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Child development stages
observation in child development
discuss impression formation.
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During the narrative observation, the child spent the majority of the time expressing her creativity and artistic abilities through various crafts, such as coloring, painting and drawing. The process of creating each of her projects displayed a variety of fine and gross motor skills that she has developed or expanded through the course of her development. When drawing with crayons, the child held the Crayola at an angle within her hand while also having her thumb and index finger correctly positioned, also known as the Pincer grasp (Chapter 4 Lecture). This fine motor skill most likely developed within the child 's first year of life, but has gradually enhanced through growth. The child 's pictures were undistinguishable, yet striking, as they
Initially, the mother brought the child into the kitchen of the house, along with a backpack of the child 's necessities. The child was quick to notice a morning snack, Goldfish, that was awaiting her at the table. In this instance, the Goldfish served as a distraction from the situation, as the child immediately began consuming the snack. While the child was engulfed in her snack, the mother kissed her and told her she loved her. Without a change in behavior, the child also exchanged goodbyes. While the child was glancing down and playing with her snack, the mother snuck out of the house. After a few seconds, the child looked up from the food. She causally looked around the room. Soon after, she spotted her mother out the window as she was climbing into her car. The child glared out the window while waving goodbye, which is a conventional gesture that the child learned at an early age (Chapter 6 Lecture). Once the car drove away, the child ceased her waving and continued eating her Goldfish for the remainder of the observation. Overall, the child regulated her emotions well upon the transition. She was content and calm with her mother 's departure, as if it were a habitual routine. According the Vygotsky, children of this age turn social dialogue into private speech, which results in the self-regulation of actions (page 199). After several hours, the mother returned for the reunion with the child. The mother quietly entered the house and stood in the doorway of the living room. The child was solitarily playing with various toys on the carpet. As soon as she noticed her mother 's presence, she jumped up and ran to meet her. The child 's facial expressions rapidly changed from focused to excited. The child extended her arms into the air, displaying that she wanted to be held. The mother proceeded by
Susie’s mother opened the door to let Molly, Susie’s babysitter, inside. Ten-month old Susie seemed happy to see Molly. Susie then observed her mother put her jacket on and Susie’s face turned from smiling to sad as she realized that her mother was going out. Molly had sat for Susie many times in the past month, and Susie had never reacted like this before. When Susie’s mother returned home, the sitter told her that Susie had cried until she knew that her mother had left and then they had a nice time playing with toys until she heard her mother’s key in the door. Then Susie began crying once again.
Compare and contrast a child from younger age group with a child from an older age group.
Each daycare has their own menu for the children’s breakfast and lunch. Through my observations, I have noticed that the “Don’t Worry Childcare” has a variety of food options throughout the month. For example, the children could either choose from fruit loops cereal, or frosted flakes for breakfast. The snacks eaten varies every day as well. For instance, the children ate milk and cookies one day, and cheese crackers another day. An example of lunch would be, milk, chicken fingers, French fries, green beans, and mixed fruit one day, and spaghetti, corn, peaches, and bread and butter another day. I observed the children eat ham, mashed potatoes, green beans, and peaches one day for lunch. All those food options seemed very delicious. Each meal and snack give the children an option to what they would like to drink. For instance, the children can pick
Colette Tayler (2015) describes the first eight years of a child’s life as years of
Early childhood is considered the most important developmental phase throughout the lifespan. In early childhood, the physical, cognitive, language and psychosocial domains of development are equally important (WHO). For these reasons, the observer would analyze normal growth and development of early childhood using various development theories in this observation paper. For observing the subject’s behaviors and social interaction with others, the observer went to one of Jewish friends’ house to have dinner in Passover holiday, is one of the best known Jewish holidays for seven-days. The house has two floors and grass garden. Almost 30 people attended at the celebration. Most people were family and friends. There were roughly 13 children stayed in the house with their parents. Most of children were 5 to 10-year-olds. For exploring growth and development in early childhood, the observer chose one of girl, is a six-years-olds, whose name is IL. The observer monitored her behavior for 5 hours before and after dinner, was able estimate IL’s age, height, weight, physical appearance, actions, verbalizations, emotions, type of play/activity and interaction with others. First of all, her physical appearances were observed that her height and weight seemed like 120-125cm and 20 kg. She looked like taller and skinner compared to other peers in that house. She did not have two upper front teeth. The observer assumed her level of physical development using by the growth chart. Following the curve in the chart, IL’s rate of growth is normal, and also her height and weight are in balance. Also, gross motor skills were observed during that time. In addition, when she was showing her magic to peers, she pretended as magician. During this time, t...
from the first bar, she quickly swung her feet over to the side for leg support.
