Posted: January 3rd, 2024

Action Plan: Supporting Jordan’s Development in Early Childhood Education

Differentiating between a developmental delay and a learning preference is an important investigational skill early childhood teachers need to have in their tool belt. Professionally communicating this information to families is an integral part of the process. It can be difficult to communicate sensitive information with families, so it is best to be prepared prior to meeting.

For this assignment, imagine you are the teacher in a four-year-old preschool classroom, and you have three students whose behaviors concern you:

Billy is a four years and eight months old boy. He is the youngest of three at home and loves cars. You are noticing linguistically that Billy is still using one-word sentences. For example, when you asked him the other day which center he would like to go to, he responded enthusiastically “Block!” You probed for more information by asking why and he responded, “Fun!” You noticed these are typical responses for him.

Rasha is four years old and the youngest four-year-old in the class. She loves art and dancing. You wrote in your notes the other day that she goes to the art center every day and has not visited the outdoor center once. You also saw her trip on the playground when she was playing hopscotch.

Jordan is four years and six months old and he is capable of reading at an emergent reader level. You noticed that he does not like the block center and refuses to go to the paint center. During group work, he does not work well with the other students, sometimes yelling at them and refusing to share.

You are preparing for a meeting with the family of Billy, Rasha, or Jordan. Select one student and develop an action plan for the family in which you will discuss your observations and strategies that would help the student’s development.

For this assignment, compose a 500-750 word action plan that includes the following:

Identification of the specific academic or behavioral concern for Billy, Rasha, or Jordan.
Explanation if you think the academic or behavior concern is a delay in a milestone or a learning style preference, and justify your thought process. (Note: Teachers cannot diagnosis a disability.)
Description of two instructional strategies to support the child in the classroom.
Explanation of how you could collaborate with other professionals, including specialized experts, to support the student’s learning outcomes.
Description of two activities families can engage in with their child at home that would support the child’s development.
Description of how and when you will be communicating the student’s progress with the family.
Support your action plan with 2-3 scholarly references.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Action Plan

 
Action Plan: Supporting Jordan’s Development in Early Childhood Education
Student Name: Jordan
Age: Four years and six months
Academic or Behavioral Concern: Difficulty working cooperatively with peers
Step 1: Identification of the Concern.
Jordan, a vibrant and intellectually curious four-year-old, exhibits a particular challenge in his preschool classroom: difficulty working cooperatively with peers. Despite his remarkable emergent reading skills, he shows a clear preference for independent activities, such as reading, while displaying resistance and frustration when engaged in group activities. Understanding this concern is vital to tailor appropriate strategies for his holistic development.
Step 2: Classroom Strategies.
Strategy 1: Independent Learning Centers
Creating a designated quiet reading nook within the classroom serves as an excellent strategy to nurture Jordan’s love for reading while respecting his preference for individual pursuits. This specially curated space will be equipped with age-appropriate books, cushions, and soft lighting, providing a sanctuary where he can immerse himself in the world of literature (Tomlinson & McTighe, 2014). Thus, through accommodating his interests, we can enhance his reading skills and confidence, laying a strong foundation for future learning endeavors.
Rationale for Strategy 1:
Jordan’s passion for reading is a valuable asset that can be harnessed to foster his overall development. As such, through providing a dedicated reading nook, we acknowledge his unique learning style, promoting a positive association with learning activities.
Strategy 2: Social Stories
Implementing social stories tailored to Jordan’s experiences can aid him in understanding the intricacies of cooperative play. These stories, accompanied by engaging visuals and relatable narratives, will emphasize the importance of teamwork, sharing, and effective communication. By incorporating characters similar to his peers, the social stories will resonate with Jordan, helping him navigate social interactions with confidence and empathy.
Rationale for Strategy 2:
Social stories have been recognized as effective tools in enhancing social skills, especially for children with diverse learning preferences (Hemmeter et al., 2016). By employing this evidence-based approach, we aim to empower Jordan with the skills necessary for successful collaboration and peer engagement.
Step 3: Collaboration with Professionals.
Collaborating with our school psychologist is a crucial step in understanding Jordan’s behavior during group activities. Through conducting joint observations, we can gain valuable insights into the triggers of his frustration and resistance. Additionally, consulting with a child development specialist will provide us with expert guidance in implementing tailored classroom accommodations that align with Jordan’s learning preferences (Hemmeter et al., 2016). This collaborative approach ensures a comprehensive understanding of Jordan’s needs and promotes a supportive learning environment.
Step 4: Activities for Families at Home.
Activity 1: Family Reading Time
Encouraging Jordan’s family to engage in daily reading sessions at home will not only reinforce his reading skills but also strengthen the parent-child bond. These sessions provide opportunities for meaningful conversations, allowing parents to actively participate in Jordan’s learning journey. By incorporating age-appropriate books that align with his interests, the family can further enhance his passion for reading.
Activity 2: Board Games during Family Game Nights
Introducing board games during family game nights fosters turn-taking practice in a relaxed and enjoyable setting. Games like “Snakes and Ladders” and “Candy Land” provide structured opportunities for Jordan to engage in collaborative play with his family members (Housman, 2019). Through these activities, he can learn the importance of patience, teamwork, and fair play, which are essential skills for successful peer interactions.
Step 5: Communication with the Family
Regular communication with Jordan’s family is paramount in ensuring his continuous progress. Weekly updates, shared via email or notes, will provide insights into his achievements, challenges, and areas of improvement. This transparent communication channel encourages parental involvement and enables the family to reinforce classroom strategies at home (Housman, 2019). Additionally, it fosters a sense of partnership between the school and the family, creating a supportive network for Jordan’s development.
This comprehensive action plan addresses Jordan’s specific concern while acknowledging his unique learning style. Through these proactive measures, we aim to empower Jordan with the skills and confidence needed to navigate the challenges of collaborative learning, ensuring a positive and enriching early childhood education experience.
 
References:
Hemmeter, M. L., Snyder, P., Fox, L., & Algina, J. (2016). Evaluating the implementation of the pyramid model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36(3), 133–146.
Housman, D. K. (2019). The importance of play: Promoting healthy child development and maintaining strong parent-child bond. Global Pediatric Health, 6, 2333794X19828767.
Tomlinson, C. A., & McTighe, J. (2014). Differentiated instruction: Meeting the needs of all learners (4th ed.). Pearson.

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Study Notes & Homework Samples: Clinical Field Experience B: Vocabulary Instruction for Early Learners »Student Discipline and Due Process