detailed criteria
describing how to achieve or master
the Competency. Many students find that understanding the
requirements of the Assessment and the
rubric criteria help them direct their focus and use their time
most productively.
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.
Rubric
This assessment has three-parts. Click each of the items below
to complete this assessment.
Angelica, 9 months old
Review all of the documents and videos provided for Case
Study #1.
Angelica at Play
Part I: Case Study #1
http://academicguides.waldenu.edu/writingcenter/templates/gen
eral
https://tempolearning.brightspace.com/d2l/lor/viewer/viewFile.d
2lfile/6606/3,0/

https://tempolearning.brightspace.com/d2l/le/content/6667/Hom
e
https://tempolearning.brightspace.com/content/enforced/6726-
CD005_DEV/Assessment.html#collapse_acc_1
Accessible playerAccessible player --Downloads--
Document #1: Weekly Observations
Document #2: Parent Questionnaire
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
Nathan, 4 years old
Review all of the documents provided for Case Study #2.

Document #1: Quarterly Child Assessment Rubric
Document #2: Sample Drawing by Nathan
Document #3: Parent Interview
Part II: Case Study #2
2lfile/6606/41,0/
2lfile/6606/42,0/
2lfile/6606/43,0/
2lfile/6606/44,0/
2lfile/6606/45,0/
Write a 1- to 2-page response that addresses the following:
Analyze the work sample from Nathan
Describe insights related to Nathan’s physical, cognitive, and
socio-emotional development, using
specific evidence from the work sample to support your
response.

Explain why work samples are valuable sources of information
about a child’s development in
specific domains.
Make connections to the professional knowledge base
In a 5- to 7-page response, analyze the information in each case
study, and make a
recommendation for developmentally appropriate practice for
each child. Your response should
include:
A brief analysis of each child’s physical, cognitive, and socio-
emotional development, based on
the documents and videos provided and your knowledge of the
frameworks of early childhood
development. Use specific examples from the case studies.
A recommendation for at least two additional strategies that
could be used to gather information
from families about the development of the children in the case
studies
An explanation of how information from families supports
assessment of children's development
and learning
A recommendation for developmentally appropriate learning
experiences for each child, with an
explanation of how these experiences reflect the principles of
developmentally appropriate
practice
A clear connection to personal experience and/or professional
practice

Save this file as CD005_firstinitial_lastname (for example,
CD005_J_Smith). When you are ready
to upload your completed Assessment, use the Assessment tab
on the top navigation bar.
Part III: Analysis and Recommendation
1
Title of the Paper in Full Goes Here
Student Name Here
Walden University
Abstract
Abstracts are not required for all course papers. Please ask
your instructor if you have questions regarding whether an
abstract is required for a particular assignment.
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Level 1 Heading
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Level 1 Heading

xxxx yyyy zzzz.
References
(Please note that the following references are intended as
examples only.)
Alexander, G., & Bonaparte, N. (2008). My way or the highway
that I built. Ancient Dictators, 25(7), 14-31.
doi:10.8220/CTCE.52.1.23-91
Babar, E. (2007). The art of being a French elephant.
Adventurous Cartoon Animals,19, 4319-4392. Retrieved from
http://www.elephants104.ace.org
Bumstead, D. (2009). The essentials: Sandwiches and sleep.
Journals of Famous Loafers, 5, 565-582.
doi:12.2847/CEDG.39.2.51-71
Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly
occupants. Thousand Oaks, CA: Fairy Tale Publishing.
Hera, J. (2008). Why Paris was wrong. Journal of Greek
Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82
Laureate Education, Inc. (Producer). (2007). How to cite a
video: The city is always Baltimore [DVD]. Baltimore, MD:
Author.
Laureate Education, Inc. (Producer). (2010). Name of program
[Video webcast]. Retrieved from http://www.courseurl.com
Sinatra, F. (2008). Zing! Went the strings of my heart. Making

Good Songs Great, 18(3), 31-22. Retrieved from
http://articlesextollingrecordingsofyore.192/fs.com
Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush,
P., Aaegrade, V., … Fiiel, B. (2005). The art of correcting
surname mispronunciation. New York, NY: Supportive
Publisher Press. Retrieved from
http://www.onewaytociteelectronicbooksperAPA7.02.com
White, S., & Red, R. (2001). Stop and smell the what now?
Floral arranging for beginners (Research Report No. 40-921).
Retrieved from University of Wooded Glen, Center for
Aesthetic Improvements in Fairy Tales website:
http://www.uwg.caift/~40_921.pdf
Case Study 2: Nathan
Age: 4 years old
Location: Preschool
Document #1:Quarterly Child Assessment Rubric
Review this Quarterly Child Assessment Rubric completed by
Nathan’s preschool teacher.
Name of Child: Nathan Age: 4 Teacher: Lana Ford
Quarter: 3
1
Low

