WESTERN MINDANAO STATE UNIVERSITY

College of Teacher Education

Bachelor of Elementary Education Department

Name: Jerald H. Natividad Date: FEB. 27, 2023

Year& Section: BECED 2-C

Lesson 7
EXPERIENCE: Search on the Internet for some cases of young children with red flags on the cognitive
and speech/language domains. Look for ways to promote the development of the two domains.
Write your summary of the case here.

-Red flags for a speech or language delay include: No babbling by 9 months, no first words by 15 months, no
consistent words by 18 months, no word combinations by 24 months, Slowed or stagnant speech development.
Problems understanding your child's speech at 24 months of age; strangers having problems understanding your
child's speech by 36 months of age. Not showing an interest in communicating.

Explain the red flags mentioned

- The age at which children first learn language and begin talking can vary, much like other abilities and
achievements. Parents who have some knowledge of speech and language development can determine whether
there is a need for concern. Receptive language delays are the inability to comprehend what is read or heard,
whereas expressive language delays are the inability to put words together to convey meaning (expressive language
delays). Some kids experience delays in both speech and language.

Place the ways to promote the development of the two domains here

-Speech and language problems can have an impact on how well kids communicate, comprehend, interpret,
and process information. Speech impairments affect a child's ability to speak clearly, expressively, and fluently. The
ability of a kid to engage in meaningful discussions, comprehend others, solve problems, read and comprehend, and
communicate views orally or in writing can all be affected by language impairments. A child's ability to
communicate, solve problems, and make decisions can all be improved with the use of speech-language pathology
therapy. Children can gain from a more effective and fulfilling school experience as well as improved peer
interactions as a consequence of services such as memory retraining, cognitive reorganization, language
enhancement, and efforts to increase abstract thinking.

ASSESS: Interview some teachers and parents. Ask them how they were able to identify a child with
red flags on the cognitive and speech/language domains.
Summarize the result of your interview and write in the table below.

Views from Parents Views from Teachers

- On my interview parent’s views on red flags of -On the other hand, the teacher’s views about their
their children are: student’s behaviour/Red flags are:
 Difficulty taking part in activities that are
normal for your child's age.  The student does not appear to comprehend
 Lack of social skill to peers how his actions affect other people. Even
 Always do solo play after being informed, the student appears to
have real trouble adopting another person's
viewpoint. The student's interests appear
narrow and predictable.

Find out what is common from their views. Write your answer here
CHALLENGE: Identify strategies that you can use in the classroom that will address red flags under
the cognitive and speech/language domains.

Domain Red Flag Strategy

 Clearly articulate learning
goals.
 Show relevance to
Cognitive  Lack of interest students’ academic lives.
 Demonstrate relevance to
students’ professional
lives.
 Highlight real-world
applications of knowledge
and skills.
 Connect to students’
personal interests.
-To help you communicate better
 Dysarthria occurs when and restore your regular speech,
the muscles you use for you could receive speech and
Speech/Language speech are weak or you language therapy. Your speech
have difficulty controlling therapy objectives may include
them. Dysarthria often modifying your speech rate,
causes slurred or slow building up your muscles,
speech that can be difficult enhancing your articulation, and
to understand. facilitating communication with
your family.

Form a small group. Summarize the answers and present the output creatively to the whole class.
HARNESS: Think of one specific activity for each age level and domain based on the strategies
mentioned above.
Place the activities in the tables below.
Cognitive Domain

Age Level Strategy Description of Activity

Indoor gross motor sensory play
6 Balloon Tennis game. This is a perfect activity for
the end of the school year.
An afternoon of active fun, this
walk the line activity works on
5 Walk the Line Activity balancing, new fun movements,
and sets up a challenge for kids to
enjoy!
6 Gross Motor Activities for Large Doing gross motor activities with a
7 Groups large group can be daunting. Here
are 6 easy to set up, and with
limited equipment, Gross motor
activity ideas!

Speech/Language Domain

Age Level Strategy Description of Activity

It can be as simple as pointing out
8-10 Word games items at home or during a road trip
e.g.
Riddles are fun ways to use words
6-8 Riddles and paint pictures of scenes or
situations.
The repetitive chanting, reading,
writing, or hearing of rhymes
4-9 Rhymes promotes good listening skills and
memory retention, aside from
developing speech
Exchange stories about daily
events. Broaden their imagination
8-10 Storytelling. with fantastical stories and let their
creativity grow as you make up
stories about anything and
everything around them.
Share your work with an early childhood educator. Ask for his/her inputs. Present to the class the revised
tables

IN A NUTSHELL: Write your reflection and conclusion. Complete the following statements

I learned that:
Nonetheless, there are predicted growth spurts and developmental apex points. Understanding
development in all of the domains is crucial for anyone working with kids because it enables you to support
kids both in their current developmental stage and as they age.
I realized that:
One of the most important life skills for teachers to have is organization. Other essential life
skills include problem-solving, engaging, and caring about kids. Teachers must acquire certain life skills
connected to their personal lives because their personal lives can have an impact on their professional roles.
I think there is a need to:
You can help your child develop and hone their cognitive skills by giving them opportunities to
play with blocks, puzzles, and board games. You also should create an environment where your child feels
comfortable asking questions about the world around them and has plenty of opportunities for free play.
Lesson 8
EXPERIENCE: Search on the Internet for some cases of young children with red flags on the gross and
fine motor and self- help domains. Look for ways to promote the development of the two domains.
Write your summary of the case here.
-According to data from the World Health Organization, known by the acronym WHO, 1 in 5 girls
worldwide have been victims of abuse before the age of 18, while in the case of boys, the data show that 1 in
13 have suffered a similar episode. What is most worrying is that these figures only show the cases that have
been reported to the authorities. Most cases of child sexual abuse occur in the home, an environment in which
the child should feel protected. These cases are usually kept silent by the victim, due to the shame he/she may
feel, or even threats from the stalker.

