FSHD 214 CDI Observation Assignment

FSHD 214—CD I Interview/Observation Assignment B Topic: Middle Childhood Cognitive Development

Instructions: Select a focus child who is in 1^st through 5^th grade AND who is aged 6-10 years old. You will be interviewing the parent, as well as observing the elementary school-aged child. The interview as well as the observation can take place in person, or virtually (e.g., Zoom, Skype or FaceTime). The assignment has 4 parts explained in detail below.

This observation assignment will be completed in 4 parts:

1. Part I: Contact a family to arrange the observation of a child who meets the age criteria for Observation A; and obtain permission to interview one of the child’s parents. This child can be your own child, a child of a friend, a niece/nephew, or someone you’ve never met. The guardian of the child must sign the Observation Consent Form that you prepared and reviewed with them. (Detailed Instructions Below)

• Expected Outcome of Part I: Consent form must be completed, signed & uploaded to Canvas separately (upload where indicated on Canvas).

2. Part II: The Parent Interview. The interview will be about the child’s language development. You will use the Interview Questions sheet provided and any questions you choose to add. (Detailed Instructions Below)

• Expected Outcome of Part II: Detailed notes from the interview (can be typed or hand-written directly on p. 7 of this packet), upload to Canvas with your paper and the checklist.

3. Part III: The Observation of the Child. (Detailed Instructions Below)

• Expected Outcome of Part III: Complete the Piagetian Tasks Worksheet (p.8 of this packet) during and after your observation. This worksheet must be uploaded to Canvas with your paper and the checklist.

4. Part IV: Writing the Paper: your interpretation piece. (Detailed Instructions Below).

• Expected Outcome of Part IV: Upload your 2-page written paper to Canvas, with your checklist on top, your parent interview form (p.7), and your Piagetian Tasks Worksheet (p.8) at the end.

All parts of the assignment must be submitted as described above to earn credit.

Please follow the instructions in this packet carefully. To ensure you do the assignment correctly, please read through the entire packet before beginning your observation. Please contact the professor if you have any questions.

Detailed Instructions for Parts I-IV

Part I: Consent Form

There are three options for completing the consent form (the consent form can be found on Canvas in the Observation Assignment module).

1. If you plan to see the parent in person, complete the consent form using the following steps: (a) Print out 2 copies. (b) Bring both copies with you to the interview. (c) Complete as many fields as possible ahead of time. (d) Have the parent read and sign both copies (for this assignment, the child does not need to sign, but if they would like to, they can). (e) Leave 1 copy of the form with the parent. (f) Scan the consent form and submit it digitally to Canvas where indicated.
2. If you will be conducting the assignment via Zoom/Skype/Facetime and will not see the parent in person, and the parent has access to a printer and scanner, complete the consent form using the following steps: (a) Email the completed consent form to the parent. (b) Ask the parent to print out the consent form, read and sign it, scan it, and email it back to you. (c) Submit the digital version to Canvas where indicated.
3. If you will be conducting the assignment via Zoom/Skype/Facetime and will not see the parent in person, and the parent does not have access to a printer and scanner, complete the consent form using the following steps: (a) Email the consent form to the parent and have the parent read the consent form, or read it to them over the phone; (b) Have the parent send you an email that states they have read the consent form and they are giving permission for the child to participate. Make sure the parent states the name of the child, their name, and the child’s age in the email. (c) Submit

this email as proof of the parent’s consent to Canvas where indicated.

Part II: Parent Interview

Materials you will need:

• Pen/pencil and paper (or laptop) for taking notes
• The Parent Interview Questions (see p. 7 of this instruction packet).

Instructions:

As you interview the parent, make sure he or she is comfortable. You may choose to do the interview either before the child observation, or you can do the interview the same day as the child observation, whatever is most convenient for the parent. While you are interviewing, ask probing follow-up questions (or “prompts”) to get more details and learn more about anything that is interesting to you. You will need to use your notes from the interview to write the final interpretation piece, so be sure you can link the parent’s responses back to theories of cognitive development. And remember, the interview may be interrupted at any time depending on the child’s needs. Write down the parent’s responses in your field notes; copy them neatly onto the page(s) before turning in with your whole packet. Finally, be sure to keep a copy of the interview with responses, so you can refer to it when completing the paper.

What to turn in: Include the Parent Interview Questions sheet (p.7) completed neatly with the entire observation assignment (checklist, paper, Piagetian task worksheet). Submit (upload) to Canvas in the designated area on the due date.