Observation is very important in young children because that is how you get to know a child better. While observing how a child interacts with their peers, adults, and how they behave in different settings, you are getting to know the child without speaking to them.
As a result of the myelination of the limbic system, growth of the prefrontal cortex and a longer attention span, emotional regulation and cognitive maturation develop together, enabling one another to advance (Berger,2014, p.213). This type of development and level of maturation is most noticeable in children ages four and five because uncontrollable outburst of emotion, such as tantrums and phobias begin to disappear; however, I believe it’s possible for children younger than four to achieve this level of maturation and cognitive development much sooner based on external influences such as parents, friends and their environment. For example, not long after my daughter turned she began to speak in small but full sentences to express her needs and emotions. I’ll never forget the first time I told her no when she made a request. Her facial expression immediately changed and she burst into tears. I was completely at a loss for words, being a first time mother, because I could not understand why she had such a dramatic reaction to being told no. Finally, I realized that even though it was very apparent to myself my reason for saying no, she was not able to comprehend the why at this stage in her life. From that day forward I have made it a conscious effort to explain and demonstrate my actions and the reasons for them;
...; this is demonstrated through how he imitates her culinary skills at the nursery. He tends to play act baking cakes, laying the table and table manners.
What I learned during the observation is that have a good layout and a good environment setting children are more willing learn and play with the children around them. They need to feel that they are apart of the classroom. That is part of Maslow’s Hierarchy of Need. You environment the classroom need to make children feel safe because if they don’t feel safe they are always going to be on high alert and not pay attached to what going on they are also not going to play or do anything in the classroom. Having the right environment makes it easy for children to explore and learn everything they need have those center or station is not just their for children to have fun and play that because while they are playing and have fun they are learning.
The two children that I have interacted with this week at the Early Childhood Education Center from the Willows group is Emily and Harriet. I got a chance to interact with these two girls this week. They are both so much fun to play with and be around. With Harriet, we played in the dirt box and played with the musical instruments. We also played with her stuffed little gray and white cat and a toy tiger. With Emily, we played doctor and played in the kitchen area. Together Emily and I played nurse and doctor to make her little baby feel better and got to play dress up with it. We also played some in the kitchen to make food for the baby as well. From what I have learned from Harriet and Emily is that they have two different personalities.
Child development and growth observation can be quite fascinating considering the uniqueness of each child. As children grow, they normally develop and acquire new skills whether complex or not. The abilities experienced by each child progresses differently that is it depends on the nurturing given by the parent or guardian and on the characteristics that they inherit. Proper development and growth of the child occurs when basic needs are provided by the reliable adult guardians, including such things as love, food, encouragement, shelter and warmth. The essay evaluates child development and growth through observation conducted by myself on my nephew. The essay will include physical development, general health, emotional development,
While the child was eating he held his spoon and scooped the food to feed himself that showed off one of his many fine motor skills. He did a classic picking at his nose which was a use of his fine motor skills. He held the blocks and an ipad during play time. After he ate he washed his hands which is another example of a fine motor skill. Also at one point the child picked up a hammer which showed off his fine motor skills once again. According to Children’s all of these skills are important stepping stones in a child’s development. I didn’t really see the child doing any palmer grasping which is a good sign. Just like the gross motor skills I think this child excels in fine motor skills and I would present no recommendations other than making sure he is practicing these vital fine motor skills
The Head Start Center at Martin Luther King school is a great way to learn about the three domains of development of cognitive, phsycal, social and emotional. The observation took place towards the end of the school year. This observation consisted of observing an early childhood boy on April twenty-two, twenty fourteen, named Anth, with the age of 4 years, 2 months. The Head Start Center had a classroom that consisted of 16 children, between the ages of three to five years old, and a ratio of eight to one. I conducted my observation for a period of about half an hour in room 52 at Martin Luther King Jr Elementary School. My first impression of the classroom was a good surprise. The classroom reflects a great environment for a place for preschoolers to develop. It is an area where the children, are in a soothing room full of brilliant colors, and a childproof area where it is safe to leave a three to five year old for the day.
A child’s drawing can tell so much about what they are thinking and feeling about their surroundings. They see things differently from adults and teens because when they are drawing or doing some sort of art they are not told that it is a “bad picture” or what ever they are doing is “not right.” They don’t have a limit upon their thoughts and ideas, but when they grow up, they do. Starting from the first day of school, they are taught about the wrong things and the right things. As we grow older there are more classes that have right and wrong answers to a question like, for example, math.