1- Glossary (Part A&B) (2100 words)
The development of thinking and understanding is a field of study which involves a wide range of ideas, concepts and terminology, often used in very particular ways.
As part of your assessment, you are asked to develop a Glossary of key terms and ideas, to be presented in 2 parts: Part A and B:
For Part A you are required to select 10 of the terms listed below. For each of these you should include one brief definition of the term (based on a direct quote with the source clearly referenced), and an example or evidence of your own understanding of the term.
For Part B you should choose 5 other terms from this list, for which you are required to provide two different definitions (based on two direct quotes with both sources clearly identified as indicated for part A), and add your own commentary which critically analyses the differences in perspective of the two different definitions, and sets out your own conclusion, as well as providing an example or evidence.
Evidence might include:
- Examples from your own observations and interactions with children;
- Examples from your reading (with the source clearly identified);
- Notes from conversations with others.
Remember to submit a signed Form C as part of the Glossary submission.
Autistic Spectrum Disorder
Higher order thinking
Infant directed speech (‘Motherese’)
Theory of mind Zone of proximal development
Assessment criteria for Glossary
- Appropriateness of definitions of chosen terms, drawn from relevant reading;
- The extent to which examples from 1st- or 2nd-hand experience clearly illustrate the concepts involved;
- (For part 2 only) Evidence of critical reflection on and analysis of the 2 different definitions for each term;
- The quality of presentation, including spelling, grammar and referencing.
2. Analytic Commentary
You will research a context for young children’s thinking and understanding, collecting observational data from any home or group setting, using appropriate observational methods. In your commentary you will:
- Critically analyse your chosen sample (observation) drawing on relevant literature and research;
- Critically examine the (potential) role of the adult in supporting and extending children’s thinking and/or identify potential implications for practice and/or policy.
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