Part III: Child Observation

Materials you will need:

• Pen/pencil & paper (including the Piagetian Task Worksheet, p.8) for notes
• Game materials (e.g., attractive toy, 1-2 cups, cloth cover, several items to test conservation of number, such as crackers, coins, or candy). Read through the instructions below and reference the Piagetian Tasks Instruction sheet (link on Canvas) for further explanation of the materials you will need.
• If possible, small “thank-you” gift, age-appropriate for child (such as stickers, crayons, a small book, or small toy)—if you will not see the child in person you could drop off or mail the gift to the child

Tasks:

• Work with the child to determine their cognitive ability, performing a set (3) of Piagetian tasks, or games. If you are conducting the observation in person, a good place to do these games is a room in the child’s home where they are comfortable, in a place where there will be few other distractions. It is fine for the parent to be in the room. If you are conducting the observation remotely, be sure to plan with the parent or caregiver who will need to run the tasks from the child’s home while you direct and observe. You will summarize the games, the child’s response to them, as well as your reaction to their responses in the Piagetian tasks’ worksheet (on p. 8 of this packet). For a list of possible tasks, please refer to the Piagetian Tasks Instruction document in Canvas.
• The first task should be (what you think is) slightly below the child’s cognitive developmental level
• The second task should be (what you think is) slightly above the child’s ability
• The third task should be (what you think is) right at the child’s cognitive ability

Additional Instructions:

• Remember, each task must test one Piagetian concept, including but not limited to reversibility, conservation, centration, seriation, egocentrism, focus on appearance, classification, or animism. Note that each task should test a different Piagetian concept; for example, the first task could test reversibility, the second seriation, and so on. Do not guess what Piagetian concepts are—look in the textbook or in the lecture notes to get ideas.
• Prepare your materials ahead of time and if possible, practice with a peer before meeting with your child.
• If you are conducting the observation virtually, either send or drop off the materials ahead of time, or make sure the tasks you select will work with materials the parent and child already have in their house. Example of virtual seriation task: use a series of different length AND different colored pencils, so the child could tell you the order they should be placed (if you have the pencils) or so you can easily see how they place the pencils (if they have the pencils at their house).
• When you meet with the child, be sure to spend some time with the child (e.g., 5- 10 minutes) warming up, so the child feels comfortable with you (you could ask about their favorite foods, sports, friends, or YouTube channels). When you are

ready to perform the prepared tasks, you can tell the child you are interested in learning more about children, and you want them to help you learn.

• After conducting each task, ask the child how he/she “knows” this is the correct answer. Ask for an explanation. Do not ask specific leading questions. For example, ask for more information in an open-ended manner, using such phrases as “Tell me more…” “Help me understand what you are saying…” “Explain what you mean…” “What else do you have to say…” “How do you know…” “What do you mean by that…” Ask as many questions as necessary to find out as much as you can about how the child came to the conclusion of each response.
• Be sure to describe these tasks as well as the child’s reaction to them on the Piagetian Task Worksheet, p.8. Also, be sure to emphasize there are NO CORRECT ANSWERS to the games. Whatever they choose to do for the task will help you understand their stage of cognitive development; the idea is NOT to teach the child the correct answer. Instead, you want to observe their reaction, and however they solve the problem or answer the question, the important thing is to ask WHY they chose that response. Do NOT teach them the “right” answer. This is extremely important. The “right” answer is whatever the child says! Do not teach them what they did wrong. The child’s reactions and their explanation of why will help you determine their Piagetian stage of cognitive development.

What to turn in: Include the Piagetian Task Worksheet (p.8) completed neatly with the entire observation assignment (checklist, paper, Parent Interview sheet, etc.). Submit (upload) to Canvas in the designated area on the due date.

Part IV: Interpretation Piece: (Paper)

There are three components of the interpretation piece: Cover page, body, and reference section:

1. Cover Page: A cover page, with your name, the title of the assignment, and the date; follow APA style as closely as possible

2. Body: The body of the paper should be approximately 2 pages in length (12-point font, double spaced, 1-inch margins); APA style for references is required. Your paper may be a few lines longer than 2 pages, but not more than 2½ pages. To receive full credit, cover all the below questions and topics.
3. Introduction. Your paper should begin with a brief description of the parent and child, as well as relevant information about the locations and times of your interview/observation.
4. Select one theory in addition to Piaget's cognitive developmental theory. The theories that best fit with language development are Vygotsky's sociocultural theory, Information Processing, and Behaviorism/Social Learning. However, feel free to select any theory we've covered in the class, if you can link it to the child observation and parent interview. Use the theory of your choice as well as Piaget's cognitive developmental theory to discuss your child's language development/cognitive

Interpretation of Observations: Cognitive theories—integrating theory with the parent’s interview responses and with your child observations.

development. In introducing the two theories you must list two major ideas from the theories that are linked to something from your interview and/or observation (four ideas total: two for each theory). For Piaget’s cognitive developmental theory, you can include the stage of development (e.g., sensorimotor, preoperational, concrete operational), assimilation, accommodation, horizontal décalage, or other concepts.

For the second theory you selected, look up key ideas from the lecture and/or textbook to include. Be sure to explain the link between the concept in the theory and something you noticed in the interview and/or observation.

