Early Childhood Longitudinal Study

“I know”, talkative, and energetic are three words that describe my five year old nephew, Landon. First, let me tell you a little bit about him and his family! Landon is an only child that lives in a development with a lot of other children. His mother, Jessica, travels for work and is gone most weekends and some week days too. Kyle, his father, is a car salesman and works long days. Landon is often dropped off at daycare by one of his parents and then taken care of after kindergarten by a babysitter. At home he also has three dogs and is very interested in playing baseball.

During my observation at the preschool here at Harper, I looked around and realized a lot of similarities and differences it has; compared to other daycare and preschool centers. The age of children in the room I observed was ages 3-5 with one lead teacher, and depending on the ratio of how many kids showed up on that day, about three or four helping teachers. The program was set up to a very open, happy and overwhelming setting. Every furniture and object in the room had a sign saying what it was, and then underneath the typed out word was the children’s way of writing what the object was. For example, a book shelf was in the corner of the room; on the book shelf was the word printed out “Book

A longitudinal study done by Lansford et. al involved the observations of 574 children from the ages 5 to 21. The participants were recruited when they entered kindergarten in 1987 or 1988 at Tennessee and Indiana. The parents of the children were randomly approached and asked if they would take part in the longitudinal study. Detailed interviews concerning the child’s developmental history were conducted with their mothers before they had entered kindergarten. In these interviews, the mothers were

Early childhood. During the 1990s, the nation was inundated with reports on the importance of the early years on children's brain development and later cognitive achievement. While some of the reports may have overstated the issue and understated the importance of a child's later years on development, evidence suggests that the early years may be a critical period of development in which family poverty has particularly strong effects on young children. As seen in Table 1, poverty occurring early in a child's life (age two to four) is associated with large effects on indices of child school readiness and cognitive outcomes.

Norton, B. et al. (2011) "Somatic Expressions of Trauma in Experiential Play Therapy" in International Journal of Play Therapy, Vol. 20, No. 3, 138 152.

Children are complex, and the way a child develops differs from individual to individual. The study of children is a field that researchers, scientists, theorists and educators have been exploring for decades. CHYS 1F90 studies the foundations of childhood development and allows the students to look at the way children develop through multiple lenses. Many conclusions have been drawn, observing how, when and why children develop the way they do. Jerry and Samantha are both grade one students who are unrelated. Although these two students are both the same age, they are different on a variety of accounts. Jerry is a shy and introverted boy who quickly becomes uncomfortable while talking to adults, teachers and peers, contrariwise

Within my ten hours of observation, I witnessed an Early Childhood, Childhood, and Middle Childhood classroom. Through the duration of these hours, I visited School 17 and School 30. My seven hours at School 17 consisted of experiences within an Early Childhood and a Childhood setting. The Early Childhood hours occurred in a Pre-Kindergarten classroom setting with Ms. Mitrakos. The Childhood observations occurred in a first-grade classroom with Ms. Hordan. My three hours at School 30 involved experiences within a Middle Childhood setting. These observation hours occurred in a 6th-grade math class. My observations within both schools inspired me to continue my passion for Early Childhood Education.

After reading chapter 6 of the textbook, I have realized that children early years are severely important because they provide the foundation for the rest of their life, as adolescent, and as adult. Children that are well nurtured can live well and be sociable. Early childhood is the most rapid period of development in a human life. A child creates their own sense of identity. Indeed, it is important for a child to have a sense of identity. Although individual children develop at their pace, all children progress through an identifiable sequence of physical, cognitive, and emotional growth and change. The early child development approach is based on that children respond best when caregivers use specific techniques designed to encourage and stimulate progress to the next level of development. Early childhood is the time during which essential, intellectual, and emotional abilities form. Keeping young children safe and nurturing them is protective against lifelong problems. Including the risk of becoming involved in violence. Early experiences affect the brain development, shaping the brains physical growth and sculpting neural connections. This occurs primarily between birth and school age years. Besides, the family, community and society are powerful in shaping young children’s development. They grow at a very rapid rate during the first one and a half years of life. Their development is not only physical, it is also mental, emotionally, and social. These developments are

They also use this method to predict how early schooling and environment affect boys and girls academic development. They went over the data and compared boys and girls performance from grade 1-11. The academic performance of boys and girls appear to be at the same level in elementary school. However, it starts to shift once they enter secondary school. The original sample is from Concordia Longitudinal Research Project, which is a continuing research of at-risk families. The study sample used 126 participants from the original sample to research this

The pre-observation conference was held with the Health Care Cluster (HCC) instructor on September 10, 2015. The instructor is a twelve year veteran and has taught HCC at the Lancaster County Career & Technology Center (LCCTC) for all of those years with two years at the Brownstown campus and ten years at the Mount Joy campus. Before becoming a teacher she was employed in the medical field as a nurse, staff educator, and manager at hospitals in the Lancaster area. She has earned a Bachelor of Science in Nursing and has her Vocational II Teacher Certification.

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.

According to Ohio State University and University of Texas researchers, students who ate more fast food had test scores that were 20% lower than those who didn't eat any fast food. Lead Author of the study, Kelly Purtell believes that this can provide evidence that fast food consumption is to blame for the deleterious academic outcomes of children.

One main reason behind students not being successful later in school is related to the readiness of the child when they enter school. “Evidence suggests that children’s academic skills at school entry are linked to their later school achievement (Entwisle & Alexander, 1993), and that test scores in the elementary school years are associated with long-run economic outcomes such as employment and earnings (Krueger, 2003)” (Magnuson, Ruhm & Waldfogel, 2005).

In this essay, I will discuss my experience during middle and late childhood. I will address three stages which are the physical, cognitive, and socioemotional development. The physical development consists of body and brain growth, health issues, and motor skills. The cognitive development consists of language, memory, and attention. Socioemotional development is based on relationship, employment, and personality.