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Early years/ childhood stage of development
Early years/ childhood stage of development
Early years/ childhood stage of development
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Toddlers are the epitome of curiosity and energy. From ages 1 – 3, toddlers are always on the go and want to learn about everything in their world. As with infants, no two are alike; each toddler is unique in his or her developmental stages, and each accomplishes milestones at different times. “Although children develop at different rates, there are common stages of development that serve as guidelines for what most children can do by a certain age” (Groark, McCarthy & Kirk, 2014). As seen in the hatfieldmomof3 (2011) video, one observes toddlers at play and can determine the age of the toddlers by their actions and the milestones they have accomplished. OBSERVATION SUMMARY While observing the toddlers in the hatfieldmomof3 (2011) video, …show more content…
• Social-emotional development - Encompasses feelings and emotions, behaviors, attachments and relationships with others, independence, self-esteem, and temperament. • Self-help development – Adapting to the environment and having the ability to do things for …show more content…
Cognition entails interaction between the individual child and his/her environment or events in the environment. • Language development - Refers to perceiving, understanding and producing communication/language. In the video, each toddler is at a different stage of development and has achieved milestones associated with their age, such as – Toddler in blue shirt – He appears to be around 18 – 24 months old. While his motor development appears to be weak, and he does not seem to have accomplished the self-help development or language development, he has accomplished other milestones; such as social/emotional development, by playing alone for short periods of time and asserting some independence, and cognitive development, by passing items from one hand to the other, although he is not able to stay with one activity for very long. Toddler in green shirt – He appears to be around 24 – 30 months old. His motor/physical development is stronger than the first boy. He is more sturdy when climbing and coming down the slide. His social/emotional development is strong by playing well with others. His cognitive development is also strong. He can take off and put on the lid of the dinosaur box as well as throwing the dinosaurs into the
A nine months old infant playing ball with a whole placed mini wooden structure. The baby is folding both legs and playing the ball on the gray hardwood floor. The infant is holding the red ball using his right hand and putting again and again into the whole build in the mine wooden play structure mean time he holds his left hand forward with index finger pointing forward position. He repeats this play until one minute.
In this assignment I am going to describe a child observation that I have done in a nursery for twenty minutes in a play setting. I will explain the strengths and weaknesses of naturalistic observation through the key developmental milestones based in Mary Sheridan (2005) check-list and provide a theoretical explanation to support the naturalistic observation.
Infancy (birth to 2 years) Preoperational, Preschool and early-elementary school years ( 2 to 6 years) Concrete operational, middle and late-elementary school years (7 to 11 years) Formal operational, Adolescence and adulthood (11 years and up).Bright Starz, offer training for children who are at Preoperational, preschool children. During this stage, children start thinking about things symbolically. Their ability to use language becomes more developed and mature. They also begin developing memory and imagination, which will give them the power to distinguish between things, occurred in recent past and about the future. Cooperative play during games such as make believe is important for cognitive development It helps the child to better understand others and aids in the development of language, memory, and reasoning (Cavanaugh & Kail 2014).Even if children gains many skills at this stage, their thinking maturity is still depends on intuition and very far from being logical. They cannot yet fully grasp complex
The daycare that I visited was Rosemont Daycare and Preschool. This center is faith based and I was able observe the “Duck Class” which was the age group of four and five year olds. I went to observe on February 11th and 16th, from 9:00 a.m. to 12:00 and the 18th from 3:00 to 6:00. On the 11th and 16th, there were a total of 12 children in the Duck class. At 9:00 the children were engaged in circle time meaning that the children were learning about their bible verse for that month which was “For God so loved the world that he gave his only begotten son.” The children then discussed what they thought that meant. On the 11th I was present to see the children, the ones I decided to observe were Kali, Roslyn, Fiona, and Brayden. When the children were doing crafts I sat near the counter island in the class room so I was out of the way but still able to see and hear what the kids were doing and saying at the table.
There are primarily three developmental class levels within the center. Each developmental level has two to three classrooms. The first level is the infant room where children range from six weeks old to 18 months old. At this age children learn best through play and most interact well together. While in this stage they eat and sleep on request and each infant is kept to their own schedule that best suits the parents and child, where in the rooms that precede this all the children are primarily on the classroom schedule. Once the infant turns 18 months old they move onto the next level of class which is the toddler room. The toddler classrooms accommodate toddlers from 18 months to three years old. In the toddler classroom is where we start to see children struggling. Many kids in the class are already stating their colors,...
