Child Development Observation Paper

Lauren has two younger siblings; David is age three, and Aneka is sixteen months old. Four months ago, Mrs. Smith was surgically treated for bone cancer of the spine and was at a hospital out of state for nearly three weeks. During that time, the Smith children stayed with their maternal grandparents and had limited contact with their mother via Skype. Mrs. Smith reports that

Meggitt, C., 2006. Child Development : an illustrated guide. 2nd Ed. Oxford: Heinemann Educational Publishers. Available at: https://ebookcentral.proquest.com/lib/dundeecollege-ebooks/detail.action?docID=3384832

She attends Lakemont Elementary school and will be in the 3rd grade this fall. She loves recess and lunch at school, but does not have a favorite subject. She likes to play with her toys and has lots of friends. She enjoys going to the pool with her father. She has chores, such as cleaning her room and cleaning the dishes. She was able to distinguish between the truth and a lie.

1.1 Describe the expected pattern of children and young people’s development from birth – 19 years.

1. The three videos have displayed many examples of pre-operational children's abilities and inabilities. Children enter the preoperational stage of cognitive development during the pre-school years. They now have the capacity to think symbolically. Symbolic play is one example of a cognitive function that preoperational children can engage in that younger children cannot. They can use blocks to represent something else (a building), as shown in the video "Preoperational Stage." They can also engage in pretend play, where they imagine different scenarios that represent different objects/people. The "theory of mind" states that children's views of how minds work are very different than the view that you or I would have. In the mind of the 3-year-old, everyone sees the world the same way. But once you turn five, an understanding develops that is much similar to ours. They think that the 'false belief' test is almost silly, because the answer is so obvious (have a view of the mind much similar to ours; things aren't always the way they seem).

My experience connects to my understanding and knowledge of young children’s characteristics and needs, observing them carefully, analyzing and comparing their actions, perspectives, and thinking with the AZ Infant and Toddler development Guidelines, Dr. Brazelton developmental touchpoints, and from the Text of Child Development class.

The child I observed was a four year old boy. My Child's weight is 39.6 pounds. His height is 42.1 inches. My child lands on the 75 percentile. The child's body mass is 15.62. He landed on the 50 percentile for his body mass. My child's height, weight and body mass is a typical for a four year old.

observations began at Five, we begun outside where he has a basketball hoop and we

For this developmental observation, I decided to observe Sarah. She is a five-year-old in the stage of early childhood staying at the Ronald McDonald House. She is a loving, fun, and energetic kid. It was interesting to observe her and see what seemed normal for a girl her age to act. I was able to learn from interacting and observing Sarah.

At the end of the first year of life, infants become toddlers. Between ages 12 months and 36 months, physical growth slows as toddlers learn motor and communication skills. Imitation continues to be a major role in standard development, frequently in the form of playing house, school or by pretending to be their favorite princesses or superheroes. “Normal” toddlers have unlimited energy, excitement, and are very curious (Purdy, 2017). They start to develop intricate thinking and learning capabilities. Emotional communication varies from spontaneous hugs and kisses to embarrassing temper tantrums. The older toddler can grasp the concepts of remorse, satisfaction, and embarrassment and they can show them at proper times. Toddlers think they are the center of the universe. They know what belongs to them but are often reluctant to share or take turns. Toddlers can be advanced or delayed physically and within normal cognitive and emotional limits, or any combination of these patterns. Growth and development takes vigor (Purdy, 2017).

I conducted my observation at Oakwood Methodist Preschool on May 9, 2016 at 9:30 in the morning and 3:00 in the afternoon. The child I observed was a 16-month old female that I did have previously relations too. I use to work at Oakwood Methodist as an Extended Care Teacher. I use to care for Baby M in the infant room. During the observation there were two teachers, and 7 infants. The room that the observation took place in had many toys such as: balls, bouncers, walkers, rattles, and soft plush books. There was also a play mat where all the toys were, and two rocking chairs in the room. During this observation I focused on 6 different developmental domains. In my paper I am going to discuss perception, motor skills, cognitive ability, communication/language, social skills, and emotions.

My observation was on Three years and two month-old Taylor. My observation time was from 6 am. 8 am... Taylor began care at Heavenly Place learning center just three weeks ago. Mrs. Sandra has a total of 10 students in her classroom. Mrs. Sandra has a routine schedule that she has set for her three year old classroom setting until she arrives at 7 a.m. every morning. In the morning time the students are given a choice of toys, puzzles or games to play with until the lead teacher Mrs. Sandra arrives. Three years and two month-old student Taylor. Arrives every morning around 6:30 a.m. and her behavior is very unpredictable. Shortly after her parents leaves she always seems to want to run, climb, and jump on everything. When Taylor

On March 19, 2016, I had the opportunity to observe the physical, cognitive, and social development of Harper, a 3 year old girl. The observations were conducted at Building Blocks Daycare Center, Brandon, Iowa and the infant’s parents consented to participate in the live observations.

Toddlers are growing increasingly capable, autonomous, social, verbal and thoughtful; they often give the appearance of having more maturity than they actually possess. The frequent result is that adults expect toddlers to act maturely all the time. The tendency in many toddler programs is to treat the children as if they were smaller and less competent

Twenty-month-old Taylor began care at Heavenly Place learning center three weeks ago in Mrs. Sandra’s classroom. Mrs. Sandra is having difficulty integrating twenty-month-old Taylor into her program. Taylor’s schedule is unpredictable she becomes sleepy or famished at different times each day and she always seems to want to run, climb, and jump on everything. Taylor also gets extremely upset when it is time to transition from outdoor play to lunch, or when Mrs. Sandra interrupts an activity in which Taylor is engaged. It is not uncommon for her to through an extreme tantrum for 10 minutes or more at these times. Ms. Sandra has had many years of experience working with young children, and attributes Laura’s lack of a consistent schedule to her