Examples Of Ian Observation

How play helps build thinking and language skills, large and small motor skills and social-emotional skills How play helps children prepare for academic learning and supports the development of literacy How children playing gradually builds the foundation for reading and writing through growth in oral language, learning to love books and gaining an understanding of print.

From around 3 many children become more confident around people they do not know well and find it easier to be separated from their parent/carer they enjoy being with other children and gain enjoyment from playing with them. They will need some physical contact but will look for more verbal reassurance and approval. This is because their language has developed;

Playing helps children grow and understand the world around them. The benefits from ‘playing’ for children is that they also learn how to socialize with parents and peers and it is an important and crucial part of their development. Also, children are always learning

The child was observed during two sessions, in her house where he was with his younger brother and his mother, at the time of observation his father was working.

Conducting this observation help me to understand the important role that developmental domains plays in the life of all children. As a child grows physically, socially and intellectual I recognized that a child’s daily enivornment and partenal interactions has a significant affect on the child’s overall development. In the case of Dai’Lynn he is an only child in the home and he aslo attends daycare for several hours monday through friday. Based on my observation of Dai’Lynn I would say that he enjoys social interaction, he communicates well and has developed a strong sense of independece. Four significant concepts I learned from this assignments

At about 8-10 months, Erick imitate behaviors, like smiling when I would smile at him, or trying to repeat a word I would use.

The cognitive development of children is very important, and even from a very young age, their development is key to how they will do in school and the world for the rest of their lives. At these young ages, it is important for children to learn dialogue, creativity, and improvisation. All of these ideas come into play when children have to pretend play on their own, or even with one other person. Children who do this more often seem to have better cognitive development, and as they become older will have a better understanding of school and the world around them. (Bergen 2002) There are many ideas as to how pretend play advances cognitive development, and these ideas all have great aspects to them.

It can be seen that he is starting to experiment with language and use it to interact with the people and caregivers around him. His repeated use of the phrase ‘what is this’ and the repeating of sounds and words around him is also developmentally appropriate and a sign of positive communication milestones. Another warning sign would be if he does not point at objects or show objects to the people around him, where this has also been observed Teddy pointing and coming over and handing objects to the caregivers. Recently on 10/31 Teddy was also observed taking caregivers hands and pulling them towards what he wanted to show them. With all these behaviors shows Teddy is showing developmental appropriate uses of

One main type of play that is considered to be beneficial for a child's cognitive development is pretend play. Pretending is among the most interesting activities of childhood. As many have noted, pretending appears to be an early expression of the child’s ability to use and understand symbols (Piaget, 1945/1962). Furthermore, Piaget (1965) made the point that when children build rules together as they play, they become more independent and increase their ability to see points of view other than their own, contributing to a child's cognitive development. Kim (1999) conducted a study exploring cognitive change underlying pretend play and understanding narrative structures. It involved comparing 4 and 5-year-old children in conditions involving pretend play enactment of stories to conditions using only storytelling.

He enjoys interacting with other children his age and is quick to jump in and start an activity. He plays well with others, is kind, and rarely gets frustrated. When faced with a problem, he looks to adults to solve it rather than try to solve it on his own. He is shy when interacting individually with adults or in new situations, but becomes at ease rather quickly. In routine situations, he interacts freely with adults and children.

Most children are born being social beings and how they interact with others is one of the main identifications in development. Communication with the child, would not be a normal conversation with the type of responses that you would hear on a regular, instead things might be more on the animated side or imaginary side of things. Gestures and expressions make a big difference as well, since kids often have a way of using their expressions for voice their emotions that they can’t seem to put in words.

Pretend (or symbolic) play: Toddlers often pretend to be people they are not (e.g. superheroes, policeman), and may play these roles with props that symbolize real life objects. Children may also invent an imaginary playmate. 'In symbolic play, young children advance upon their cognitions

Also most interesting thing I saw that day was his psychosocial domain, which includes self-concept. He was calling his teacher and asking who is better in climbing a ladder and holding a rope this shows his dependent on social comparison. Also another thing I noticed was that he wants to be better than his peers. According to Erikson developmental stages of psychosocial development of initiative vs. guilt he reinforce his intellectual initiative engaging on activities, best part is that remain in one task until it is done. On the breakfast table he very conscious probably that emerges from parent. His behavior is guided by self-concept of right and wrong he doesn’t have any attitude or stubborn behavior. He seem to respect the food probably his parent have teach him to not throw food or may be punish him for his mistake that may have set up the right or wrong behavior on the table. Another thing I noticed on him was he sit admiration when he was climbing a ladder he want teacher to admire him that he is doing great. When he noticed me he was immediately quite and shy probably the feeling of quilt that why did he ask his teacher who was better. Shame is a negative judgment about the core self probably which repaired his good behavior. Encouragement is the key for children motor

We know that young children develop social skills through play, and that they develop critical thinking skills and language is enriched and vocabulary increased. Play, especially make-believe play, aids in the child's development of the execution function, which is a key role in the child's ability to self-regulate. The curriculum "Tools of the Mind" approaches learning as socially mediated by peers and focused on play.

Alice Sterling Honig, author of an article “Play: Ten Power Boosts for Children’s Early Learning”, states that “children gain powerful knowledge and useful social skills through play” (p.126). Honig, who believes that play is essential for young children’s development, points out ten ways in which children can learn through play activity.