Children’s development grows in developmental stages and is also contributed by their own cultural settings. Jean Piaget and Lev Vygotsky both contributed to the understanding of children’s psychology. Piaget and Vygotsky have theories of development that I agree with. Piaget’s theory was that children go through four different stages during their development. He believed in the influence of learning from others (Woolfolk, 43). I compare my cousin Jayel to the chart that Piaget has created. According to Piaget’s Chart, Jayel is in the sensorimotor stage because he is within the age of 0-2 years old. The baby is learning through his senses of seeing, hearing and even touching. He has even begun to imitate the people around him as well. Jayel
Observations are carried out to collect information such as: how a child is progressing; how they learn; their interests; and what they are learning through their play. Along with their unique abilities, talents and needs. Observations can be holistic or focused to one area and indicate whether children are at the expected stage (Early Years Matters, 2015). They can also identify possible SEN. Afterwards, the information retrieved from observations are used to assess and plan for
Now days we can see that young children are very inquisitive about finding the reason behind every occurrence. They are self motivated to learn about the “Hows” and “Whys” of the world. It can be said that the children are almost like scientist as they collect evidences by scrutinizing and experiencing the world. Children are generally involved in the process making hypotheses; they are also engaged in evaluating the statistical data and releasing prior beliefs when they are presented by other stronger evidences. All this they are doing even when they are searching for their toys, arranging blocks in any random manner or playing with toys with their friends. Children also show amazing psychological intuition by watching the actions of other people and can also determine underlying enthusiasm, desires and preferences (Kushnir and Wellman, 2010).
As a 6-year-old child who is in first grade, Scott loves trains and collecting coins. He is also knowledgeable about public buildings in his town and when he is interested in a topic, he will ask relevant questions in order to have a better understanding. However, Scott becomes easily frustrated and has the tendency to throw objects, hit, kick, bit, and be disrespectful toward his parents. In addition, he will refuse to follow directions and will begin to yell and scream while throwing himself on the floor. These behaviors can be observed four to six times a day. He will also say “No” or “I won’t” and sits with his arms crossed and head down or he will run and hide under a table. As a result, his parents will leave him at home with one of them
Physically, he appears to be well-coordinated and nimble on his feet. We conclude this from an event where we observed Jasper run from the snack table to the opposite side of the room, throw his body onto the taped square, and accurately land with his bottom on the square. According to Martin & Fabes (2009), it is between 2 and 3 years of age that children develop running skills, although crude. This gross motor skill develops
Children begin to develop from birth and the first five years of child’s life are important. Likewise, children achieve different abilities by a certain age, which is called developmental milestones. The area of developmental milestones are physical, cognitive, language, and social and emotional. It is essential for teachers to understand how infants and toddlers develop over time. Therefore, teachers should observe their children to assess their developmental levels. Through observation, teachers can discover children’s interest and personalities and prepare lesson plans for children. A natural observation would be suited for this specific observation, because teachers can observe children’s natural behavior. Through this assignment, I can observe children’s developmental milestones that will reflect my future teaching.
Early childhood is a time of remarkable physical, cognitive, social, and moral development for human beings. Infant children enter the world with a limited range of skills and abilities. As they progress through this stage of life, they acquire new skills while learning about the world around them. Watching a child acquire these skills can be a source of wonder and amazement for parents and caregivers; but what is actually going on inside the minds and bodies of these children as they grow? Examining the period of early childhood (one to six years of age) has led to astounding discoveries and provided valuable insight into basic human development.
During the birth to two years stage children are learning about the world through their sensations and through their movements. One of the most influential theorist’s Jean Piaget developed four important stages of cognitive development. In the first stage, known as the sensorimotor stage, direct sensory experiences are occurring. Motor actions are occurring as well, which are important for the learning of children as they get older. Since infants at this age are learning through their movements they are using basic actions such as grasping onto objects with their hands, sucking, listening and observing the world around them. With these movements, they are beginning to understand that their actions cause things to happen around them. When this
So, when thinking about early childhood education, the one detail that comes to mind is development. Emotional-social development is one aspect of development that is greatly influenced by factors in the environment and the experiences a child has. Early childhood reveals a distinctive opportunity for the foundation of healthy development and a time of immense growth and of helplessness. In early childhood, children begin to learn what causes emotions and begin noticing others reactions to these feelings. They begin to learn to manage and control their feelings of self-regulation.
“Infancy and childhood are the most critical periods of life in a person’s development; the body is growing rapidly, and motor, speech, and cognitive skills are evolving” (“What Does a Pediatrician Do?”, 2013, par 1). During that stage children learn very fast and they acquire a lot of information and uses them very frequently. Berk stated in her book Exploring Lifespan Development “ Infants and toddler’s mental representation are impressive but in early childhood , representational capacity blossom” (2015, pg,175). Children are little explorers they learn by watching and doing. According to Piaget’s Cognitive development theory “children actively construct knowledge as they manipulate and explore their world” (2015,pg,17). As children explore their brain get the ability to acquire new information and