2
Average
3
High
Observations and Notes
How well does this child play with other children?
x
Nathan is sometimes shy about joining others in play. He seems
to enjoy it when we encourage his participation. He is learning
to share nicely.
How well does this child express himself verbally?
x
Nathan tends to stay quiet. However, when you ask him a
question one-on-one, he speaks very clearly and has a lot to
say! He also has shown great growth in speaking up when he
needs something, like a snack or to use the bathroom. He is
learning to write very quickly.
How well does this child follow instructions?
x
Nathan listens very closely to instructions and does what he
hears. If the instructions include working with other children or
moving objects around the space, however, he is often slow to
follow.
How well does this child learn new physical skills?
x
Nathan struggles with group physical activities. He seems

nervous and often becomes confused. Sometimes he needs to be
coaxed into participating.
How much does this child show interest in learning about new
topics?
x
Nathan has shown great interest in learning about topics,
especially when we learned about sea animals and outer space.
He became very talkative and engaged.
How well does this child cope with disappointment?
x
Nathan can get upset when things don’t go as planned. When
painting, for example, he sometimes gets frustrated when he
makes a mistake. However, he is very receptive to
encouragement by teachers.
How much does this child express joy or pleasure?
x
Nathan often acts shy, however when he gets very excited about
a game, song, or new topic, he shows it with talking, laughter,
and smiles.
2

Observing Angélica: Activity and Curriculum-Based
Assessment
Assessment
Program Transcript
[MUSIC PLAYING]
FEMALE SPEAKER:Peek-a-boo.
ANGELICA: [BABBLING]
FEMALE SPEAKER: Here we go. Your book. Angelica. Who is
that? Who is

that? Who is that? Is that you? Is it you? Is that you? Who is
that? Look. Do you
see the book? Did you see the book? Bear on his Own. Bears
live in a special
wooded area, see?
No, you're more interested in that? After lunch? What, no more
book?
FEMALE SPEAKER: No more book. OK. After lunch the bear
cubs are ready to
go exploring. The zoo is filled with many things to see and do.
Bear cub is going
to explore more on his own.
See the little bear? See the bear cub? He loves to run and play.
Just like you do.
You like to play, huh? Whoops. You OK?
He loves to climb a tree. See him climbing? See him climbing?
Careful, that's a
step. You OK?
Good throw. Good job Angelica. Here, let me have it.

ANGELICA: [BABBLE]
FEMALE SPEAKER: Thank you. That was so nice of you. You
want to look at
the animals. You see the ducky. Quack, quack, quack, quack.
[KISSING NOISES] Giving you kisses. Ducky.
How about the dolphin? You see the dolphin? Swims in the
ocean. You like the
duck? Quack, quack, quack, quack, quack. It's a dolphin. You
can put your hand
in there. Like this, look. See. That's my arm, inside.
ANGELICA: [BABBLE]
FEMALE SPEAKER: I'll get him back, OK?
ANGELICA: [BABBLE]
© 2017 Laureate Education, Inc. 1

Assessment
FEMALE SPEAKER: You want to come? Come on.
ANGELICA: [CRYING]
FEMALE SPEAKER: Angelica. Let's go.
ANGELICA: [CRYING]
ANGELICA: [BABBLE]
ANGELICA: [CRY]

ANGELICA: [BABBLE]
FEMALE SPEAKER: You found the dolphin.
ANGELICA: [BABBLE]
© 2017 Laureate Education, Inc. 2
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.
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:
8
Student Name Here
Walden University
Abstract
This is the abstract, which is typed in block format with no
indentation. The abstract briefly summarizes your paper in 120
words or less. Through your abstract, your readers should be

