Stanford-Binet Intelligence Scales for Early Childhood, Fifth Edition (SB-5) Arnold Miller Psych/525 University of Phoenix Alyssa Oland January 24, 2011 Stanford Intelligence Scales for Early Childhood Description The Stanford Intelligence Scales for Early Childhood, Fifth Edition (SB-5) is a test battery measuring young children from ages 2 years to 7 years 3 months. This test is design to identify a proper level of discretion in younger children by providing information for intervention planning to include developmental disabilities, and contexts involving research and forensic work. This test was developed to appraise cognitive assets and limitation in a reliable way in a short amount of time. The SB-5 has five factors known
By 8 months of age, object of permanence begin to emerge because infants begin to develop memory for objects that are not perceived (Myers, 2013). 1c. Piaget further explains that after object permanence emerged, children at 8 months start to develop stranger anxiety where they would often cry in front of strangers and reach for someone who is familiar to them (Myers, 2013). Both object permanence and stranger anxiety emerge around the same time because children are able to remember and build schemas. While Piaget’s cognitive theory consists of four stages (sensorimotor, preoperational, concrete operational, and formal operational) that children go through as they grow, McCrink and Wynn proposed a different theory of cognitive development.
Each parent will be interviewed before agreeing for their child to receive the test, discussion of the purpose of the test, and the length of the test. The method of scaling, a test using the Early Literacy test, includes five extended samples of social/emotional, cognitive, language development, and the characteristic that make each child unique. The test is computerized and each time a child answers a question it is correct/ incorrect response, tallied, and compared to the answers of the other children that previously tested. The test type is compared to Star Early Literacy which uses scored using the Rasch 1-parameter logistic response model. Based on the scoring system of Rasch 1 this test is a criterion-referenced test, there is not a percentile
Article Review by Michelle Shipman EDD 9300 Methods of Inquiry Nova Southeastern University February 7, 2011 Review of a Qualitative Research Report Introduction The purpose of the article chosen was to analyze and assess an appropriate tool for reading in elementary students using a response to intervention model. Also, the researcher wanted to investigate and define the reading problems in poor readers specifically those in the fourth grade. A Universal Screening tool called Response to Intervention (RTI) was used to identify the selected students. The screening was done on two hundred and thirty fourth graders. For the period of the study, the researcher wanted to determine if students would need more intensive instruction after implementing the RTI instruction.
Dyspraxia Foundation Professional Journal Published annually by the Dyspraxia Foundation Registered Charity No 1058352 A company limited by guarantee. Registered in England No 3256733 Contents: Developmental co-ordination disorder: a battery of tests for children and adults by Rosamond Watling BSc and Ashok Jansari BA (Cantab. ), DPhil (Sussex) Meeting the specific needs of pupils with dyspraxia through instructional approaches in Physical Education by Jonathan Doherty BA (Hons), PGCE, MEd, Dip. Sp. Psych A Comparison of Working Memory Profiles of Children with Developmental Coordination Disorder and Moderate Learning Difficulties by Tracy Packiam Alloway and Kathryn Joanne Temple Page 2 18 29 Papers from the Professional Conference
They are born with an object-tracking system and a numerical system, which allows them to differentiate and keep track of amounts of objects. Piaget believed that after 8 months, an infant has less fragile memory; his theory differs because it involves a certain age when the infant develops this mathematical capability whereas, McCrink and Wynn
The Early Years Foundation Stage (EYFS) covers the children until they reach Key Stage 1, the children are taught through play rather than in a formal educational setting. The EYFS covers all forms of childcare including school based nursery, nursery schools, children’s centres, day nurseries, playgroups and pre-school and child-minders. The Foundation Curriculum is for children aged 3 to 5 and is used in Reception classes and school nurseries, there are seven areas of learning and development that must be included into educational programmes for these setting: * Literacy * Mathematics * Understanding the world * Expressive arts and design * Communication and language * Physical development * Personal, social and emotional development EYFS aims to meet the five outcomes that matters the most to the children from the Every Child Matters paper these are as follows: * Being healthy: enjoying good physical and mental health and living a healthy lifestyle. * Staying safe: being protected from harm and neglect. * Enjoying and achieving: getting the most out of life and developing the skills for adulthood.
Observation Summary My objective in writing this paper is to observe a child and try to identify the purpose or function of the student’s problem behaviors using the ABC form. The ABC is an acronym that stands for antecedent, behavior, and consequences. This form was created in order to collect data in a measurable manner and possibly help the student improve his behavior. John is a 6th grade student I observed at Vale Middle School. I observed him throughout the day and within the first ten minutes of the class it was obvious that Mrs. Saenz, his Math teacher had a history with this student’s behavior.
Using Expository Text in the Secondary Classroom Julia Ann Bonner Grand Canyon University Adolescent Literacy SED-535 Professor Mark Rowicki July 24, 2013 Using Expository Text in the Secondary Classroom The purpose of this paper is to define expository text and review some of the possible advantages and disadvantages of using expository text within middle school content area classrooms and why it’s important to our students reading comprehension now and in all their future academic and career endeavors. The paper will also explore five ways in which expository text is used to promote and increase the student’s comprehension skills in reading and provides examples of how different graphic organizers may be used with various expository texts. Definition Expository text is a form of writing whereby the main purpose is usually to provide information and facts in the most concise and logical way possible. It is also known as informational text and usually focuses on a specific topic that relays information directly relevant to that topic, without the additional irrelevant information that often decorates narrative text. Expository text provides an explanation of concepts and attempts not only to inform, but to persuade and explain concepts in an orderly and clear manner, often while connecting the relationships between ideas.
Task 1 D1, D2 A suitable statutory setting for children aged 5-7 years would be a Primary school. Children start primary school at their late four; they finish primary school when they are 11 years. They follow the National Curriculum. According to Tassoni P (2007: 362) “They start key stage 1 which includes these following subjects (Mathematics, English, Science, Design and Technology, Information Communication and Technology, History, geography, Art and Design, Music, Physical Education and Religious Education)” Teachers provide activities for children so children can learn throughout play, when children play they learn many things, they learn how to be creative and they develop imagination and curiosity. They also learn how to make things