Case Study : Child Development Of East Tennessee State University

Dettwyler’s research consisted of finding as many of the children from her 1981-83 research as she could; she wanted to measure them again, in order to establish “how nutritional status and growth patterns in early childhood affected subsequent growth” (pg. 6) She wanted to find out if malnourished children undergo intervals of “catch-up growth” (pg. 6). She also want to gather as

I observed a classroom of four-year-old students who are enrolled at the Child Development Center on the George Mason University campus. This observation lasted about fifteen minutes with a total of twelve students in the classroom. At the time of my observation the students were engaging in free playtime where they are allowed to play games, make crafts, and interact with their fellow classmates. I was seated in the corner of the classroom where the children could not easily see me or get distracted by me. I stayed seated throughout the whole observation so the students would not be affected by my presence. Many different activities were happening at the same time, but a couple standout situations reminded me of many subject areas we

Children have a lot of factors that influence their physical changes. For example, after preschool years children start to lose their baby teeth, and the skeleton begins to grow. During the preschool years, when the children grow slower than

Setting : Observation took place in a classroom of Richmond Preschool . There were 18 children who are 4 years old, 3 ECE teachers and 1 volunteer during this observation.

Charlie builds the relationships with his educators in the Nursery room. He likes to join his educators and friends in the activities that he is interested in. He sits side-by-side his friends, enjoys the good times together such as singing a song, moving along the music and looking at the animal pictures and naming them. He especially loves to look at the pictures in the books and listen to his educator names each picture. He often pulls on his educator's arm and leads her to the book corner to read a book to him as to initiate and communicate his needs to his trusted educator (EYLF 1.1). He confidently makes his own choices in play and exploration of his surroundings. He is often seen exploring something in one corner of the room and loves to share his discoveries with his educator by getting her attention and pointing to what he finds, such as new toys or books in the corner, bird and airplane in the sky.

Babies and toddlers show amazing progress in all aspects of their development from birth to three years, considering they are born with simple reflexes and are quite helpless and dependent. It is essential to have a good understanding of the development stages in this group in order to support their development. The changes that occur in a child’s development in the first few years of life are truly remarkable. Practitoners note children’s

During this time the child regularly interacting with other children at school. This stage is play

During the observation, the child did not speak or interacted with any other child in the class. Nicholas did not want to use the bathroom if there was another child or a teacher close by. He did speak to his teacher at times, but most of the times, he would play in the block area alone. Also, Nicholas moves independently, and does not require any assistive technology or adaptive equipment. I did not observe him outdoors, but I was able to see that he walk and move without assistance. Nicholas does not

On the first day of observations, Ben entered the classroom and began crying once his mother left to go to the restroom. He ran after her and followed her into the restroom. Once she left, he was able to calm down and began following his teacher around. Eventually, Ben moved over to the coloring table and colored with the other students. He continued to try to talk to his teacher, Cindi, even though she was talking to other students. Ben played with other students and took a toy cash register from another girl. After he returned it, he then began to play with a toy and walked around the classroom showing it to his classmates and other teachers. He continued to play by himself, singing and talking to himself as he played. Before moving to the sensory table to play with a student teacher and another student, he gave his teacher a hug. He copied what the student teacher was doing with the beads and asked to take another girl’s beads before simply taking them. Ben was very excited about playing with the beads until he slammed his bowl down, screamed and ran over to talk to another student teacher. Later on, he returned to the sensory table only to watch the girl playing next to him.

While I.M. was playing, the teacher was either in the same classroom or outside observing him on the playground. The teacher’s presence did not bother or interfere with I.M. and his play. Occasionally, he would ask the teacher when he needed help with a task. For example, he asked the teacher, “Can you help me with the Legos?” Moreover, most of the time I.M. got along and cooperated very well with his peers. However, there were times where him and other kids would have trouble sharing, so he would respond by saying, “Hey I had those first!” or “You need to share.” Most of the time, small disputes were resolved amongst I.M. and the other student by reaching a compromise such as, “We can take turns.” However, when they weren’t able to reach a

I was out of breath, and I still had the stairs to climb and a test was waiting for me on the chapters from the nights before. I sat down, breathing heavily, hands clammy. As I looked around, I saw my peers bubbling in answers on a slim green and white document called a scantron. I was only 14 years old, unprepared, burned out, and late to college class.

This observation took place September 26, 2014 at a daycare in Homestead. A friend of mine is a teacher at “My Little Angels” and while waiting for her, I sat down to watch some children playing. There were many kids to do the observation on, but a little girl playing kitchen set caught my eye. I started watching her from 2:00pm to 2:33pm. It is fascinating what kids do and what we can find out about their behavior by watching them for just thirty minutes.

It is imperative for children to develop with healthy nutrition during their first five years of life in order to sustain a healthy well being. When a child experiences stunted growth, they often have difficulties learning and

from playing with this group as he was distracted by a nearby puddle of water.

The child I observed was about 2 to 3 years of age. Gender of the child is male. The environment we were in was more like a classroom environment. There were some children around his age and some just a couple of year older than him. The woman that brought him in was his mother. He acted one way with her and then other way when she wasn’t in the room. At first, he was quiet, sort of shy, and laid back with his mother in the area. When she disappeared for a few minutes, he was very energetic, mischievous, and seemed to like loud, smashing sounds. The other children he played with were around 2 and 5 years of age. The 2 to 3-year-old male tried to have a conversation with the 5-year-old and the 5-year-old couldn’t understand what he was saying. It was as if the 2 to 3-year-old was talking in a private speech. He can say names, tell you what he wants, and what’s wrong by using simple words such as “ouch” or “eat eat” referencing to food.