Case Study Of Ava

| * Likes to be praised * Plays along with everyone of all ages * Very calm, not too demanding * Very chatty during meal times * Gets very upset and moody when very tired while being out of house * Can be very shy or embarrassed when asked to show and tell in front of group of family or friends/teachers * No more tantrums

18-24 months | Understands and responds properly to some words and simple commands. May match similar objects. Distinguishes between 'you' and 'me'. | Vocabulary increases each month. Asks simple questions. Points to pictures in a book. | Can walk backwards. Grasp, hold and throw a ball. May begin to run. | Identifies primary caregiver. Imitates movements and facial expressions. Develops a sense of security. | Not applicable |

Screams to get something.Points to named toys,people.Points at things when he/she wants them.Obeys simple instructions such as ‘give me your teddy’.Can build tower of two with bricks.Uses both hands to hold pencil.Can scribble.Likes to watch what is going on outside window.Curious with new people.Helps more with dressing.Chews larger pieces of food,Better usage of spoon,fork,cup.

|9 |Can sit independently and will be finding ways to be |Baby realises that when something or someone |Will understand no, bye-bye and other key words,|Can find partially hidden object/toys and will |

Communication development 0-3 years listening to parents and practitioner and starting to recognise their name by 1 and half they should be able to say mama dada ect and start to join in with rhymes such as twinkle twinkle little star. At the age of 3 they should be able to say at least 200 words. If the child has a speech problem then we use 100 words pictures and sign language to see what they know.

Olivia has always seemed to be ahead in her language abilities, such as in vocabulary and in advanced thinking skills of creating sentences and understandings of what someone is asking. At three years old, Olivia scored above average in her skills of language comprehension and production. She could tell a detailed story about a picture, in which we thought we could continue to help her develop by reading aloud at home, talking about

Can understand the names of various parts of the body. Will pint or scream to get something. Understands many words and instructions. Points to named people or toys. Will chatter away to self when playing.

Starting to enjoy pretend play, taking an empty cup and drinking from it or giving a teddy a hug

At eight months of age my child was “easy” child in terms of Thomas and Chess’s classic temperamental categories. Instead of Ashley always wanting to play with toys or objects, she preferred people. Ashley does not mind meeting new people. By my child wanting to crawl around and explore new places, I decided to let her play freely. Even when my child was sick and at the pediatrician’s Ashley smiled to them, as well as the amount of vocalization used.

| Walking, pointing with arms, starting to dress themselves, holding light objects.Interacting with balls, climbing stairs or furniture, using crayons etc with more controlled, starting to run with confidence and feeding themselves.

I have known Ava Cutright since she was eight years of age when she joined our 4-H equine club, the Young Riders. At that time there were many new members in the same age range as her and then another group of older kids due to the fact they join in waves so there is much of an age gap. Her first year she was very quiet and kept to herself an had the help of her parents, trainer, myself and our advisors since I was not one yet. As she got older and talked to the older kids more she learned, not only more about her project but how to make our club run smooth. She became more voisterious when we would have meeting suggestions new ideas and providing her opinion on decisions to be made regarding our barn at fair.

Example: She says wap instead of lap. She likes to listen to stories and responds with “what’s that?” and “Why”. She uses syntax. She understands the meaning of most words. Example: Her mother said “do you love mommy” and Haper replied “yes” the mother asked “how much” and Harper replied “sixty dollars”.

She can recognize and write all of her letters, knows how to spell her first and last name, can recognize and write simple words such as “mom” and “dad”, can recognize numbers up through ten and can count up to about thirty.

Harding and Meldon-Smith (1999) and Sharman, Cross and Vennis (2007) provide milestones for children’s emotional development. When comparing these milestones to C’s development, it can be seen that C has only managed to reach about half of the milestones for her age in emotional development and all but a few of those for cognitive development. With regards to emotional development, C displayed a tendency to sulk rather than have an outburst (see appendix 2) and throughout time sampling observation (see appendix 1) was often seen to be watching what was going on around her. However, she failed to show an ability to control her emotions, and did not appear to be developing concepts such as forgiveness and fairness. C also appeared to have failed to reach one particular milestone for

Then, cooing appears when the child is between six to eight weeks old, where the infant demonstrates happy vowel like sounds (Hoff, 2006). At age sixteen weeks infants begin to demonstrate laughter and vocal play (Hoff, 2006). Between six and nine month old babies begin to produce babbling sounds, then they utter their first word around age one (Hoff, 2006). When children speak their first word it is usually as an isolated unit (Goldin-Meadow, 2006), and not considered a major step in phonological development (Hoff, 2006). Children then learn that their first spoken word is composed of smaller parts, which is known as morphology, and that the word can be used as a building block for larger sentences called syntax (Goldin-Meadow, 2006). A child’s first word goes farther then communicating a message between the child and communicative partner, the word retains symbolic meaning (Goldin-Meadow, 2006). At age eighteen months phonological processes develop, in which the child’s speech characteristics begin to transform (Hoff, 2006). Subsequent to eighteen months the child’s vocabulary grows and with this growth the child is able to phonemically represent a sound with the mental representation of every word that possesses a sound (Hoff, 2006).