Old Baby Observation

Babies will bring their hands together intentionally and soon after will try to bat at objects or grasp things

Describe how the toddler bends to pick up toys from the floor. Indicate the type of grasp

Fine and gross motor development during the first 6 months includes a number of important milestones. During my observation of Sydney, she accomplished the following fine motor skills. When a rattle was introduced to the observation session and held in front of her, Sydney turned her head at the sound of the rattle and followed the rattle with her eyes. In addition, when rattle was placed on the table, she picked the rattle up and immediately raised it to her face and to her mouth. Sydney was also observed shaking the rattle and was capable to passing the rattle from her left to right hand. According to Kathleen Berger, most babies at six months old are able to reach, grab and hold onto objects with their hands (Berger, 2012, p. 147).

The caregiver is sitting on the floor with the child (6-15m.). They are putting a color shape puzzle together. The adult put one piece on, then the child put all the pieces on; now he wants to do it again putting the puzzle upside down. The infant is developing exploration and discovery in the cognitive domain, paying attention to people and objects, he saw the caregiver putting a piece he put all the pieces, attending to colors and shapes, and making things happen repeating actions. The child can also sits by himself and maintains balance while playing, developing gross motor skills, and fine motor skills through the holding of small objects such as puzzles pieces.

The first months of age the babies start to know their surrounding and follow objects with their eyes, for example following with their eyes their primary caregiver. “By three months of age, babies begin to make poorly directed swiping movements with their entire arms”(Kamptner, 2015). In the middle of the infancy stage babies start to reach objects, is in this period where the caregiver for example the mothers should pay more attention to the babies to avoid them to grab any toxic or dangerous objects.“At around four months, infants use an open-handed, scooping movement with a slightly better aim; by five months, infants can reach and grasp objects with both hands, holding the object in the center of the palm by all fingers” (Kamptner, 2015).

Obiel Macedo, a one year and seven month old infant accomplished many tasks on the developmental checklist. I went to his house, his mother and baby sister were present while I was with him. We sat down and I handed the infant a small container filled with different size blocks. Immediately he grabbed the container, poured out the blocks and began to build a tower quickly. Once he was done creating the tower of blocks, a few seconds later he knocked it down vigorously and started all over again. Then, I handed him a red crayon and a blank sheet of paper, but instead of writing on the paper he went up to the wall and scribbles spontaneously.

Today is my first day doing my practice observation in the Infant Room Classroom Number 3, my fears are how the infants go reaction to see me because I am new person for them that they never have seen before, how the teacher go feel to have a student in the classroom, if they will support me and cooperate with practice, and how the parents will response to see a new teacher in the classroom, I know for my teaching experience that parents are very special about the people who is round to their children.

A newborn will sleep for a total of around 15 to 17 hours a day, and by the age of one will triple in weight (Berger, 2016, p.91). This is due to the fact that during sleep a substantial amount of growth takes place, and is therefore why infants spent so much of their early days sleeping, although sporadic. While growth is occurring in nearly every aspect of an infant the development the strengthening of muscles leads to the progression of motor skills. Motor skills are a learned ability that allows regulated movements of a body part (Berger, 2016, p.100). The movements of large muscle groups are the first to develop and is referred to as the development of gross motor skills (Berger, 2016, p.101). Development usually progresses from the head down and radiating from the center out to the periphery (Berger, 2016, p. 101). In some cases reflexes help to develop and strengthen these muscle groups. For example, when an infant is placed on their stomach they will attempt to lift their head, and flail with their arms in order maintain vision and in turn practice mobility (Berger, 2016, p.101). The lifting of the head processes to the strengthening of the arms and legs and the ability to crawl and eventually the ability to walk around the age of one (Berger, 2016,

Having the opportunity to watch a child grow over this past semester was a real eye opener. I was able to see this particular infant hit a couple of developmental milestones for her age. My environment was the Infant B classroom having infants ages, 6 months to 12 months. My particular target child was almost one when I started analyzing her. Talking to the caregivers, I found that she was premature and has a twin brother. I was able to watch the infant go from not being able to eat off a spoon, only be able to sit in a bouncer and not being to crawl at all to being able to slowly each from a spoon, put one foot in front another while a caregiver holding her hands and become mobile crawling a way that benefits her.

For those babies that were obviously healthy, they will be examined at least one time by medical staff (doctor, nurse, or midwife) before leave thê hospital. Only suspected newborns will be checked by pediatrician. Normally, they will stay 3 days in hospital if vaginal delivery and 5 days if caesarean

Infants learn to communicate with adults by gestures, crying, pointing and with baby talk. During my observation on how an infant communicates with adults around him, I could observe that during playing time the infant wanted to get the attention of the adult by going to the adult and tapping the adult with his hand on the arm and doing “baby talk” and the infant showed the toy to the adult when the adult smile and told the infant “wow” in surprise and asked him “what was the toy?” the infant smile and did “baby talk” again and turn around and went back to the toys he was playing with. Then after a few minutes the infant came back and brought a picture book and sat next to the adult and the infant open the book and point one of the pictures

Movement is one of those tricky things for children, complex movement especially so. There are certain things they can do at a very young age and other things to be learnt. In their early stages as a living being they use movement as a means of communication. To tell their caretakers something, such as, "I'm hungry" , "I'm sleepy" , "I want to sit up" or "I hit myself in the face with this silly rattle". All these things they want to say and can't say.

The high lights of this month were when I witnessed a vaginal birth of a healthy baby girl. Shortly after the baby's vaginal birth the baby was evaluated for its ability to adapt and transition normally to life outside the uterus. The baby was transported to a warming unit with a radiant heat source. The baby (now officially called a neonate) is dried of all moisture, which helps to minimize the loss of its core temperature. The nose and mouth of the baby are suctioned to clear the baby of all secretions and to aid in its first breathing efforts. The baby should begin crying within the first 30 seconds to one minute of life. To accomplish this, gentle stimulation is usually required and accomplished by rubbing the baby's back or gently stimulating

I chose my specific activity because I knew how much the children loved instruments. I knew that it would keep their interest, and they would have fun and be able to learn at the same time. My observations definitely informed my choice. When deciding what activity to do, I made sure to observe activities that the children seemed to have the most fun with. I remember one day in class each child was handed and instrument and we they all walked around the classroom in a big line playing their instrument. They had to follow along with the beat of a song that was playing, and they seemed to have so much fun with it. Because of observation, I knew I had to choose something musical.

Thinking about these events, I developed the following theory on what could have occurred that evening: At least one adult Bigfoot brought the infant to my house, creating a diversion by scratching on the front door. Then, with our attention on the front of the house, they crept around to the back of the house. The adult lifted the infant over the rail, then set it down on the deck. The infant was too small to reach the carpet without taking one step, in the snow, on the deck, thus leaving a footprint. It then made its way around the glass table, walking on the carpet, which had very little snow on it. The infant opened the dog foot tub, consuming the dog food. The parent then went around to the other side of the deck, reaching over the