Summary Of Childhood Observation

For fine motor skill I had him draw a plus sign, circle and a square. . I was also able to observe the use of his non-dominant in coordination with the dominant hand. I had my child roll dough into small balls. In addition I had the child string beads into a pipe cleaner. Fine motor skills

From birth, a child starts to develop physically and is a process that continues into late adolescent. Physical development involves the development of your muscles, control over the body and physical coordination. When looking at a child’s development we focus firstly on gross and fine motor skills. Fine motor skills are the coordination of small muscle movements such as hands, fingers, eyes and mouth. For example, grabbing, pinching, blinking and speaking are all contolled by your fine motor skills. Then we have the gross motor skills, they are the movement of the larger muscles and enable your body to walk, stand, jump run and balance.

I hope everyone has had their breakfast/brunch/lunch before reading what I am about to type. Otherwise, it might ruin your appetite.

The sun is out. It is a gorgeous spring day in the desert. There are sounds of children laughing at the swing set, and dogs lapping at water nearby. The smell of the burgers on the grill makes my mouth water as I approach the park bench. I set down the neatly wrapped gift that will soon be torn apart by an eager child. I approach the group of friends laughing as I am greeted with a warm hug. For my observation, I attended a one-year-old birthday party on Saturday, April 23rd from 10 am to 1 pm at Luckie Park. I observed several people at different life stages that I will discuss. Infancy stage was represented through Liam at three months, and Johnny at one year. Lilian, seven years old, is in the childhood stage. I observed Erin as the young

She presented with anxiety, worry, fear, and depressed mood. She reported that one of her uncles went missing in Mexico. She indicated that it is likely that he was abducted. However, she stated that she does not know why he became a victim. She reported that she and her family do not know his whereabouts and that they fear for their own safety. She indicated that she has been having a difficulty getting enough sleep for the last few days. She reported waking up early in the morning likely due to her worry about the uncle.

At 11:30 a.m. – 1:00 p.m., on Wednesday, March 2, 2016, I had a chance to conduct an interview with Dr. Isabella Jenkins. Dr. Isabella Jenkins is a Professor, Curriculum and Instruction at Education Department at Clark Atlanta University. She has been enrolled to many different schools around the U.S., so she has enough experiences to tell us about the U.S. schools earlier and today.

The most typical gross motor skills utilized by this young boy were rolling, walking, and running. In the first few minutes of watching the child he exhibited boredom and began to roll around on the couch. He used his long legs and strong arms to propel his body in a circular motion from one of the couch to the other. When the child needed to use the restroom, he shifted his weight evenly from one leg to the other pushing hard on the ground to maximize distance between each step. The walk from the bathroom to the couch was at a calm and leisurely pace. The body was kept in vertical alignment as the boy took smaller steps to reach his destination.

Forty Five! Forty Six! Forty Seven! Those numbers were the highlight of my family reunion. It was all because of my cousin Steve. The whole family would stand around him counting how many pushups he could do after drinking 5 or more cans of beer, it was like basketball season you were anticipating it. He drank beer everyday not just one can, but more than the amount of fingers on both hands. Steve could drink alcohol until he was blue, but still manage to accomplish so many things. For example, he maintains a morning exercise routine, teaches Karate, and learns to cook like a true chef. Steve impresses me with everything that he does eventhough he drinks excessively.

By the time one individual reaches adulthood one has reached a complete level of understanding about how the world works though different stages and experiences. A person accumulates all this useful knowledge through the process of cognitive development, starting ever since we are given birth and developing until the day we are six feet underground. Though the stages of cognitive development, children develop the sensorimotor stage (birth-2 years, the preoperational stage (2-7 years), the concrete operational stage (7-11), the formal operational stage (adolescence- adulthood). (Berk 228-258), The observation paper will be based on an observation conducted to two kids. One kid is between age of 3-5 years old and the other one is between 7-9

Aliza has maintained progress on the goals she had previously met. She continues to make friends at school and have meaningful conversations with them about their similar interests. Additionally, at school, she has been integrated with a general education science class and states that she has initiated conversations with her peers in that class.

The park is welcoming, sprawling, open, and not especially crowded in the bright but gray midday sunlight. It is on a suburban street so there isn’t much noise pollution beyond the cars on the moderately busy street on one side. The horizon is hidden by tall trees and 70’s style houses in every direction. It is overcast, cool, windy but only slightly. The air smells as though it might rain this evening.

Jayden seems average in her gross motor development. Outdoor play today allowed me to check many of the skills. Playing with the ball, he has shown the ability to throw, catch and kick. I think the ball is a good tool to use

Gross Motor Skills described in the Santrock text states that, the preschooler will not have to make an effort simply to stay upright and move around. As children begin to run and play moving with more confidence and carry themselves more purposefully, moving around in the environment becomes more automatic. (Burns & others, 2013, pg. 135)

For my observation hours, of infants and toddlers, I observed at Milestones Childcare and Learning Center in Norfolk, Nebraska. This daycare takes children 18m to 12 years. I observed over the course of five days, two hours each day. Monday March 6, was my first day at Milestones and I observed from 9:30am-11am, and then again at 5-5:30pm. These were the same hours that I did on Wednesday, March 8. March 7, March 9, and March 10, I observed from 10-11am and then again at 5-6pm. After the week, I had a total of 10 hours. The entire week I was in the toddler room, with children 18-3. Most of the children were younger, around 18m to 2 years, because Milestones also has a 3 year old room, and many of those who were potty trained go to the 3 year old room as well. I felt like after being in the toddler room, I learned multiple things, like how to watch multiple children or how to deal with temper tantrums at a young age. I also felt like Milestones did a good job teaching young children and helping their development, while also providing safety for them, which is what childcares are for.

According to my Meaningful conversation # 4 from the children’s cue I am planning a learning opportunity. Their cue was apples. So, I take my cue “What we can learn about apples?” Initially an inquiry basis collaboration between the children, myself and the RECE were involved to make this web. Their cue was an apple. As a result, I read a book about apples named “SEED TO APPLE”. After finishing my reading, I reminded Ian, Adeline, and Shirley of when they pretended to sell apples. “Therefore, we are learning about apples. You can ask me about what you want to find about apples. Then, Ms. B will help you learn more about apples.” Then Ian asked his question: “Where can we buy the colourful apples?” Then I explained to him that we can pick apples from the