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 res
ponses 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 students development.
For this assignment, compose a 500-750 word action plan that includes the following: