THERE ARE 4 RESPONSES NEEDED.. EACH SET OF 2 HAS THEIR OWN SET OF IN.docx

THERE ARE 4 RESPONSES NEEDED.. EACH SET OF 2 HAS
THEIR OWN SET OF INSTRUCTIONS.. DUE IN 20 HOURS
In your responses to no fewer than two of your classmates,
compare and contrast your respective thoughts regarding how
sensory systems work and impact childhood development, and
offer constructive criticism and recommendations on how to
address and offer advice to parents. Additionally, identify any
insights you have gained as a result of reading the responses of
others.
CARMEN'S POST:
Early Childhood Physical Development
Throughout our lives, we have been aware of our five senses:
smell, taste, touch, hearing, and vision. However, it is very
interesting to see the development of these sensory and how
they impact a child’s perception of the world. According to
Mossier, R.A., & Ziegler, M. (2016) These senses contain
receptors which are nerves that are activated by stimuli also
known as sensation. Also, we can interpret our stimuli through
our senses. During the first year, the infant becomes aware of
its surroundings. Every smell is a new sensation, they are alert
to new sounds, their interest in touch and taste increase
drastically. Vision on the contrary is a bit different as it is
under development due to the eye muscle being immature
(National Geographic, 2011). Let’s take a closer look at each
sensory and explore how parents can adjust the home and social
environment to allow the sensory system to develop.
Smell

During the first month, smell and taste sense is extremely active
because infants become more aware of their surroundings.
These two senses go hand in hand as they stimulate our interest
in eating as well as warning signs, as they also regenerate every
10 days (Mossier, R.A., & Ziegler, M., 2016). They can detect
smells through the nerve stream which sends an electrical signal
to the brain which interprets the signals as smells. Infants can
discriminate between odors which allows them to perceive good
and bad smells.
Parent suggestion
According to Mossier, R.A., & Ziegler, M. (2016) studies
showed that breastfed infants are attracted to both the smell of
their mother and her milk. Spending time with your infant will
help the infant adjust to smells and feel calm.
Taste
Similar to smell during the first-month taste is well-developed.
National Geographic (2011) mentioned that there are over
9,000 receptors in the tongue, which allows the infant to use
their mouth to explore. Infants can discriminate tastes and show
preferences (Mossier, R.A., & Ziegler, M., 2016). This sensor
can be dangerous as this is when infants put different items,
such as toys, in their mouth to explore them. Also, infants can
distinguish between sweet, salty, sour, and bitter.
Parent suggestion
According to Mossier, R.A., & Ziegler, M. (2016) study showed
that newborns can discriminate among the four tastes. A parent
can tell though the infant’s mouth expression if they are tasting
something bitter, sweet, sour, or salty. Becoming aware of the
different mouth expression can help understand what your infant

like and dislike in taste.
Touch
Touch is the most commonly used sense by infants, as they use
the sense of touch to distinguish and explore their surroundings.
National Geographic (2011) explained that when a child touches
something hot, the stimuli go 200 miles per hour from the hand
to the spinal cord onto the brain. The brain perceives a pain,
sends a single to the muscle to move the hand.
Parent suggestion
In this sense, it is important to allow your child to explore items
through touch. Let your infant touch shapes, warm and cold
items to become more familiar with this sense.
Hearing
The ear is fully developed around the infant's 4th months, the
child is adjusting to strange sounds in the environment. Sound
waves reach the hair link cells in the eye, in which the cell
responds to the amplify vibration and provides different tones,
pitch, and volume (Mossier, R.A., & Ziegler, M. (2016). At 6
months children recognize voices.
Parent suggestion
Parents are encouraged to talk to their infants to help them
adjust and recognize their parents. At the age of 6 months,
children are able to understand specific nouns according to
Mossier, R.A., & Ziegler, M. (2016). Avoid loud noises as this
can affect or damage the infant’s hearing.
Vision

