Posted: September 19th, 2023

Evaluating Developmental Milestones

Evaluating Developmental Milestones

Paper instructions:
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.

Identification of Concern:
Billy is four years and eight months old but is still using primarily one-word responses. Based on typical language development milestones, at his age Billy should be speaking in short phrases and sentences of three or more words (CDC, 2022).
Delay or Preference:
Billy’s limited language use suggests a potential delay in his expressive language development. Most children his age are able to combine more words and express simple ideas. While all children develop at their own pace, Billy’s responses have remained at the one-word level based on your observations over time.
Instructional Strategies:
Model using short phrases and sentences when speaking with Billy to provide an example of age-appropriate language. For example, say “I see you building a tall tower with the blocks” instead of just commenting on the blocks.
Incorporate open-ended questions that require more than a one word response, such as “What color blocks are you using to build?” rather than yes/no questions.
Collaboration with Experts:
It would be beneficial to request a consultation with the school speech-language pathologist to evaluate Billy’s language skills formally. With their expertise, they can determine if he would benefit from targeted language intervention services. Consulting his pediatrician is also advised to rule out any potential medical factors.
Home Activities:
Read picture books together each night, pointing to pictures and asking Billy to describe what he sees (“What is the boy doing?”)
Incorporate simple crafts, puzzles, or games that encourage Billy to follow one-step instructions using short phrases (“Put the blue piece in the bucket”).
Progress Communication:
I will document my ongoing observations of Billy’s language use and schedule a meeting in 4-6 weeks to share my findings with his parents. With their consent, the speech pathologist can also provide updates on Billy’s progress in intervention. Working as a team is important to support his continued development.
References:
Centers for Disease Control and Prevention. (2022, February 22). Milestone moments. Write my thesis paper topic https://www.cdc.gov/ncbddd/actearly/milestones/milestones-4yr.html
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H Brookes Publishing.

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