21 Oct For this week’s assignment, you will develop a rough draft outline for your Final Project in Week 5. Looking ahead and starting to think about a language a

Case study 1

Reece aged 2 years 6 months is having trouble putting words together to make sentences. You have noticed that he is not combining words and seems to only copy words and phrases from other children in the group. He is not producing words spontaneously. The words Reece does use are not always pronounced correctly. Reece only recently started care in your program, and at the time of enrolment there was no mention of Reece having been diagnosed with a hearing loss, developmental delay or syndrome in which language might be affected. Reece’s parents are fluent in English, and you know English is the family’s primary language.

Case study 2

Kim, who is currently 36 months of age, began your program at age 17 months. Kim has functional receptive language skills and routinely follows 2-3 step directions. She knows the names of her toys, colors, and various household objects. Kim uses 2-3 word phrases, expresses her wishes and dislikes with both words and gestures. Her pronunciation has not kept up with the vocabulary she tries to use. Kim tantrums 1-3 times daily when she cannot communicate her desires, especially to her classmates, since Kim is very motivated to play with them. Kim both initiates and reciprocates play interactions with adults and other children. She picks up and hands others books to read or toys to play with. She needs a lot of adult facilitation and direction to imitate what the other children are doing. She loves making noises and shaking noisy toys. She laughs easily and cries when frustrated.”

Case study 3

Phillip is Kara’s quiet eight-month-old son. Recently, Kara noticed that Phillip doesn’t seem to respond when she calls his name. Kara asked her own mother about this, and after talking and playing with Phillip for a while they realized that he was also not making the babbling sounds, such as “ba-ba-ba” or “da-da-da,” that most infants tend to do. Kara and her mother spoke more about the situation, and Kara did remember that Phillip had failed the newborn hearing screening at the hospital where he was born; however, Kara had not been too concerned about his hearing because he did seem to react to noises sometimes and that he had startled to the sound of a pot falling to the floor a few nights before. Kara’s mother suggested they take Phillip to an audiologist.

Case study 4

Jason is a 30-month-old child who becomes upset easier than the other children in his class. Sasha, his child care teacher, constantly worries about upsetting Jason. He reacts to noises, he doesn’t like to eat when the other children do, and his sleeping habits are very unpredictable. Sasha often finds herself getting frustrated with Jason. Nothing seems to please him, and his temper tantrums seem to go on forever. Sasha worries that she spends too much of her time dealing with Jason’s outbursts and reactions. After speaking with Jason’s parents about his behavior, Sasha learned that his mother has been dealing with similar challenges with Jason at home. Vanessa, Jason's mom, has been very stressed out and also feels like she cannot predict how Jason will react to things. She mentioned that he is more difficult to handle than her other two children ever were. Sasha also pointed out that because of his reactions and discomfort, Jason often misses out on important learning opportunities throughout the day; she worries that his behavior is impacting his cognitive development. When the other children are singing and exploring, Jason is often having a tantrum.

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Running head: ROUGH DRAFT 1

ROUGH DRAFT 3

Rough Draft of Final Project

Your Name

ECD320: Cognition and Language Development

Instructor's Name

Date

Tip: Delete these “tip” boxes before submitting your assignment.

Rough Draft of Final Project

Tip: To complete your assignment, replace the blue font in this template with your own content.

1. Professional Role and Philosophy

Tip: Refer back to the Theories of Language Development discussion (Week 1) and the Theories of Cognitive and Language Development discussion (Week 2).

a. Describe your current or future role as an early childhood development professional.

b. State the setting and age level that you will be working with in your specific role.

c. Identify the theoretical framework that most aligns with your professional philosophy of cognitive and language development in diverse learners.

2. Case Study

a. Child’s strengths.

Tip: Cover all developmental areas. Add sections here if needed.

i. Strength #1.

ii. Strength #2.

iii. Strength #3.

b. Child’s challenges.

i. Include specific information about the child’s cognitive or language delay or disorder.

Tip: Refer back to the Language Development Milestones discussion (Week 3).

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