This sense is different from the others as in the first month it is
under development, infants see blurry and cannot see colors.
The eye muscle is immature and infants see things upside down.
At 2 months they can distinguish color and shapes. At 4 months
they can recognize their mother’s face and at eight months they
have a 20/20 vision (National Geographic, 2011).
Parent suggestion
Infants enjoy the interaction with humans to have a picture of
their faces. Spending quality time with your infant helps with
the development of this sense. Infants have a better chance of
survival if they can build preferences for faces (Mossier, R.A.,
& Ziegler, M., 2016).
Resource
Mossler, R. A., & Ziegler, M. (2016).
Understanding Development: A Lifespan Perspective
. San Diego, CA: Bridgepoint Education, Inc
National Geographic. (2011a, Apr 29). Inside the living body,
video 1 of 9 [Video file].
TAMMY'S POST:
Early Childhood Physical Development
Sensory development and its impact to a child's perception
According to the video, Inside the living body, a child begins to
sense while in gestation. These senses become critically
independent the moment birth has occurred. As the newborn

develops further, he or she increases their abilities separate
from the womb and how to communicate their needs in a coo or
cry. In a typical parent /child relationship, the parent responds
to a child who is then comforted. The new and eventually
toddler continues to learn and live the same words and actions
as the mother, father, and those most frequently seeing to their
care.
Our parent’s genes create our phenotype, the two sets of alleles
that may or may not
be identical, or homozygous for that gene; or when the alleles
are different, they are then heterozygous. The learning factors
associated with the genetic makeup come as recessive or
dominant genes from the biological parents and follow three
patterns including passive, evocative, and active – each is
comparable to his or her parent. According to the authors Scarr
and McCartney, these patterns are indicative of the maturational
and environmental factors through the duration of growth and
decline of each life (Mossler & Zeigler, 2016). In short, our
behaviors closely resemble that of the person who cares for our
needs. If needs are met or unmet, the response and development
changes. Being aware of behaviors and milestones is
instrumental in raising a child and into adulthood since many
environmental and social tendencies follow with us throughout
the years.
Parental and caretaker home and social adjustments
accentuating infant development.
The traits discussed in the text,
Understanding Development: A Lifetime Perspective (
2016, chapter three
)
explores how each of these traits of our phenotype correlates to
the mother, father and caretakers of the child. In chapter five,
Kangaroo Care is found to accentuate bonding with immediate

skin to skin contact. Should a mother show no interest, or a
newborn not reciprocate the attention and affection this
response may imply that there is an issue. Kangaroo Care
among other activities can better the bonding experience with a
newborn. Without any diagnosis from the DSM-V, most people
can consider RAD or withdrawal such as FAS. One of the first
keys in a newborn life and well into our adult stages is knowing
our needs will be met, safety and being consoled are two a
newborn must be provided.
Since children can be early or late bloomers, recommendations
are set to pediatric visits for growth records and utilizing the
resources such a WIC and therapies to help network with other
parents and healthy development. Head Start and Preschools
that are learning and development based are ideal for the child
and parent alike. For instance, as a former Head Start Family
Advocate, I assessed children with the ASQ and ASQ-SE. These
assessments can highly and accurately indicate if the child is
developing as expected and through this an advocate can
connect parents with referrals to appropriate channels of
professionals to aid in the developments and testing of their
child. An example of where adaption is common is for children
with Autism or ADHD. Safety nets and redirection are essential
in keeping the child on track in a healthy manner while still
aiding their development. Of course, each child is different and
so is the parenting style, for this reason it is ideal to have a
professional support team and create plans including EIP and
behavioral charts to track progress.
References
Mossler, R. A., & Ziegler, M. (2016).
Understanding Development: A Lifespan Perspective
. Bridgepoint Education, Inc.
National Geographic. (2011, April 29). Inside the Living Body,

