Child Study

dedication and diligence she took in being a good student from elementary through high school.

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.

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”.

Around 18 months, it’s clear that Stella had started to become self aware, by talking to herself when looking in the mirror and smiling. I try to let her become more independent while still staying in control because she still needs guidance at this age. By the time Stella begins preschool, she is potty trained with a few accidents here or there, and seems to be advancing well socially, physically, and mentally. She had a bit of trouble when she started, becoming scared that I would not come back to get her, but after I reassured her, she seemed to calm down as soon as I left, demonstrating a bit of object permanence, that just because I am not there does not mean I have disappeared forever. She is a bit shy to start, but warmed up making it evident that she is a slow-to-warm up child according to Thomas and Chess (Thomas and Chess, 1977.) She is not a very active child, preferring to play by herself with her toys. When she gets stuck on something, I try and scaffold to support her, rather that doing it for her (H Snyder, lecture notes, September 20th, 2017.) By age two, Stella continues to explore the world around her, and my partner has been spending more quality time with her when possible. We are saving up to buy a home, so in order to save money we try and do inexpensive adventures with her (Manis, 2008.) Stella’s emotions have expanded, and by age 3 she is able to express these emotions with ease. When Stella is 3, I give

She showed no signs of memory impairment. Furthermore, Vanessa was able to recall memory of what happened before and after the recent panic attack. Her intelligence was average, as evidence by the use of vocabulary and general knowledge.

Even though her mind isn’t the spitting image of her body, she can still recollect things that are unimaginable. Even though she doesn’t look normal, she still can remember important and unimportant information like any other

However during one of my conversation with her, I found something rather odd. She doesn’t seem to memorize the date of my birthday even though it was just three weeks ago. Considering her skills, I would assume that she remembers the birthdate of everyone in our class. This leads me to think that most of her mind is programmed to absorb and exude information at a really fast rate.

She uses play-based assessment, observation, notes, verbal progression and daily shots notes book for the parent, toys, and sing.

Her subconscious mind is revolving off of how she was raised and brought up. Opposed to being unfamiliar to experiences that she goes through as an adult. She knows how to handle the situations now. Without her childhood memories she would have to find new ways to cope with these life changing altercations.

She lives with her mother and younger brother and visits with her extended family members (i.e. grandmother, aunts/uncles) multiple times per week as they all live close by. She is Australian-born but half German on her father’s side. Her play at home changes from day to day and involves all different types of play – sometimes she enjoys imaginative play by drawing on her iPad, sometimes she will participate in social play with her brother, and other times she will engage with pretend play with her dolls. Her family expectations, gleaned from informal conversations with her mother, are limited as she is deemed to be advanced in most areas of development – with the exception of her gross motor skills. Her mother wants this skill to become more developed as it is impacting negatively on her self-esteem, play, and peer

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.

The part of Louise Owen's memory that is affected by her condition is her long term memory. I say this because long-term memory is the memories that are stored to remember. Louise was able to recall memories from long ago because her condition affects her long term memory, which is where she is able to remember those events. Louise's ability to recall all her memories old and new is remarkable and she was able to through her long-term memory .

She is becoming a great problem solver. Her main problem solving strategy is sounding out. Mesiah will try and sound out each individual sound out loud and then she will try and pronounce the word as whole to the best of her ability. She is also beginning to self-monitor as she is reading and writing. She is thinking about what she writing. She will double check to see if what word she is spelling looks right and sounds right. At times she will refer back to a word at a later time when the correct spelling may come to her. Mesiah really likes asking for help as well. I love to assist Mesiah because I know she does not always get the one on one instruction on a regular basis. And I know that is really what she needs.

She can participate in conversations and can provided descriptions about events and people. (Levey & Polirstok, 2011, p. 141) An example of this is when she was able to have a back and forth conversation with her mother and describe what she wanted to plant in the garden. She understood what her mother was asking and answered appropriately. She also has good phonological awareness and is able to speak clearly and had all her ending sounds. She is developing cognitive skills through play and is able project rolls onto different toys such as the bears that she used for a mommy and a baby. If Haydin keeps developing this way she will she will need fewer props and use only language to maintain

Adrianna shows an interest in listening to stories read to her by the teacher and enjoys retelling stories and poems with her friends. In October, the class learned the poem Five Little Pumpkins. She enjoyed using picture cut outs of pumpkins to retell the poem in proper sequence with her friend. She became so confident in retelling the poem that she volunteered for a role when we performed the poem for the staff and children at the Family Learning Centre and did an excellent job! Adrianna demonstrates an interest in writing. She sometimes adds labels to her drawings and during dramatic play with big blocks will make signs for the structures she has created with friends. Adrianna really enjoys walking around the room with a clipboard copying