able to fully understand the content and the implications of the
paper. Also, note that writing this section after the paper itself
may be helpful. See section 2.04 APA for tips and more
information on writing abstracts. This template was updated
April 25, 2016.
Title of the Paper
This template’s margins, page numbers, and page breaks are set
for you, and you do not need to change them. Do not add any
extra spaces between the heading and the text (you may want to
check Spacing under Format, Paragraph in your word processor,
and make sure that it is set to 0”). Instead, just double space as
usual, indent a full ½ inch (preferably using the tab button), and
start typing. The introduction should receive no specific
heading because readers assume that the first section functions
as your paper’s introduction.
After considering these formatting issues, you will need to
construct a thesis statement, which lets readers know how you
synthesized the literature into a treatise that is capable of
advancing a new point of view. This statement provides readers
with a lens for understanding the forthcoming research
presented in the body of your essay (after all, each piece of
literature should support and apply to this thesis statement).
Once you have established your thesis, begin constructing the
introduction. An easy template for writing an introduction
follows:
1.
Start with what has been said or done regarding the topic.
2.
Explain the problem with what has been said or done.
3.
Offer a solution in a concise thesis statement that can be
supported by the literature.

4.
Explain how the thesis brings about social change.
Level 1 Heading
This text will be the beginning of the body of the essay. Even
though this section has a new heading, make sure to connect
this section to the previous one so readers can follow along with
the ideas and research presented. The first sentence in each
paragraph should transition from the previous paragraph and
summarize the main point in the paragraph. Make sure each
paragraph contains only one topic, and when you see yourself
drifting to another idea, make sure you break into a new
paragraph. Also, avoid long paragraphs (more than three-fourths
of a page) to help hold readers’ attention; many shorter
paragraphs are better than a few long ones. In short, think this:
new idea, new paragraph.
Another Level 1 Heading
Here is another Level 1 heading. Note that, when you add
additional headings, you should use the APA levels available in
the Styles area of your toolbar. If you enter them manually
instead, you may need to delete the automatic indent that
appears because Word thinks you are beginning a new
paragraph. Again, the topic sentence of this section should
explain how this paragraph is related or a result of what you
discussed in the previous section. Consider using transitions
between sentences to help readers see the connections between
ideas. Below are a few examples of how to transition from one
statement to another (or in some cases, one piece of literature to
another):
1. Many music teachers at Olson Junior High are concerned
about losing their jobs (J. Thompson, personal communication,
July 3, 2013), largely due to the state’s recent financial
cutbacks of fine arts programs (Babar, 2007).
2. Obesity affects as much as 17% of the total population of

children, an increase which may lead to other chronic health
problems (Hera, 2008; Sinatra, 2008).
For more examples, see some of the transitions handouts on the
Writing Center’s website.
Level 2 Heading
The Level 2 heading designates a subsection of the previous
section. Using headings is a great way to organize a paper and
increase its readability, so be sure to review heading rules on
APA 3.02 and 3.03 in order to format them correctly. For
shorter papers, using one or two levels is all that is needed. You
would use Level 1 (centered, bold font with both uppercase and
lowercase) and Level 2 (left aligned, bold, both uppercase and
lowercase). This template provides examples of APA’s four
heading levels, but remember that at least two headings on the
same level are needed before the next heading level. For
example, a paper must have at least two level 3 headings before
a level 4 heading.
Level 3 heading.Note that you should write Level 3 and 4
headings in sentence case, meaning that only the first word and
any proper nouns are capitalized. The number of headings
needed in a particular paper is not set, but longer papers may
benefit from another heading level, such as this Level 3 heading
(which is an indented, bold, lowercase paragraph heading).
Level 4 heading. One crucial area in APA is learning how to
cite in academic work. Make sure to cite source information
throughout your paper to avoid plagiarism. This practice is
critical: you need to give credit to your sources and avoid
copying others’ work at all costs. Look at APA starting at 6.01
for guidelines on citing source information in your text.
Level 4 heading.You will want to include at least two of each
kind of heading in your paper, hence this additional paragraph
modeling effective heading usage. See below for further tips on

using headings effectively.
Level 3 heading.Again, if you choose to use Level 3 or 4
headings, at least two of each heading level should appear in the
paper. Otherwise, if only one heading appears, your readers may
question the need for a heading at all. If you find yourself
questioning whether or how to use headings, consider
consulting your instructor or committee chair for his or her
input.
Level 1 Heading
APA can seem difficult to master, but following the general
rules becomes easier with use. The Writing Center also offers
numerous resources on its website and by email to help.
And so forth until the conclusion…..
Level 1 Heading
The conclusion section should recap the major points of your
paper. However, perhaps more importantly, the conclusion
should also interpret what you have written and what it means
in the bigger picture. To help write your concluding remarks,
consider asking yourself these questions: What do you want to
happen with the information you have provided? What do you
want to change? What is your ultimate goal in using this
information? What would it mean if the suggestions in your
paper were taken and used?
References
(Please note that the following references are intended as
examples only. Also, these illustrate different types of
references but are not all cited in the text. In your paper, be
sure every reference entry matches a citation, and every citation
refers to an item in the reference list.)
Alexander, G., & Bonaparte, N. (2008). My way or the highway
that I built. Ancient Dictators, 25(7), 14–31.
doi:10.8220/CTCE.52.1.23-91