Explain the red flags mentioned.

-These red flags should be address so that we can avoid this in the future to happened.

Place the ways to promote the development of the two domains here.
-If you are worried about a diagnosed ailment and its possible effects on development and learning,
speak with your child's healthcare professional and make a recommendation through Help Me Grow. You can
decide what to do next by keeping an eye out for age-appropriate red flags.

ASSESS: Interview some teachers and parents. Ask them how they were able to identify a child with
red flags on the gross and fine motor and self-help domains.
Summarize the result of your interview and write in the table below.

Views from Parents Views from Teachers

On the parent views about the gross Lack of hand, eye movement are some of the issues
motor development red flags of their child, one is that teachers see on the red flags of their students.
that he cannot stand straight without holding at 11 This is something challenge of their part to solve these
months and parents felt very alarming at the times. alarming red flags.

Find out what is common from their views. Write your answer here.
CHALLENGE: Identify strategies that you can use in the classroom that will address red flags under
the gross and fine motor and self-help domains.

Domain Red Flag Strategy

Do some basics exercise as part of
Gross Motor One side of body is coordinate lesson.

Teach different simple to complex

Fine Motor Display constant motion motions

Self-help Feeds self-using fingers with Make them eat alone unassisted.
spillage

Form a small group. Summarize the answers and present the output creatively to the whole class.
HARNESS: Think of one specific activity for each age level and domain based on the strategies
mentioned above.
Place the activities in the tables below
Gross Motor Domain

Age Level Strategy Description of Activity

7 Simon Says Simon Says is a fun way to help
your child improve body
awareness and movement
planning.
5 Dancing A way to work on gross motor skills
while expressing freedom and
creativity and teaching a sense of
rhythm at the same time.
5-8 Homemade Obstacle Course An indoor gross motor activity or
outside, setting up a small obstacle
course with objects found around
the house is a great way to build
several gross motor skills into one
activity.

Fine Motor Domain

Age Level Strategy Description of Activity

Place stickers on your child’s
4 Peeling and Placing Stickers hands or clothing and have them
peel them off.
6 Ripping or Crumpling Paper Create a mosaic craft by ripping
paper into small pieces.
Drawing on the sidewalk or
driveway will help your child build
7 Sidewalk Chalk hand and finger strength and
improve coordination while
stimulating creativity at the same
time.

Self-help Domain

Age Level Strategy Description of Activity

7 Feeds self-using spoon without Determine the expected things that
spillage a child can do these certain ages.
6 Helps hold cup for drinking Basis for drinking can achieve.
5 Feeds self with finger food (e.g. Hands as a foundation of eating
biscuits, bread) using fingers foods of the child.

Share your work with an early childhood educator. Ask for his/her inputs. Present to the class the revised
tables.

-I shared my inputs to an early childhood educator and she thought me that these inputs are
can be used on my future profession. Yet there are a lot of things also that can be used that certainly I
can discover along the way. Teaching as burning fashion is to build children’s inner foundation is a vital
role for us as an educator.
IN A NUTSHELL: Write your reflection and conclusion.
Complete the following statements:

I learned that:
In this lesson the three domains; gross motor domain, fine motor, and self-help domain are very
crucial part of the development of the child.

I realized that:
As teacher we must know a lot of activities for us to play the role of an educator that develops
foundation of the learners.

I think there is a need to:

Focus on the equipping more the teachers and involve them into more important part of the
developmental milestone.
Lesson 9
EXPERIENCE: Search on the Internet for some cases of young children with red flags on the socio-
emotional and behavior domains. Look for ways to promote the development of the two domains.
Write your summary of the case here.

Explain the red flags mentioned.

Place the ways to promote the development of the two domains here.

ASSESS: Interview some teachers and parents. Ask them how they were able to identify a child with
red flags on the socio-emotional and behavior domains.
Summarize the result of your interview and write in the table below.

Views from Parents Views from Teachers

Find out what is common from their views. Write your answer here.
-
CHALLENGE: Identify strategies that you can use in the classroom that will address red flags under
the socio- emotional and behavior domains.

Domain Red Flag Strategy

Socio-emotional

Behaviour

Form a small group. Summarize the answers and present the output creatively to the whole class.

HARNESS: Think of one specific activity for each age level and domain based on the strategies
mentioned above.
Place the activities in the tables below.

Socio-emotional Domain

Age Level Strategy Description of Activity

Behavior Domain

Age Level Strategy Description of Activity

Share your work with an early childhood educator. Ask for his/her inputs. Present to the class the revised
tables.

IN A NUTSHELL: Write your reflection and conclusion.

Complete the following statements

I learned that:

I realized that:

I think there is a need to: