Rothbart's Model Of Temperament: What Created A Child Character

From the age of fifteen months through nineteen months Dominic’s physical, social, language and cognitive development has matured. Although Dominic’s physical development has matured, he is below the norms in fine motor development when he makes towers or puts together puzzles; His fine motor skills although match the norms (My Virtual Child). Socially, Dominic gets along with children well although he began to show separation anxiety around eighteen months. Along with the separation anxiety, he is securely attached to both parents yet he is less clingy and is interested in exploring (My Virtual Child). Dominic’s communication skills and language comprehension and production are typically developing. He uses the word me a lot and knows over 50 words which he puts into sentences such as “doggie outside” (My Virtual Child).

Tommy was eager to answer all the questions I asked to the best of his ability. Although at times Tommy became distracted by the other children, it was not difficult to bring him back to the question or task at hand. Tommy took about ten minutes to answer all of the questions that were asked of him, he was very cooperative and only left the table once during the Denver two test. Although other children were a distraction Tommy would always regain focus and complete the necessary task.

Assessor made a second observation in Hararadh’s home with Hararadh, his brother, grandmother, and his mother on 11/07/2017 at 2:00 PM. Hararadh had just woken up from a nap and appeared to be in good spirits. He enjoyed a snack which he dumped out on the floor so he could pick them back up and put in his mouth. Most of the second observation Hararadh was stemming consistently rocking and jumping repeatedly on couch using his knees to bounce up and down. Assessor was able to eventually redirect Hararadh with a preferred toy. He was able to follow four directives using the toy as reinforcement. Hararadh had difficulties following simple one-step directives of placing items in a box and pulling the string of a toy. He played with a school

H is a six-year-old boy in the first grade. He is social towards peers and teachers. While at school, he will walk into the classroom and follow a simple routine. He is also able to follow simple commands and willingly transition from task to task with increased independence. H also currently follows a bathroom schedule. While at camp, he went to the bathroom every thirty minutes as part of a potty training schedule. He is currently able to toilet with minimal use of verbal prompts.

For my third observation, I observed three-year old (almost four) Greyson in a in-home daycare setting. I have known Greyson for about tow years now, and he has come a long way-but still has a long way to go. Greyson is always getting into trouble in one way or another. He is a very physical child. He plays rough and does not know his limits and own strength. During my observation, I noticed that he seems behind with his printing development. He used varied pencil grips and scribbles, where at his age he should have an adult like grip and be able to control his drawings. He struggles with fine motor skills like pencil gripping. Greyson is also always moving. He cannot sit still. During story time, he would fidget in his chair and constantly be changing positions. He also ways always doing something with his hands. They would be in his mouth, or tapping on the table, or fiddling with a crayon. Greyson is a daydreamer. He cannot seem to pay attention to something for longer than about ten seconds. He requires a lot or redirection and reminders from adults. His daycare provider had to redirect him verbally to the story about 5 times. Greyson also requires scaffolding.

Temperament is the characteristics and aspects of personality that we are born with. Temperament often relates to emotional aspects of our personality. For example, an infant who is nervous and anxious tends to be the same way when they are older. Temperament is heavily influenced by genetics. The three temperament types are the easy/flexible child, the difficult/feisty child and the slow to warm up/fearful child. The easy child is regular in biological rhythms and is generally in a positive mood and is easy and low maintenance for their caregivers. The difficult child is the opposite of an easy child, this child is hard to get to bed, hard to feed, etc. This child may cry a lot and have spurts of very bad moods. Lastly the slow to warm up child is usually shy. This child has discomfort and adapts to new things rather slowly. This child may also have negative moods but may not be irregular in sleep and hard to feed. Lastly, this child is very dependent on their caregiver and doesn’t like to leave their caregivers

All in all, my subject for this paper has proven to meet all the milestones normal for his age and his growth is progressing nicely. Caleb is a relatively healthy, happy and normal child with no apparent cognitive or physical delays in his development. It has been interesting to observe his growth in comparison to the norms and I hope he continues to meet the milestones and develop

○ Presents as normal early growth and development followed by a slowing of development, loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, problems with walking, seizures, and intellectual disability 21

JM has met all of his developmental milestones and is medically healthy. He demonstrates appropriate eye contact with an adult and ability to attend to activities for 1-2 minutes. JM’s attention level can interfere with activities as he will often move to other things around the room and need continual prompting to pay attention.

“Infant Humans are born with the potential to be aggressive and violent.” Bateman, and Fonay (2012). Developmentally, there is a link between ASPD and the affective component of mentalizing. Youth with conduct problems have been shown to have a hypoactivation of amygdala in response to pictures normally considered emotionally arousing, particularly where a potentially painful aggressive act was depicted. (Jones et al. 2009: Marsh et al. 2008).

The processing takes place in various sensory systems (Horowitz and Röst,2007).” Many children who have ADHD and other disorders (Autism) benefit from sensory integration therapy. This therapy helps treat children who have problems processing sensory stimuli. SI therapy may not be enough for some children, in some cases, medication is needed for the child. According to the book medication and therapy combined can provide positive results. This book also touched on some history about SI therapy. The book then went into the problems children have in processing stimuli. There were examples throughout the book of different children with different sensory issues that cause their hyperactivity. They explained ways on how to deal with behaviors that are a result of stimuli problems. There was brief information about children being evaluated and then diagnosis. If a child was diagnosed, we can look at the different causes that may occurred why the child have SI problems. These causes

Rider’s physical development is not one that I would worry about if I were is caregivers. According to his ASQ, he scored a 60 out of 60 on his gross motor and a 35 out of 60 (the cutoff is 19.82) on his fine motor. The only problem he showed at all in the ASQ was with the writing and holding onto a writing utensil. In an anecdotal note I made on 3/5/2016, he was happy to draw with his older sister, copying her drawings. But the event didn’t last very long and his attention was elsewhere after that interaction. In another anecdotal note I made on 3/12/2016, Rider was much more interested in the new coloring book I brought with me, but his fine motor skills were

The group of typically developed children are the control group in this study. Each participant was seated upright in either a desk chair, or a personal wheelchair. The stimuli was given to each participant at the same height and angle, although the visual angles varied because of spasticity, fidgeting, and uncontrolled movements in many of the participants. This variation did not appear to affect the results of the study. For all participants, each inspection time task began with five training modules, which established each participant’s ability to comprehend task demands. It also provided training for those whom may have difficulties with task

J~ exhibited flexible use of eye gaze throughout the evaluation. Initially, he was slow to warm-up, only providing abbreviated responses. As the session progressed he became more comfortable, offering more information and sharing enjoyment. J~ was cooperative during portions of the evaluation that included play activities, but was less cooperative on the sections requiring conversational skills, such as discussions about feelings. He was observed readjust his posture, lean on the table, shake his legs, and abruptly stand up from his seat and walk to the bookshelf to

I would say that this child, let us name him Jack for the purpose of this assignment, presents with Attention Deficit/Hyperactivity Disorder (ADHD). Some of the diagnostic criteria of ADHD are hyperactivity, inattentive-distractibility, and impulsivity (American Psychiatric Association, 2013). During the meeting, it is noted that Jack appeared to be inattentive, with moments of attention but could not sustain. He also struggled to maintain eye contact, and he moved around in his chair throughout the interaction. These are all symptoms that fall under ADHD. As for the psychosocial piece, Jack is 10 years old. Typical development for this age according to Erikson’s Theory of Psychosocial development states that children during this age are in the conflict of Industry vs.