Babar, E. (2007). The art of being a French elephant.
Adventurous Cartoon Animals,19, 4319–4392. Retrieved from
http://www.elephants104.ace.org
Bumstead, D. (2009). The essentials: Sandwiches and sleep.
Journals of Famous Loafers, 5, 565–582.
doi:12.2847/CEDG.39.2.51-71
Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly
occupants. Thousand Oaks, CA: Fairy Tale Publishing.
Hera, J. (2008). Why Paris was wrong. Journal of Greek
Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82
Laureate Education, Inc. (Producer). (2007). How to cite a
video: The city is always Baltimore [DVD]. Baltimore, MD:
Author.
Laureate Education, Inc. (Producer). (2010). Name of program
[Video webcast]. Retrieved from http://www.courseurl.com
Sinatra, F. (2008). Zing! Went the strings of my heart. Making
Good Songs Great, 18(3), 31–22. Retrieved from
http://articlesextollingrecordingsofyore.192/fs.com
Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush,
P., Aaegrade, V., … Fiiel, B. (2005). The art of correcting
surname mispronunciation. New York, NY: Supportive
Publisher Press. Retrieved from
http://www.onewaytociteelectronicbooksperAPA7.02.com
White, S., & Red, R. (2001). Stop and smell the what now?
Floral arranging for beginners (Research Report No. 40-921).
Retrieved from University of Wooded Glen, Center for
Aesthetic Improvements in Fairy Tales website:
http://www.uwg.caift/~40_921.pdf

Case Study 1: Angelica
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
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 mouth.
1
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.
1
Document #3: Parent Interview
Read this interview between Nathan’s mother and the preschool

director.
Name of Parent: Dana
Name of Child: Nathan
Director: How do you feel that Nathan is adjusting to being in
school?
Dana: He really loves school now. He was so scared for the first
few months. Now he comes home every day with a story about
something new he learned.
Director: I’m glad to hear it! What behaviors or activities have
you noticed Nathan engaged in at home?
Dana: He spends a lot of time looking at and reading books.
He’s probably memorized half of the ones we read together.
Also, he enjoys playing pretend. He is an only child, so he
creates an imaginary world that includes all kinds of made-up
characters. It’s very involved. I try to schedule a playdate with
a friend at least once a week.
Director: Nathan tends to be shy around other children at
school. Is he talkative at home?
Dana: Very talkative! It’s almost shocking to hear that he is shy
at school, but I have seen it when we go to anywhere with
groups of children, like birthday parties for example.
Director: Do you have any questions or concerns about Nathan?
Dana: Well, I am concerned about his shyness. He plays very
easily with other children when it’s just one or two of them at
our house. I don’t want his shyness to get in the way of his
learning or his confidence in school.
Director: Well, we are seeing him warm up to others more and

more every day. He is a very bright child, and every child
develops differently in different areas. I’m confident that
Nathan will find his way socially very soon. We certainly want
to continue talking and working with you on this issue.
1
In a 5- to 7-page response, analyze the information in each case
study, and make a
recommendation for developmentally appropriate practice for
each child. Your response should
include:
A brief analysis of each child’s physical, cognitive, and socio-
emotional development, based on
the documents and videos provided and your knowledge of the
frameworks of early childhood
development. Use specific examples from the case studies.
A recommendation for at least two additional strategies that
could be used to gather
information from families about the development of the children
in the case studies
An explanation of how information from families supports

assessment of children's development
and learning
A recommendation for developmentally appropriate learning
experiences for each child, with an
explanation of how these experiences reflect the principles of
developmentally appropriate
practice
A clear connection to personal experience and/or professional
practice
Save this file as CD005_firstinitial_lastname (for example,
CD005_J_Smith). When you are
ready to upload your completed Assessment, use the Assessment
tab on the top navigation bar.
Part III: Analysis and Recommendation

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