video 1 of 9 [Video file]. Retrieved from
National Geographic - Inside the Living Body 1 9
Guided Response:
Read several peers’ responses and choose two peers who
selected a different assessment than you. Compare and contrast
the assessments. Your responses must address the following
questions:
How are the assessments alike?
How are the assessments different?
What are the strengths of your peer’s chosen assessment?
What are the weaknesses of your peer’s chosen assessment?
How can both assessments inform instructional decisions?
MY POST:
One of the informal assessments is anecdotal records. This is an
effective form of assessment because it will enable one to
record details of events, behaviors, and notes about the
children's activities, needs, and accomplishments. Children have
various learning needs. Whereas some children might be good at
math, others perfect sciences and languages. Anecdotal records
would be very useful in determining the educational needs of

the children. They would be used to identify the possible
developmental delays in every child.
The anecdotal records would be used to identify the learning
needs of the children. These learning needs would then be used
to develop the curriculum. The assessment will identify the
strengths and weaknesses of the children that will determine
how the curriculum will be developed. “Informal assessments
match curriculum goals… focus on change and growth over
time” (Jaruszewicz, 2019). The measurement will determine the
focus of the curriculum. If the results of the assessments show
that children are facing weakness in science, the curriculum will
focus more on the teaching of science. Every learning need
identified in the assessment will be incorporated into the
curriculum.
The results of the informal assessments will be shared with the
families through emails and phone calls. Every parent will be
receiving an email containing the progress of their child as an
attachment. Parents will also be called for urgent updates about
the progress of their children. The parents will be invited to the
school to explain to them in detail about the progress of their
children.
The assessment results will be explained by informing the
parents of the learning goals and comparing them with what the
child has achieved. A report will be prepared that consists of
various developmental domains and the progress of the child in
every developmental domain. The parents will be informed of
the expectations of the children. It will be good to schedule
face-to-face meetings with the family member. The approach is
inclusive of family and individual differences because it gives
an opportunity for every parent to choose the best way to
receive results. For example, some families can choose informal
visits to the school while others only prefer phone calls to
receive the progress of their children.

REFERENCES
Jaruszewicz, C. (2019).
Curriculum and methods for early childhood educators
[Electronic version]. Retrieved from
https://content.ashford.edu/
WANDA'S POST:
Developmentally Appropriate Assessment
One informal assessment is anecdotal record. The anecdotal
record is a form of assessment where the teacher can give a
detail of the events, behavior, or notes about children’s
activities, accomplishments, or needs.(Jaruszewicz, 2019).
Discuss why you feel it is an effective form of assessment to
use in your future role as an educator.
I feel this is a effective form of assessment that can be used in
my future role as a educator because you can write down a
observation on anything handy like index cards, journal, sticky
notes or notebook paper and you are writing down what you are
observing the child doing in the moment. I feel that this is a
great for teachers to use because it can be done at any given
time and it helps the teacher to provide information about the
child over a period of time.
Describe how specifically you will use this measurement to

make instructional decisions about curriculum. Support your
choices with the course text.
According to the text informal assessment are implemented in
the classroom environment that document the learning, skills
and behavior. This gives a holistic context-specific view over
time. (Jaruszewicz, 2019). I would use this in my classroom and
I would put this information in a binder or portfolio. I would
put this into a individual portfolio for a child. In this portfolio I
would put the anecdotal records of the child along with work
samples of the child over a period of time. The portfolio
provide holistic evidence of learning because they include
documentation of both process and product and demonstrate
growth, change, and potential. (Jaruszewicz, 2019)
Explain how you will share the assessment results with families
considering the following:
How you will communicate with them (e.g., email, phone call,
etc.).
I would use this information by holding a parent teacher
conferences and using the portfolio as a tool to show the parent
what their child is learning in the classroom and their growth in
the class. By showing parents early samples of work done and
comparing it to the most recent work. It shows the parent what
the child is learning and their progression in learning. I would
call and set up to have a conference this way the parent could
see in person that sample works of their child. In the text it
states, face to face interactions such as parent teacher
conferences give teachers the opportunity to include families in
a long term conversation about the growth and learning of a
child. (Jaruszewicz, 2019)

How you will explain the results.
I would give the results in person but I would follow up with a
written report of the results of the learning experience of their
child. I would discuss the child’s development and learning and
I would encourage for the parent to be a active participant in
setting goals for the child and we could also go over any other
needs that the child may have. I would also encourage the
parent that though parent teacher conferences are held like
twice in a year that we could come together anytime to
collaborate about the educational concerns of the child. My
door would be open to all parents.
The ways your approach is inclusive of family, culture and
individual differences.
I would analyze the data and make the decision about how I
should modify the curriculum to the child and I would choose
materials and strategies to diversify the lesson plan to meet the
individual needs and interest of the child. The strategies that I
could use are things like providing opportunities for
independent work, plan small group activities for students with
similar skill level, have individualized directed instruction or
provide options in the lesson to accommodate different skill or
interest level. (Jaruszewicz, 2019)
Reference

https://content.ashford.edu/
TAMARA'S POST:
Select one informal assessment from Table 12.3 of the text
Anecdotal Record
Discuss why you feel it is an effective form of assessment to
use in your future role as an educator.
This was a difficult task to do because I feel like each type of
assessment has a different purpose. I like the anecdotal record,
but if it is a behavioral assessment then the time/event sampling
or running record would be more appropriate. I like the
anecdotal record because it feels friendlier, more informal, and
caring like we are truly looking at the whole child during the
assessment.
As an educator, imagine you have just administered the
assessment. Describe how specifically you will use this
measurement to make instructional decisions about the
curriculum. Support your choices with the course text.
Keeping a running anecdotal record of each child provides a
comprehensive picture of the child’s skills and personality. The
NAEYC states that “Teachers cannot be intentional about

helping children to progress unless they know where each child
is with respect to learning goals” (2009, p. 22). The assessment
provides a picture of how the child is doing with the curriculum
and whether the lesson plans need to be altered to address a
certain area further or continue on to another subject. If the
student performed each task well, it seems the curriculum is
working for the student, and continuing the lesson plans with
the same format would benefit the child. If the student did not
perform well, perhaps revisiting the subject they had difficulty
in a different way would be beneficial. Since the curriculum
addresses subjects across all developmental domains and
educational disciplines (NAEYC, 2009) it is important to take
enough time for the material to sink in for all children.
Explain how you will share the assessment results with families
considering the following:
How will you communicate with them (e.g. e-mail, phone calls,
etc.)
How will you explain the results?
In what ways is your approach inclusive of family, culture, and
individual differences
?
After an assessment is completed, the results need to be shared
with the families. According to Jaruszewicz (2019), the best
way to share the results of an assessment is face-to-face.
Rencken (n.d.) suggests that positive parent-teacher interaction
is where the adults share information about the development and

growth of the student. “It is a personal story that each shares
with the other and is often done with laughter, concern, caring,
and love” (Rencken, n.d., p.51). If this is not possible due to
scheduling conflicts or other issues, perhaps sharing the results
through e-mail and then inviting the families to respond through
e-mail or call to discuss the results would be appropriate.
Keeping communication open between guardians and teachers is
important for the success of the child. This approach should be
appropriate across cultural and family preferences. This
approach provides a physical, readable copy of the assessment,
which can be translated into the family's primary language, it
creates an open invitation for a meeting or other form of
communication to discuss results, and the format of the
assessment is anecdotal and friendly. An explanation of how
each story relates to the development or growth of the student
will be included in the written assessment as well as discussed
in the meeting.
References:
https://content.ashford.edu/ (Links to an external site.)
NAEYC. (2009).
Developmentally appropriate practice in early childhood
programs serving children from birth through age 8 (Links to an
external site.) (Links to an external site.)
. Retrieved from
https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/resources/position-
statements/PSDAP.pdf
Rencken, K.S. (n.d.). Observation: the primary tool in
assessment.

Childcare Information Exchange 11
/96 50-52. Retrieved from
https://www.childcareexchange.com/library/5011250.pdf (Links
to an external site.)

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