Essay on Level 3 Childrens and Young Peoples Workforce Assignment 023

In conclusion that Every educator observes the children identify the skills and abilities to be able to support the children’s development. In each age groups, the children develop skills and abilities at their own pace, however, the skills of preschoolers, kindergarten, and school-age have a wider development differences. That I noticed the Skills that was Observed in School-Age Video they knew how to explain the basic rules of the game to the educator, where the children were able to play Beyblade with rules, Also, they were using their memory where they knew how to explain the rules of the game . The school age was using self-regulation because they are planning how to play the game and how to start the game where they are becoming more selective and adaptable where they are waiting for their group members to be ready so they can start to play the game.

She demonstrates an emerging ability to skip count by 2’s and 10’s and is encouraged to work on counting by 5’s. Marina can recognize and create patterns like AB and ABC. With support she is able to translate and extend simple patterns. Marina has shown growth in representing numbers in a variety of ways by extending past pictures. In our shape unit, Marina was able to name most 2D and 3D shapes. She is able to draw a triangle, square, circle and rectangle. Marina is encouraged to work on making her notebook neat so it is easier to read. She shows respect for other students by listening and valuing their contributions. An example of this is when engaging in a shape hunt Marina was able to work with others to find 3D objects in our environment. Marina is encouraged to continue working on adding numbers together. She is supported by the use of manipulatives and different

are blind, some can still visualize, or mentally see, their surrounds based on their other senses.

While the seclusion of the Creature prevents him from using metacognition to aid him in his need for human interaction, the Creature’s metacognition allows him to become aware of the correlation between his physical appearance and his

Quantitative concepts were a strength during testing. He had a good grasp on the concepts of more, less, most and least. In addition, he exhibited strength and understanding of spatial concepts such as, above, under and next to. During the spontaneous speech section, he showed little interest in the toys provided, so we utilized the toys that he already owned. Because of this, he was more talkative and

Met criteria for benchmark b. During structured music therapy interventions (such as the "Hello Song"), Shaun required 2 additional verbal prompts in order to greet his peer and staff in 80% of recorded opportunities. Outside of therapy sessions, Shaun can greet staff or peers by saying "Hi" and giving a high-five, however Shaun has a hard time remembering names of familiar staff and peers. With prompting, Shaun would say the name of a staff by reading their badges. Future quarter will focus on teaching Shaun to describe the physical features (e.g., color of hair and gender) in order to help him remembering names of the familiar staff and

This is what humans do they learn to recognize himself from other

is a learning representation, thinking, and acting framework created and kept up by Stuart C. Shapiro and partners at the State University of New York at Buffalo.

John is able to work quietly and independently once he knows what to do. He cooperates and interacts well with his peers with supervision. He remains calm and in control

This paper is a report of experiment and observation conducted by this writer Shelly Harryman. The date and time of observation was November 9, 2017, between the hours of 4:00 pm and 5:00 pm. The subject 's name is in the experiment are Deegan Harryman, who is a 6-year-old and Jay Harris, who is is a 10-year-old. The following information will provide a detailed analysis of the what cognitive developmental stage each child is in and why those levels determine the response each child gives. The information in this paper will reflect my personal observation and refer to the text Development Through the Lifespan by Laura Berk 2014.

The stimuli in this experiment will include names of 15 animals paired with a short description that includes information on the animal, more specifically signalling its level of self-awareness and intelligence. This first group will have information that signals a higher level of intelligence and self-awareness, whereas the second group will be given names of animals with information that will signal lower levels of intelligence and self-awareness. The third group will be a control group that does not receive any excess

The purpose of the article is to show the flaws within the perception of canine cognition. "To date, there has been little effort to review and summarize what these numerous studies have taught us about canine cognition as a whole" (Bensky, 2013). This article also explores the true abilities of canine cognition and how they can help advance our knowledge on other animal cognition. Through this article a few questions will have to be answered:

Ravens, for instance, have the ability to solve difficult puzzles, such as untangling a knotted string to free up a tasty treat or figuring out how to steal fish by hauling in an angler's untended line…crows on the remote Pacific island of New Caledonia have learned a skill that people once thought only primates could master: the use of tools. The birds use long, specially chosen twigs to spear the plump grubs that hide deep beneath the bark of rotting logs…orangutans learn complex tasks, such as washing clothes by hand, after just a few tries. And even pigeons and parrots have shown an extraordinary capacity to recognize, count, or name different objects. [1]

He is about eight months old and I started teaching him simple command when he was three months old.

learning new tasks and performing multi-task. In addition, she will find it difficult to make