MP2

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Jan 9, 2024

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MP2 I found it interesting in the observing chapter the part of interpreting the observations. I always thought observations where just watching a child. I never understood there was looking for specific skills and levels of development. Like if they have a fine-tuned skill in the pincer grasp or are still mastering the partial pincher. I never knew the curriculum is adjusted based on the observations of the teacher. “The planning is cyclical- as teachers observe, they reflect on how children reveal their thoughts or what captures their interest within the play or interaction, they document this, and they use the documentation later as they reflect and plan new contexts. Children’s ideas, expressions, and thoughts guide the curriculum.” (Maguire-Fong, pg 43) Different items can be put in the play area to strengthen these skills, as well as take away items that no longer seem to hold interests in the infants play area. Like items can be in the area to develop infants “math concepts-Identity and classification” (Maguire-Fong, pg 45 Figure 5.7) As an educator, observations gear the curriculum to what is needed for each child. Adjustments are made. There is more to curriculum then just letters, numbers, and shapes. In our first feelings chapter Early intervention was and is most interesting to me. I became more interested in in early intervention once my middle child started participating in it. “Early intervention refers to programs designed to find and remediate, early in infancy, problems related to an infant’s development. Early intervention specialists work with families and with teachers to identify and address developmental concerns as soon as they arise” (Maguire-Fong, pg 57) I would have liked more then just two paragraphs on the topic. Finding developmental delays early on through assessments will help identify if the child is simply behind, may need more assistance like speech therapy, or if there may need to be a diagnosis of some kind. Being aware of developmental milestones, when they should happen and understanding that each child is different, there may not necessarily be a delay. Is crucial in understanding if there needs to be intervention or more one on one time. I found in Sense of Self and Other social development to be a very interesting topic. In particular, I really enjoyed engaging and disengaging “Babies need to focus all their attention on an interaction to fully participate in the exchange. If fully focused on an interaction and feeling good about it, they show cues of engagement, coded as green-light cues that relay s desire to interact and play”. (Maguire-Fong, pg 59) As teachers and caregivers we can check for green- light cues and yellow-light cues to know if our student wants to do more or if they need a break. It can also help adjust our curriculum. Learning how long they want to and or can engage in one type of activity versus a different activity. In taking action motor development the topic, I found most interesting is Motor Development: Not Universal. “Motor development is not simply a matter of maturation, waiting for one motor milestone after the next. Experience plays a significant tole. When awake, babies are constantly in motion, pushing against a stable base of support to explore new moves.” (Maguire-Fong, pg 73) Everyone develops at a different rate then the person next to them. The

average age of each stage is based on those in the 90 th percentile. As a caregiver or educator it is so important to keep in mind that each child is not going to some the same skills at the same time. Just because student A can do the neat pincer grasp at 9 months doesn’t mean baby B will too. It may be a little sooner or later. Play areas can be adaptive to help support children in their growth. Certain toys for instance with holes in them to improve their ability in the pincer grasp. Thinking cognitive development showed us many topics, such as spatial relationships. “Infants are very observant of how objects and people fill, fit in, and move in space. Young infants explore how objects move in space by picking things up and then dropping, shaking, or flinging them aside.” (Maguire-Fong, pg 93) Teachers and caregivers can help their students grow their sense of spatial relationship by providing bins and toys that are soft for them to put in the bins and dump out over and over again. It will also help to keep in mind that some toddler age children may not be acting out but are still developing their sense of special relations. In our communicating language development chapter, I found the topic how the brain organizes language. “A baby’s brain expects to experience language. Incoming sounds, images, and movements enter the brain though sensory and motor neurons. It is the social exchange that happens within everyday conversations that enables babies to learn language.” (Maguire- Fong, pg 107) As caregivers and teachers we can have interactive language to help guide and develop our student’s language. Be actively talking with our babies as if having a conversation with them. Not just being silent and keeping short sentences with the child. “You like playing with that cube. It is fun to hold, and bang on the ground.” As opposed to “here’s a toy.” I found the research highlight on page 63 called “Social referencing-to cross or not to cross very interesting. It was interesting to read that it didn’t matter what the surface of the ground looked like. The infant in question would stop and check their mother’s face for a cue to move forward or not. “The mother has been instructed to say nothing and to respond only with a facial expression either a smile that signals “Go ahead” or look of alarm that signals “Stop!”’ (Maguire-Fong, pg 63) As caregivers and teachers we can give facial cues to let them know it is ok or not to proceed. We don’t have to just use our voice, but with the emerging skill of social referencing, facial reactions can be a big tool in growth and safety with our students.

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