Review Of ' Picture Of The ' Whole Child '

In summary, young children learn many skills while they play and interact with the others. Therefore, it is important to create activities that enhance the child’s development, such as social skills, speaking skills, motor skills, cognitive skills, and emotional competence. Draco who is preschooler, he demonstrates learned skills and learns new skills while he play with friends and interact with the teachers. Draco’s social skills is thriving because he enjoys and engage in the group activity, the dramatic play. Draco’s speaking skills is at the Early Production stage because he responses in short-phrases and have a simple conversation. Draco has a good coordination of large motor skills and small motor skills because he demonstrates that

His attention span ha doesn't develop all the way yet because he didn’t last long at anything he was playing with. He was acting like a two year old where everything is his so he took over what the other children had without asking. With the social and emotional he was doing a lot of side by side play and not playing as interacting with the other children. He had fun playing by his self, but beside someone. He was using his physical motor skills, climbing up the climber just not making a good choice the way he was climbing. He was using fine motor to hold on to the toy and climb at the same time. He was using his hand and eye coordination to do the activities at he was playing with like the cars and poring the toys out the box. He had great motor skills moving along the classroom and picking where he wanted to go on. The language skills I really could not pick up on because he was not verbal just playing. Look like he was lacking in the language I heard another child being vocal asking the teacher what she was holding a conversation. He was helping his self to whatever he wanted didn’t need know help just playing and watching his friends. When he was parallel play, he was following the other child was doing. Typical Develop: The typical development that I noticed with Nick was the parallel play with the other children and not playing together. For 24 months the children “Enjoy being next to children of the same age and shows interest in playing with them, perhaps giving a toy to another child.” (Groark, McCarthy, &Kirk, 2014) Also with his language he did not do much talking just playing and the teacher should have talk to him more. He should have been talking to the other children but since he is at the parallel play he would be talking with just playing. I saw things I need and typical kids doing every day trying new things and things

On Friday I spent the morning with Jacob who is six years one month old at College America. The morning began with a physical assessment and an interview of Jacob, and the afternoon I was able to observe him at play. Jacob is in first grade and he is the oldest child in his family with a younger brother and a younger sister. After doing a physical assessment and an interview with Jacob he appears to be an overall healthy and happy child with no obvious physical or emotional problems. According to Erikson’s developmental stages Jacob is in stage three where Jacob should be developing purpose in his life.

Setting : Observation took place in a classroom of Richmond Preschool . There were 18 children who are 4 years old, 3 ECE teachers and 1 volunteer during this observation.

TK is a male child 3 years old of average size to the other students in the classroom. He attends the McGill Child Development Center. TK’s hair is brown and is neatly combed to one side of his head. His eyes are of a dark color. TK was participating in circle time with the other children in the classroom. He was taking turns with the other children when asked different questions from the teacher. This show TK’s is social skills are developing nicely as he is able to take directions from his teacher and sit quietly while others talk while sitting in a group. He was able to focus on the activity for about 10 minutes before becoming restless.

As a parent or care giver you may have noticed that one or more of the children in your care display behaviours and temperaments that are somewhat different to others. This may be particularly evident when they participate in creative activities, do school work, play sports or even during their daily routines. They may seem hesitant and nervous to try new tasks and become upset when their attempts are less successful than they expected. They may seem a little ‘perfectionistic’.

Dave is a four (4) year old preschooler, who seems to be a little bit calm but playful. The classroom is a very spacious room with various toys, furniture, books and other facilities that makes it ideal for a preschooler’s classroom. When I entered the classroom, Dave looked at me, and didn’t seem to care about my presence, as he continued with his play. Since he was the only student in the classroom, he was playing alone on a wooden table and was just preoccupied with his play.

Charlie builds the relationships with his educators in the Nursery room. He likes to join his educators and friends in the activities that he is interested in. He sits side-by-side his friends, enjoys the good times together such as singing a song, moving along the music and looking at the animal pictures and naming them. He especially loves to look at the pictures in the books and listen to his educator names each picture. He often pulls on his educator's arm and leads her to the book corner to read a book to him as to initiate and communicate his needs to his trusted educator (EYLF 1.1). He confidently makes his own choices in play and exploration of his surroundings. He is often seen exploring something in one corner of the room and loves to share his discoveries with his educator by getting her attention and pointing to what he finds, such as new toys or books in the corner, bird and airplane in the sky.

Children’s development occurs through active participation in activities. In this home you have been learning all about how to play alongside and with the other children, this has helped you to gain confidence and strengthen your social skills. Collaboration with adults and with other children plays a central role in your development. You have a wonderful environment here where you get to develop and refine your physical skills like running, jumping, swimming and climbing. You have really developed your confidence. You really enjoy helping with gardening and other jobs with

Introduction Nyla Yaites is an African American female, four years and eleven months of age. Nyla was chosen for this case study because she seems to be a very interesting young girl. We attend the same church and she has always greeted me with a pleasant smile and hug. Nyla appears to have a sophisticated vocabulary, playful character, and seems to be well behaved for a four year old. I am very excited about observing her for this case study.

Three years old, and three feet of intelligence, wonder, sass, and much more. Kingston is similar to many other kids around the age of three, he likes to play, he likes to ask questions, he likes to smile and be happy. As a supportive older sister, seeing him experience these things I get great joy, but I also question how all these experiences assist his physical, cognitive, and socioemotional development. I only want him to flourish, but how do these things go about helping him advance in these stages? That is why I decided to get a more indepth view of his actions, feelings, and words, and observe him for this project. This helped me get a clear perspective of which stages of the various developments he is at, and compare it to how far he’s come, and what he will accomplish in the future.

While completing this student portfolio I had numerous chances to assess the child in their intellectual, physical and social development. One of the way that I was able to assess Jamie in her physical development was playing a game of Simon says with her and a few of her friends. This game allowed me to have Jamie complete a number of physical developmental task that were appropriate for her age for example, skipping, jumping, standing on their toes and so on. Another way that I was able to assess Jamie’s physical development was be using a checklist. I used premade list of fine and gross motor skill development for preschoolers. Though observation of Jamie on the playground as well as in gym along with the game of Simon says I was able

This can be seen when he often positions himself beside the cabinet whenever the opportunity arises to observe the activities of the other children. He shows patience by sitting quietly while waiting for his turn to participate in the gym lesson. No fear factors were observed during his interactions with the gym instructor. He was able to complete the gym activities without any intervention.

The Child Called It is a true story. It is about a kid named David who gets abused by his mom. The story takes place in San Francisco, California. David’s mom likes to torture him and not call him her son. David’s dad had no control over the mom because if he told anyone, she would kill david. David calls his mom “The Mother.” The mother likes to do new torture methods to david.

Every builder knows "A house is only as strong as its foundation". They also know that they have to evaluate and become familiar the land before beginning to work. This rationale can be used as a guideline for teachers across the world, especially with the children in the early childhood stage, ages 2-6, because how teachers assist children in this stage will serve as the foundation for the life ahead of them. A child develops physically, cognitively and socially. It is important for the teachers to know how the child is developing in order for them to effectively teach the students because they lack of understanding can lead problems for the child. Additionally, if the teacher is aware of how the