6. Next, focus on Piaget’s cognitive developmental theory. Discuss the 3 tasks you selected to perform with the child you observed, and which Piagetian concept(s) they tested. Specific Piagetian concepts include conservation, reversibility, egocentrism, animistic thought, focus on appearance, seriation. Discuss three specific concepts of Piaget’s theory—one per task. Then, discuss if your child's abilities were on- target based on their age, or slightly ahead or behind. Give evidence from your observation and what you know about Piaget’s theory to support your conclusion. You will need to understand the concepts you described, and the tasks you selected, in terms of the child’s age.
7. Concluding paragraph. Summarize your main conclusions about your

assessment of the child’s Piagetian stage of development, as well as the how the two theories you chose were illustrated by either the child’s actions, the parent’s responses to the interview questions, or both.

8. Reference section. Be sure to cite all the sources you use (including the course text!) in your reference section and use APA style. You must use at least one reference in your paper, both cited in the text of your paper, as well as listed in the reference section.

Grading: Detailed Summary

• Part I: Consent form completed correctly and submitted on time (5 pts.)
• NOTE: Parts II-IV will not be graded without a completed & submitted Consent form on Canvas!
• Part II: Interview with parent (20 pts. total—see breakdown below)
• Interview completed correctly and included with final submission (5 pts.)
• Interview responses documented thoughtfully (10 pts.)
• Prompts used to help parent expand ideas and give thorough responses (5 pts.)
• Part III: Piagetian Tasks Worksheet (30 pts. total—see breakdown below)
• Worksheet completed correctly, included and submitted on time (2 pt.)
• Selected Piagetian tasks appropriate for age of child (1 pt. / task; 3 pts.)
• Piagetian concept correctly identified for each task (2 pt. / task; 6 pts.)
• Piagetian tasks explained fully and conducted correctly, without leading the child to the correct response (2 pts. / task; 6 pts.)
• Child NOT corrected; instead child’s responses recorded without telling the child their answer is “right” or “wrong” (1 pt.)
• Summary of child’s response is complete and thorough (2 pt. / task; 6 pts. total)
• Student’s reaction to child’s response accurate, insightful, and complete (2 pt. / task; 6 pts. total)
• Part IV: Observation paper (50 pts. total—see breakdown below)
• All pieces (including check list, parent interview sheet, Piagetian Task worksheet, interpretation piece (paper) including all required sections) completed and submitted on time (5 pts.)
• Two theories (Piaget’s theory + 1 more) clearly explained and linked to observation and interview, with two overarching ideas explained per theory (2 pts.

/ idea; 8 pts. total)

• At least one Piagetian concept (e.g., object permanence, reversibility, centration) discussed per Piagetian task (4 pts. / concept; 12 pts. total)
• Child’s reaction to all three Piagetian tasks discussed (4 pts. / task; 12 pts. total)
• Discussed if child’s abilities are on-target for age based on Piagetian tasks (3 pts.)
• Specific examples from observation and interview used throughout paper (5 pts.)
• Other formal features—e.g., grammar, spelling, APA style (5 pts.)

Grading: Short Summary

• Part I: Consent form completed correctly and submitted on time separately (5 pts.)
• Part II: Interview with Parent (20 pts.)
• Part III: Piagetian Tasks Worksheet (30 pts.)
• Part IV: Observation paper (50 pts)

NOTE: See syllabus and/or Canvas for all due dates.

Parent Interview Questions (p. 7) and Piagetian Task Worksheet (p. 8) are below

Assignment B Parent Interview Questions (Child is 6-10 years old, and in 1^st-5^th grade):

1. Does your child attend school, or are they home schooled? If they attend school, what is their school like? Public or private? Large or small grades? Large or small classrooms? Is there good outdoor space? Give as much detail as you like.

2. What grade is your child in? Does your child have one primary teacher or more than one? Do you think their teacher(s) is/are a good fit for your child? Why or why not?

3. What are your child’s favorite subjects in school? Why do they like those particular subjects?

4. How do you think your child learns best? Does the school meet your child’s learning needs? Why or why not?

5. Does your child participate in any out-of-school activities? Which ones? How often? What is the primary goal(s) of these out-of-school activities (e.g., learning enrichment, sports, music, outdoor activity, etc.)?

6. Do you think the child’s out-of-school activities contribute to their learning? Why or why not? If they do not participate in out-of-school activities, do you think these type of activities would be helpful? Why or why not?

7. Do you have any other comments about your child’s cognitive development? Is there anything else you would like to add?

Assignment B Piagetian Task Worksheet (Child is 6-10 years old, and in 1^st-5^th grade): 3 Tasks representing 3 different Piagetian Concepts

Task 1 (task slightly below child’s ability) Title:

Description of task:

Why exactly do you think this task is below the child’s ability? 

What Piagetian concept was involved?

Child’s response / comments:

Task 2 (task slightly above child’s ability) Title:

Description of task:

Why exactly do you think this task is above the child’s ability?

What Piagetian concept was involved?

Child’s response / comments:

Task 3 (task at the child’s ability level) Title:

Description of task:

Why exactly do you think this task is at the child’s ability level?

What Piagetian concept was involved?

Child’s response / comments: