Cognitive And Developmental Issues: Developmental Assessment of an 18-Month Old Child

A child’s development can be measured through physical and language milestones, intellectual, emotional and social development.

When assessing a child you must be careful to take into account confidentiality before carrying out an observation you must have parents and the settings permission and not to leave confidential material lying around they must be secured in a locked cabinet. Only talk to authorized personal about

1.1. When assessing development some factors need to be taken into account one of these is confidentiality, this means that you will need permission from a child’s parents/carers before doing observations, also when information is wrote down about a child is important that it is kept in a safe place were only the relevant people can access it. Also making sure that information about a child is only shared with parents/carers or colleagues and professionals that have the right to know. Another factor to take into account is a child’s wishes and feelings, this means to take into account the child’s wishes when doing an observation or assessment. The child may not want to be assessed at

When Canaan turned nine months old the pediatrician did an examination on him. He was difficult to soothe when upset, he is now ready to be able to eat a variety of foods ground up, he readily adapted to the new people and situation, and he is advanced in his gross and fine motor skills. At twelve months, Canaan could clearly understand a couple of dozen words and pronounced his first clear word. At fifteen months, Canaan often studies his environment and preformed simple little “experiments.” Canaan is able to be enrolled in preschool as soon as he becomes reasonably well potty-trained. At his nineteen month assessment it was reported that Canaan was fairly aggressive with the other children, insecure and uncertain about my attentions, readily engaged with her socially and made good eye contact, he became moody and irritable several times during the play

After observing a nine month old child for this Child Observation paper, the author of this paper has taken copious notes during the session. The purpose of this paper is recognizing the biological, cognitive and psychosocial development of the child. The author of this paper identified the background history of the child, the observation made and the development process of the child.

|Infancy |Body weight doubles by the fourth month after birth and| |Crying and contentment |

The 42 month assessment from Age and Stages Questionnaire (ASQ) was selected. The child that was interviewed is 44 months old, equating to three and a half years old. This assessment was conducted around noon following lunch with her mother in the child's home in approximately about two and a half hours. The ASQ contained the following assessment sections: Fine Motor, Problem Solving, Personal-Social development, Communication, Gross Motor, and overall clinical results.

In 2005, Sand et al surveyed a random sample of 1600 pediatricians on their screening practices; at that time 71% of those surveyed were using clinical assessment or nonstandardized tools to assess development, with only 23% using a standardized developmental screening tool consistently. An interventional program in New Mexico in 2014 found wide variation in screening tool use pre-intervention, with practice use rates ranging from 0% to 100%; average state-wide screening rate was 32%. There are multiple validated tools available for use; among the most commonly used are the Ages and Stages Questionnaire (ASQ), a parent-completed 30 item questionnaire covering gross motor, communication, fine motor, problem-solving and personal adaptive skills and the Parents’ Evaluation of Developmental Status (PEDS) 10 item questionnaire, which briefly assesses parental concerns about development. Provider-administered tests include the Bailey Infant Neurodevelopmental Screen (BINS), a 6-item screen that takes about 10 minutes to complete, and the longer Batelle Developmental Inventory-Screening Tool (BTI-ST), which has 100 items and takes 20-30 minutes to administer. The AAP guidelines do not specify a preference for which tool is used, but recommend that providers consider their resources, clinic structure and patient mix when choosing a tool or

On behalf of the early childhood initiative to provide early intervention for those infants and toddlers experiencing difficulty, I thank you for your engagement and cooperation. This system is designed to “[help] eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as: physical (reaching, rolling, crawling, and walking) and self-help (eating, dressing) skills (Center for Parent Information and Resources, 2014). We are dedicated to working with your family and your individual needs. This system is not meant to bog you down with out-of-town appointments from professionals, but instead provide you with support and suggestions for the healthy development of your child.

To illustrate, a 3-year-old boy at UCP-OC was initially seen to have an evaluation, conducted by a licensed occupational therapy. The evaluation consisted of an assessment of the boy’s cognitive, gross motor, oral motor, and fine motor areas. The scale used in the field is known as the Bayley Scale. The boy was assessed and was found to have a cognitive age of 24 months. He then received a variety of interventions to combat low muscle tone, don and doff clothing (putting shirt on, putting socks on), pincer grasp goals, and other goals including, crossing over midline while handwriting, and other fine motor performance areas. A typical session included the use of ADL’s (activities of daily living) to practice dressing, slides, ball pits,

What are the implications for Social Work on understanding your child’s development? I did my assessment on a 27-months old girl and she did very well as far as solving problems, communicating, gross motor skills, she was jumping and kicking the ball around pretty well. The 27 months was very active. However, her fine motor skills score was low because she could not a horizontal or vertical line, which is usually difficult for a child her age. Plus, she was unable to thread a string through a bead. However, I told her mother she shouldn’t be corned about the score and she didn’t seem to be worried. I suggest to her that she should engage her daughter in activities that would help her improve her fine motor skills. I think this gives the

A boy named Adam was assessed to measure his developmental progress using the Ages & Stages Questionnaire for a 48-month-old child. The 48-month questionnaire is allotted for a child from 45 months and 0 days through 50 months and 30 days. Based on Adam’s actual date of birth – June 3, 2013 and when the assessment was administered on August 27th, 2017; he was right at 50 months and 24 days. The assessment covers five areas which are: communication, gross motor, fine motor, problem solving, and personal/social skills. Adam scored above the cutoff in gross

Cognitive development refers to how a person thinks, perceives, process information and learn in different stages of life. Jean Piaget proposed that human go through specific stages of cognitive development and intellectual progression. Children construct knowledge about the world through interaction with the environment (Papalia, et al, 2011, p34).

Cognitive development refers to gaining knowledge from childhood right through to adulthood. This includes problem solving, thinking and remembering. Jean Piaget applied the basic principles of biology to the study of development of knowledge in children. According to (Bee, H. 199) Piaget’s main assumption was that the child plays an active part in the development of knowledge and

“Cognitive development is concerned with our ability to think, to reason, and to understand and remember the world around us. It involves mental processes that are associated with taking in, organising and making sense of information- processes that include perceiving, attending to, understanding and recalling information. These mental funstions are part of what is referred to as cognition(Duchesne & McMaugh, 2016). There was a person who made a great contribution to cognitive development. He was a very famous child psychologist and he was also one of the first theorists to attempt to comprehensively describe the process of cognitive development of children. He observed children and questioned them about the way they solved problems. His work changed the way we think about cognitive development(Duchesne & McMaugh, 2016). It was Jean Piaget. He proposed four stages of cognitive development: the sensorimotor stage, preoperational stage, concrete operational