Examples Of Child Observation On Child Development

Our Life-span Development class observed a child in class for his social, emotional, cognitive, and physical development on October 2nd, 2017. The child observed for this report was almost seven months old at the time of the observation. His name is Maddox and he seems to be a very happy baby and developing at a normal rate. He was observed in classroom 1143 on Dordt College’s campus. His mother gave consent for this observation and both his mother and grandmother were present for the observation and answered questions about his behavior and development outside of what was observed in the classroom.

This paper contains observations of a preschool classroom in Bay Ridge, Brooklyn. The observation was conducted in a Pre-K classroom with approximately ten students present. Observations are presented with regard to dramatic play, the presence of gender roles, and themes that emerge during preschool play. Peer relationships and levels of friendship between students will also be discussed. Relationships with adults in the classroom with in terms of attachment styles and general interactions involving teachers and parents will be reviewed. Observations are also described in relation to self-control, self-regulation, aggression,

"Ever since I was a child, I have had this instinctive urge for expansion and growth. To me, the function and duty of a quality human being is the sincere and honest development of one 's potential"(Bruce Lee). I think this quote pertains greatly to how children grow up. The Assignment purpose was to observe a child between the ages of 2 and 16. Human Development is important because it shows what you can identify. For example, if there is anything wrong with your child or if your child is more developed than others. Plus, there is so much that you can learn from observing the child from how they react in their environment and around people. If you know what to look for in human develop it greatly helps in knowing what to do with a child when you least expect it.

Standard measurements- the child’s height and weight could be tested to see if they are growing at the speed of their age. If the child is smaller than they should be that could be because they have a disability or from the characteristics of their parents.

Whilst playing the children will begin to learn skills such as balance and coordination, throwing, catching, running skipping and jumping however none of these skills can be learnt if the child does not learn the movement skills. They need to learn hand-eye coordination this is when the brain will learn to make the hands and eyes work together resulting in the children being able to play catch, foot-eye coordination this starts when babies begin to learn to walk up the stairs but can then be extended when the child learns to kick a ball, balance this is learnt over time depending on the age of the child, when the child begins to learn these skills through physical activity their central nervous system will also begin to develop which will in turn help their muscles, glands and organs. This is applied into my practice by taking the children in to thee garden. When in the garden I make obstacle courses for the children with crates that range it heights and sizes, tyres and the slide. It can very day to day to teach the children different things. But by using the different height crates it allows the children to learn to balance by themselves, the slide allows the children to climb. We also have balls that the children play with but depending on the age of the child would depend on how it is used. If the child is 18 months or younger then I would

* They have the ability to understand the concept of a conversation ie, the amount of play dough remains the same if you make it into a ball or into a long thin snake shape.

At seven years old a child should be able to brush their teeth and wash with no supervision or help, they may be able to help in the kitchen and begin to learn to cook simple meals/cakes. Flexibility, balance, agility, and force will all improve during mid-childhood as this is when gross motor skills continue to develop. Between seven and eight years many children start to explore weight bearing activities that require the transfer of weight from feet to hands and back to feet such as cartwheels and handstands.

For this research project, I chose to interview my very own daughter (Alaina). She is a 7-year-old first grader who lives with her mother full-time. She has one older sister who lives in another state. Alaina is an active and inquisitive young lady. She attends year-round schooling and in her free time, she participates in Tae Kwon Do and basketball.

For this assignment, I observed my six year old niece, Faustine Bui who was born on August 16, 2007, at the park where I was babysitting her with her mom for approximately thirty minutes. The park I observed her at is packed with children and dogs are allowed. There is a large play area with jungle-jims and slide and it includes a sandy area which has a variety of playing equipment as well.

Quantitative concepts were a strength during testing. He had a good grasp on the concepts of more, less, most and least. In addition, he exhibited strength and understanding of spatial concepts such as, above, under and next to. During the spontaneous speech section, he showed little interest in the toys provided, so we utilized the toys that he already owned. Because of this, he was more talkative and

Observer visited a play place of a restaurant in New Jersey, Hackensack. Why I have chosen the place is easy to observe every part of child development such as cognitive, social emotional, language as well as physical at the same time. Observer performed the observation on April 28 from 1 pm to 3pm. The child was an Asian boy. He has strait short black hair with dark brown eyes and thin black eye brows. His height looked around 37 inches that he may be a little smaller than other early childhood children. He looks thin and has a full set of teeth inside his mouth, full cheeks, and a small button nose.

The first element of physical development in young children that we discussed is Gross Motor. Gross motor can be defined as the use of large muscles groups in the body, such as legs and arms. When it comes to gross motor, there a few things to remember. One of these things is that different parts of a child’s body develop at different rates. Gross motor skills tend to appear first since large muscle development occur earliest. A second thing to remember is that during the first year of child’s life, most of the development happens in the trunk. Toddlers and preschoolers have a tendency to fall more because the legs aren’t fully developed yet. When children start to walk, give them support until their legs can support them to sit or stand. Examples of activities that involve the large muscles would

Motor skills involve movement of muscle in the body (John, 2009). These are larger movements such as crawling, running, and jumping (John, 2009). Most of the gross motor development occurs during childhood (John, 2009). Gross motor skills have two principals that determent how a child will regularly develop (Center of diseases Control and Prevention, 2016). Head to toe development this means the upper parts of the body will develop before the lower parts of the body (John, 2009). Children develop these skills throughout play (John, 2009). A tree year old Toddler can be very active therefore participating in activity that require movement, coordination, and balance can be beneficial to help a toddler to develop their motor skills (Jan, Beth & Melissa, 2012). A 3 year old child can throw a ball but catching it is more difficult. They start walking with good posture similar to an adult; they can also walk backwards (Jan, Beth & Melissa, 2012). A 3 year old can run which required strength and balance, during running they should be able to rotate their trunk and swing their arms (John, 2009). By the age of 3 a child walks up and down stairs alternating their feet without support which is possible because their balance has increase (John, 2009). A 3 year old child also learns to jump from a step and learn to jump forward (Center of diseases Control and Prevention, 2016). They start hopping at the age of 3 ½ and also can stand on one foot (Center of diseases Control and Prevention, 2016). Skipping requires sequencing and rhythm which makes it more difficult this include step and hop patterns.

There are many physical advantages to gross motor skill development that play a role both in childhood and throughout the rest of that individual’s lifetime. Motor skills that are developed in infancy are essential steps to continue to build motor skills throughout childhood (Burns et al., 2017). In order to have the best physical potential to be able to carry out daily activities, gross motor skills are where this all begins. To have optimal function, an individual must learn how to control their movements with poise and rhythm.

Jacob’s fine motor skills are also developing around his age. I was observing him during a craft project that involved painting and stringing beads upon a string. My mother would explain it and he would attempt it. This would also be an example of Vygotsky’s Zone of proximal development. Santrock writes, “The Zone of proximal development is a term for tasks that are too difficult for children to master alone, but can be mastered with assistance” (Santrock, 147). He could paint the beads, but he had trouble putting them on the string without the assistance of my mother. After he saw her place the beads on the string a couple of times, he attempted it and eventually got it. He kept attempting it because he saw how she did it and reaffirmed that it could be done. He eventually mastered the task with assistance from his mother. He enjoys crafting, cutting, or coloring as well. I gave him a coloring book and he started to color. Now that he is older, he decides that he wants the sun to be yellow or the grass to be green. He also can start to color within the lines.