Posted: April 24th, 2025

Education week 5 Assignment

Early Childhood Development Intervention Plan

Language acquisition and cognitive development are complex processes that are crucial components of early childhood development. As you’ve learned throughout this course there are many frameworks that support cognitive and language development in children from birth to age 3. Implementing early intervention services during this time is critical. Current research and referral strategies must be understood so that each and every child can be given high-quality language and cognitive experiences. For this assignment, imagine that you are a professional in an early childhood education program and you have identified a child with a language acquisition or a cognitive developmental delay or disorder from the video. You have been asked to develop a language acquisition or cognitive development intervention plan for this child with exceptionalities. For this assignment, you will be utilizing the rough draft that you created in Week 3. In order for you to stay organized and not repeat work you have already done, use your outline and incorporate any relevant detail/information into your final project.

To prepare for your project,

• Please refer to the Week 5 Guidance for further tips and examples that will support your success on this assignment.
• Refer back to your instructor feedback on your Final Project Rough Draft Outline in Week 3. You will be utilizing this information to create your Final Project.
• Review the ECD 320: Week 5 Assignment Template Download ECD 320: Week 5 Assignment Templatefor assistance in creating your assignment.
• Review the ECD 320 Case Studies Download ECD 320 Case Studiesfrom Week 3. You should use the Case Study you already created in Week 3 for your Final Project.
• Review the sample Guidelines for developing Individual Family Service PlansLinks to an external site.: 

  Locate three scholarly articles in the University of Arizona Global Campus Library that relate to referral and intervention strategies for children with exceptionalities related to language acquisition and cognitive development. Prepare to use and cite them in support of your ideas. The Scholarly, Peer Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. Use the Choosing Articles and Revising SearchesLinks to an external site. tutorial for help in searching the databases in the University of Arizona Global Campus Library.
  Use your draft from Week 3 (Rough Draft of Final Project), along with the feedback you received to further develop your work.

  Assignment InstructionsDevelop your Intervention Plan addressing the following requirements:

• Professional Role and Philosophy (Revise) – Using the feedback you received from your instructor and any new learning, revise your professional role and philosophy that you created in Week 3 :

  Describe your current or future role in early childhood education.
  Include the setting and age level that you will be working with and your specific role.
  Describe what theoretical framework most aligns to your professional philosophy of cognitive and language development in diverse learners.

• Develop a Case Study (Revise) – Using the feedback you received from your instructor and any new learning, revise the case study that you created in Week 3:

  Include a summary of the details about the child, including age and any other details you feel are important. Refer to the Case Studies included in the preparation section for examples.
  Develop a case study including a summary of the child’s strengths in all developmental areas.
  Finally, develop a summary of the child’s challenges including specifics on their cognitive or language delay or disorder.
  Include specific description of what the child can and cannot do in relationship to this area. Be sure to be specific including developmental milestones in functional performance of how the child’s disability or disorder affects his/her involvement and progress in the general educational setting.

• Goals (Revise) – Using the feedback you received from your instructor and any new learning, revise the goals that you created in Week 3:

  Develop five specific, measurable, short-term goals for the child.
  Develop two specific, measurable, long-term goals for the child.

• Proposed Intervention (Revise) – Using the feedback you received from your instructor and any new learning, revise the proposed intervention that you created in Week 3:

  Build an intervention plan including a minimum of a five specific strategies you will implement to help support the child’s growth and development in this area.
  Discuss any influences on language acquisition and cognitive development using current research. Be sure to cite any resources you use to support your writing.
  Elaborate on the effectiveness of the strategies in providing developmental gains in language acquisition or cognitive development.
  Include specific resources you will utilize to support their growth.

• Modifications/Resources (New) – Using your knowledge obtained in this course through readings, discussions, and assignments and any personal or professional experience:

  Discuss two specific instructional modifications that will need to be made to support this child’s intervention plan.
  Detail any specific resources that will be used and/or needed to support this intervention plan.

• Assessment (New) – Using your knowledge obtained in this course through readings, discussions, and assignments and any personal or professional experience:

  Describe how progress toward each goal will be measured.
  Include how you will evaluate the child to ensure they are progressing to meet their goals.
  Also include what you plan to do if the child is not on track to meet their goals.

• Family Involvement (New) – Using your knowledge obtained in this course through readings, discussions, and assignments and any personal or professional experience:

  Describe how you will incorporate a family partnership to support this intervention plan, including family support both within the educational environment as well as in the home.
  Explain effective strategies for involving families in supporting cognitive and language development in diverse learners.

