1. How's My Child Doing?
Developmental Assessment of Young Children
Cognition
Communication
Social/Emotional
Physical Development
Adaptive Behavior
2. How's My Child Doing?
(Cognitive)
“Cognitive developmental problems are often initially detected by a
teacher. Using information about the stages of a child's cognitive
development, over time, teachers can tell if a child may be having
cognitive developmental problems.”
“The school psychologist, with the permission of the child's parents,
can conduct an assessment using an IQ test. The Wechsler Scales is
most likely used for school-age as it is used with children starting at
age 4 ½”.
3. How's My Child Doing?
(Communication)
“Verbal and nonverbal communication plays a major role
in developing neuro-structures and brain connection is a
key component in the development of young children”.
4. How's My Child Doing?
(Social/Emotional)
“Social emotional development provides the foundation for
how we feel about ourselves and how we experience
others”.
5. How's My Child Doing?
(Physical Development)
From the time of birth babies want to explore the world in
which they live. They are eager to move their eyes, their
mouths and their little bodies toward the people and
objects that comfort and interest them.
6. How's My Child Doing?
(Adaptive Behavior)
“If it is suspected that your child has an intellectual disability, an
adaptive behavior assessment must be completed. The
information gathered through an adaptive behavior assessment is
used along with other assessment information so that the
eligibility staffing committee can determine if your child is
eligible for special education services. As part of this process,
you will be asked questions about your child’s adaptive behavior
skills. You are an important person in the evaluation process.
The information that is collected is used to compare your child to
other children of the same age and cultural background”.
7. Technology and Assessment
Technology and the process of assessment allows the
teacher to monitor the students disabilities and strengths.
This process give feedback in order that the teacher is
able to build on each individual students' success.
9. Lesson Plan
Activity: Same Sound
If the words begin with the same sound, raise your hand. If the words do not begin with the same sound clap your
hands.
Lesson Procedure:
1. Have the students sit in a small circle. Tell the students that today they are going to learn the sounds that letters of
the alphabets make. Demonstrate the sounds of the alphabet. Have the students practice making the sounds.
2. Point to each word on the word wall, and have the students repeat them several times.
3. Call on volunteers to use the pointer and read the words.
4. Place the letter-sound cards as the headers for the groups, and model the sort by placing a /d/ picture
under the D– d card, saying the name, and stretching out the word in order to isolate the /d/. Do this for each
word.
(Informal reading assessment)
1. I'm going to play a word game. I want you to stretch this word as far as you are able just as it
was a
rubber band into different sounds you hear. Let's do the first one together. If I say the word dog you would
say /d/ /o/ /g/.
10. References
McDonald, N. (2014). Cognitive developmental interventions in the classroom. Retrieved from
http://www.ehow.com/info_8350788_cognitive-developmental-interventions-classroom.html
Reinstery, K. (2010). What is social emotional development. Retrieved from
http://www.abilitypath.org/areas-of-development/social--emotional/what-is-social-emotional.html
Social and emotional development. (n.d.). Retrieved from http://www.pbs.org/wholechild/abc/social.html
