Studied by 1 person
BOSR (6 hours)
Why do childcare professionals observe and screen children?
So they can facilitate the growth and development of every child in their program, detect early signs of development, delay or disability, and identify signs of child abuse or neglect.
Observation
an ongoing process in which child care professionals recognize and document identifiable developmental milestones as they appear using tools such as checklists, anecdotal records, and running records
Screening
is an ongoing process in which child care professionals use specialized observation and documentation tools to identify, document, and monitor typical development or possible developmental delay
Developmental milestones
are observable behaviors, traits, skills, or abilities that typically appear at specific age ranges
3 main reasons child care programs observe and screen children are to:
-foster growth and development
detect early signs of delay -identify signs of child abuse or neglect
Early intervention
a system of services that helps children who have a developmental disability or delay
Atypical
same as not typical or not expected
Mandatory Reporters
people that must identify themselves and must report suspected abuse or neglect
Documented evidence
written data collected by the program
Observation session
trained adult monitors a child as they demonstrate identified skills or abilities within a developmental domain, in their natural environment
Developmental Domain
Characterize children's skills and abilties
-Physical Health and Motor Development -Cognitive Development and General Knowledge -Language and Communication -Social and Emotional -Approaches to learning
Natural Environment
places the child would typically be such as home, the child care program, school, rather than a directors office or doctors office.
Developmentally Appropriate Practice
research based framework based on meeting children where they are individually, chronologically, and culturally
Individualized Care
attention paid to a child that recognizes and adapts to his or her unique character and physical emotional, and cognitive traits.
Screening Session
Trained adults identify and measure specific skills and abilities as indicated by a screening instrument
Screening takes place
recurrently using an instrument that is proven to be valid, accurate., and reliable
Family members involvement in screening
May be active or passive, but always involved
Benefits of Screening
-identify specific areas of concern -determine if assessment or evaluation may be necessary -basis for referral -give info to parents to make decisions -open ongoing communication with parents and others
Assessment
an agency or organization gathers and reviews multiple sources of info about a child's suspected or confirmed developmental delay or disability and uses data to improve a child's outcomes
Evaluation
procedures used by qualifies personnel that determines a child's eligibility for federal, state, and local programs and services
Role as a child care professional
Observation, Screening and Referral
Guideline
general course of action taken to achieve a desired result
Best Practice
specific action taken by experts in the field to achieve a desired result
Guidelines for Observation and Screening
Be informed, objective and accurate, honest and fair, focused
Objectivity
ability to set aside personal beliefs, values, opinions and biases, and consider only facts
Subjectivity
involves the application of one's point of view when determining a course of thought or action
Presumption
a belief about something or someone formed before experience shows it is true
Good Faith
moral concept that means to work with sincere intention of doing the right thing, with honesty and integrity and perform with best effort possible
Validity
screening instruments soundness and legitimacy
Correlated
related
Replicated
repeated
Involving families in the prcoess
-permission to screen -enrollment info -results of previous screenings -health records -family dynamics -health issues -written consent
Confidentiality
keeping personal info private
Quality programs have developmentally appropriate screening schedule for each child and share it with the parents. The American Academy of Pediatrics recommends screenings at:
-9 months -18 months -24 months or 30 months
Child care professionals should:
select the right screening tools, ask the right questions, follow guidelines and best practices, involve families
checklist
a list of skills and abilities to be observed.
anecdotal record
write about the development of a skill or ability after it has occured
conversations
word for word accounts of what children said while being interviewed by a provider
can be phonetically, non verbal communication and body language also included
document children's ability to translate words into thoughts
documentation
everything in a child's file
in regards to observation- refers to records that help identify a child who may be at risk of maltreatment, delay, disability or to relay a suspicion of child abuse
frequency count
how often a behavior happens
identify how often behaviors to be addressed or accommodated
running record
write about what is happening while you are observing
standardized test
compare a child's development to other children of the same age. ability to compare contrast, solve problems, classify objects, put things in order, arrive at conclusions tested
time sample
document children's attention span. how much time they spend doing an activity
work sample
observe a child's skill by using a product they have created can be 2d (drawing or writing) 3d (sculpture)
could be a photograph or video of child building or recording of them singing or telling a story
rating scale
used to measure behavior, skill, ability based on a series of quality points or a continuum
Child care professionals do not
diagnose
at risk
describe a condition or situation of vulnerability or of being in danger
at-risk
before a person or thing that is vulnerable or in danger
Individuals with Disabilities Education Act (IDEA)
Mandates that children with disabilities receive a free and appropriate public education (FAPE)
Who is at risk for developmental delays/disabilities?
Males, living in poverty are at the highest risk for developmental delay or disability
Developmental disability
chronic condition that is diagnosed in childhood and substantially limits major life activities in adulthood, and impacts a child's abilities to perform activities in one or more developmental domain
Autism
a group of neurodevelopmental disorders characterized by social impairments, communication difficulties, and restricted and repetitive patterns of behavior
Down syndrome
a genetic disorder characterized by distinct physical traits and intellectual impairments
Genetic disorders
conditions that are due to an abnormality in the way a body's cells are structures. if it is genetic it is present at birth, even if not diagnosed at the time
Distinct physical
traits refers to similar facial and body features shared by people with down syndrome
Intellectual impairments
means that people with Down Syndrome may have a difficult time understanding and processing info
Self-help skills
are a wide variety of abilities that are useful in every day life. Also know as adaptive behavior or adaptive skills
ADHD
a disorder characterized by impulsivity, inattention, and/or hyperactivity
Cerebral Palsy
a disorder that affects body movement and muscle coordination
Fetal Alcohol Syndrome
a syndrome characterized deformities in the joints, fingers, and limbs; atypical behavior, learning disorders; and cognitive impairment
Autism Spectrum
a group of disorders characterized by social and communication impairments and restricted and repetitive patterns of behavior
Cognitive Disabilities
disabilities that affects self-help skills and the way the brain processes info
Fragile X Syndrome
a syndrome characterized by intellectual disability and behavior disorders, more prevalent and severe in males
Bipolar Disorder
a disorder characterized by extreme mood swings and shifts in energy
Phenylketonuria (PKU)
a disorder characterized by delays in motor development and seizures, it often appears in conjunction with a behavioral disorder
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