  The Early Childhood Development Intervention Plan

• Must be six to seven double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Writing Center. Use the APA ChecklistLinks to an external site. for additional assistance.
• Must include a separate title page with the following:

  Title of paper
  Student’s name
  Course name and number
  Instructor’s name
  Date submitted

• Must use at least four scholarly sources in addition to the course text.

  The Scholarly, Peer Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

• The BA ECDDI Research GuideLinks to an external site. is a resource that has been developed to assist you in completing the library research required for this assignment. Click on the button titled ECD497 from the homepage of the research guide to gain access to additional resources that can support you with the development of your assignment.
• Must document all sources in APA style as outlined in the Writing Center.
• Must include a separate reference page that is formatted according to APA style as outlined in the Writing Center. Please see the APA References ListLinks to an external site..

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.

Running head: EARLY CHILDHOOD DEVELOPMENT 1

EARLY CHILDHOOD DEVELOPMENT

3

Early Childhood Development Intervention Plan

Your Name

ECD320: Cognition and Language Development

Instructor’s Name

Date

Tip:

Use the feedback

you received on your outline in Week 3 when completing your final project.

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

Early Childhood Development Intervention Plan

Tip: For help with writing introductions, see

this resource

.

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

For this assignment, introduce your reader to the intervention plan, and preview the topics you will discuss in the rest of your assignment.

Tip: Use the feedback you received in Week 3 to revise your professional role and philosophy statement.

Professional Role and Philosophy

In this area, describe your current or future role as an early childhood development professional. As part of this discussion, include the setting and age level that you will be working with and your specific role.

In this paragraph, describe what theoretical framework most aligns with your professional philosophy of cognitive and language development in diverse learners.

Tip: Review the case studies provided in the classroom.

Case Study

Include a summary of the details about the child, including age and any other details you feel are important. Include a summary of the child’s strengths in all developmental areas. Provide a summary of the child’s challenges including specifics on their cognitive or language delay or disorder. Finally, include a specific description of what the child can and cannot do in relationship to this area. Be sure to be specific including developmental milestones in functional performance of how the child’s disability or disorder impacts his/her involvement and progress in the general educational setting.

Goals

Short-term goals.

· Short-term goal #1.

Tip: Be sure each goal is specific and measurable. Use the feedback you received in Week 3 to revise your goals.

· Short-term goal #2.

· Short-term goal #3.

· Short-term goal #4.

· Short-term goal #5.

Long-term goals.

· Long-term goal #1.

Tip: Use the feedback you received in Week 3 to revise the proposed intervention.

· Long-term goal #2.

Proposed Intervention

Include an intervention plan that includes a minimum of five specific strategies you will implement to help support the child’s growth and development in this area. Discuss any influences on language acquisition and cognitive development using current research. Elaborate on the effectiveness of the strategies in providing developmental gains in language acquisition or cognitive development. Include specific resources you will use to support their growth.

Modifications/Resources

Tip: Use knowledge from this course and any personal or professional experience.

In this section, discuss two specific instructional modifications that will need to be made to support this child’s intervention plan. Include details about any specific resources that will be used and/or needed to support this intervention plan.

Tip: Be sure to address how each of your goals will be measured.

Assessment

In this section, describe how progress toward each goal will be measured. Include how you will evaluate the child to ensure they are progressing to meet his/her goals. Also, include what you plan to do if the child is not on track to meet his/her goals.

Family Involvement

Describe how you will incorporate a family partnership to support this intervention plan, including family support both within the educational environment as well as home. Explain effective strategies for involving families in supporting cognitive and language development in diverse learners.

Tip: Be sure to

cite

any resources you use to support your ideas.

Tip: Include specific strategies.

Conclusion

In your conclusion, provide a summary of your ideas.

Tip: For help writing a strong conclusion, see
this resource.

Tip: Before submitting your final assignment, scan your document using Grammarly to identify any spelling and grammar errors. For help with setting up Grammarly, see

this tutorial

.

References

Please use APA format to cite and reference at least
three scholarly source in addition to the course text. Remember, you MUST include in-text citations throughout your assignment to show your reader what information you used from outside sources. For help with in-text citations, please see this

interactive tutorial

. To see a sample reference page, please see

this source

.

Tip: In the final version of your assignment, be sure that all of your text uses a black font and that you have removed all of the prompt information in the template. If you need help with Microsoft Word, see

this resource.