1. ECE 332 W EEK 3 DQ 1 E ARLY L ANGUAGE D EVELOPMENT C HECK THIS A+ TUTORIAL GUIDELINE AT HTTP :// WWW. ASSIGNMENTCLOUD. COM / ECE -332- ASH / ECE -332- WEEK -3- DQ -1- EARLY - LANGUAGE - DEVELOPMENT F OR MORE CLASSES VISIT HTTP :// WWW. ASSIGNMENTCLOUD. COM T HE PURPOSE OF THIS ASSIGNMENT IS TO CREATIVELY DEMONSTRATE AN UNDERSTANDING OF INFANT DEVELOPMENTAL MILESTONES AS THEY PERTAIN TO COGNITION, MOTOR SKILLS, SENSATION, AND PERCEPTION. U SING INFORMATION FROM C HAPTER 5 OF YOUR TEXT, WRITE A SHORT STORY ABOUT A CHILD ’ S JOURNEY FROM BIRTH TO AGE 1. T HIS CAN BE A FICTIONAL CHILD, OR CAN BE BASED ON A REAL CHILD. T HE STORY SHOULD BE THREE TO FIVE PAGES IN ADDITION TO THE TITLE PAGE AND THE REFERENCE PAGE. U SE AT LEAST ONE REFERENCE IN ADDITION TO YOUR TEXT. Y OUR PAPER SHOULD ALSO BE FORMATTED ACCORDING TO APA STYLE AS OUTLINED IN THE A SHFORD W RITING C ENTER. A. D ESCRIBE THE CHILD ’ S SENSORY EXPERIENCES AT BIRTH ( E. G. SIGHT, HEARING, MOVEMENT ). B. A NALYZE HOW THESE SENSES DEVELOP AND BECOME MORE EVOLVED ? A T THE AGE OF 6 MONTHS, IDENTIFY WHAT THIS SAME CHILD CAN HEAR, SEE, AND DO ? HTTP :// WWW. ASSIGNMENTCLOUD. COM / ECE -332- ASH / ECE -332- WEEK -3- DQ -1- EARLY - LANGUAGE - DEVELOPMENT HTTP :// WWW. ASSIGNMENTCLOUD. COM

2. C. D ESCRIBE WHAT A DAY IN THIS CHILD ’ S LIFE MIGHT LOOK LIKE BY AGE 1. I NCLUDE PICTURES IN YOUR W ORD DOCUMENT OR COMPOSE YOUR STORY USING S TORYBIRD. W ATCH THE VIDEO, S TORYBIRD Q UICK T OUR, FOR ASSISTANCE. I F YOU CHOOSE TO CREATE YOUR STORY IN S TORYBIRD, YOU MAY COLLABORATE WITH A PARTNER IN CLASS BY USING THE COLLABORATION TOOL. M AKE SURE TO NOTIFY YOUR INSTRUCTOR OF YOUR COLLABORATION AND MAKE SURE BOTH OF YOU SUBMIT YOUR S TORYBIRD LINK IN A W ORD DOCUMENT FOR GRADING. I NCLUDE THE FOLLOWING DEVELOPMENTAL MILESTONES IN YOUR STORY : A. S OCIAL AND E MOTIONAL § E NJOYS IMITATING PEOPLE IN HIS PLAY. § S HOWS SPECIFIC PREFERENCES FOR CERTAIN PEOPLE AND TOYS. § T ESTS PARENTAL RESPONSES TO HIS ACTIONS DURING FEEDINGS. § T ESTS PARENTAL RESPONSES TO HIS BEHAVIOR. § P REFERS MOTHER AND / OR REGULAR CAREGIVER OVER ALL OTHERS. § R EPEATS SOUNDS OR GESTURES FOR ATTENTION. § F INGER - FEEDS HIMSELF. § E XTENDS ARM OR LEG TO HELP WHEN BEING DRESSED. B. C OGNITIVE § E XPLORES OBJECTS IN MANY DIFFERENT WAYS ( SHAKING, BANGING, THROWING, DROPPING ). § F INDS HIDDEN OBJECTS EASILY. § L OOKS AT CORRECT PICTURE WHEN THE IMAGE IS NAMED. § I MITATES GESTURES. § B EGINS TO USE OBJECTS CORRECTLY ( DRINKING FROM CUP, BRUSHING HAIR, DIALING PHONE, LISTENING TO RECEIVER ). C. L ANGUAGE § P AYS INCREASING ATTENTION TO SPEECH. § R ESPONDS TO SIMPLE VERBAL REQUESTS. § R ESPONDS TO “ NO.” § U SES SIMPLE GESTURES, SUCH AS SHAKING HEAD FOR “ NO.” § B ABBLES WITH INFLECTION ( CHANGES IN TONE ).

3. § S AYS “ DADA ” AND “ MAMA.” § U SES EXCLAMATIONS, SUCH AS “O H - OH !” § T RIES TO IMITATE WORDS. D. M OTOR § R EACHES SITTING POSITION WITHOUT ASSISTANCE. § C RAWLS FORWARD ON BELLY. § A SSUMES HANDS - AND - KNEES POSITION. § C REEPS ON HANDS AND KNEES. § G ETS FROM SITTING TO CRAWLING OR PRONE ( LYING ON STOMACH ) POSITION. § P ULLS SELF UP TO STAND. § W ALKS HOLDING ON TO FURNITURE. § S TANDS MOMENTARILY WITHOUT SUPPORT. § M AY WALK TWO OR THREE STEPS WITHOUT SUPPORT. E. H AND AND F INGER S KILLS § U SES PINCER GRASP. § B ANGS TWO OBJECTS TOGETHER. § P UTS OBJECTS INTO CONTAINER. § T AKES OBJECTS OUT OF CONTAINER. § L ETS OBJECTS GO VOLUNTARILY. § P OKES WITH INDEX FINGER. § T RIES TO IMITATE SCRIBBLING.