The On The Floor With The Child ( 6-15m ) Essay

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

Within this paper 6 scholarly research articles focusing on infant and/or toddler development will be discussed. These articles will cover physical, cognitive, and social or psychosocial development. A 30 minute observation of a 1month old (Willow) and a 13month old (Emmett) will be conversed, with particular focus on physical development including body shape and motor skills, cognitive development, and social development. The information obtained in the observations will be compared to the information obtained from the scholarly articles.

During this stage, infants use their hands, mouth, ears, and eyes to solve problems. For example, when an infant may play with a Jack-in-the-box, the infant will be able to hear, see, and feel the crank as he is winding it up. As the infant continues to wind the “box” Jack will then pop out; solving the problem. Secondly, there is the preoperational stage which ranges from two-years of age to seven years old. The preoperational stage deals with language development and the make-believing play, by using symbols learned in the first stage of sensorimotor. Additionally, the concrete operational stage ranges from seven years to eleven-years-old. While in the concrete operational stage there is more logical reasoning to actions such as determining how much of their favorite beverage may remain. Not to mention, during this stage the child also begins to have a sense of organization with objects. For instance, a young boy that arranges his toys in order from most favorite to least would also be an example of the concrete operational stage. Lastly, the final stage in Piaget’s theory is formal operational from eleven years of age and beyond. In the formal operational stage, adolescents can solve more abstract

Children and young people should feel happy, safe, respected and included in the school or early years setting environment and all staff should be proactive in promoting positive behavior in the classroom, playground and the wider community. Policies and practice which make sure the safety and wellbeing of children should already be in place and it is this legislation develop through many years and experiences, and mistakes, that underpin the working practices that are used today.

Infants go through different developmental stages. It is a part of the human life cycle. The beginning stages of an infant’s life is the most developing (Payne & Issacs, 2012). One of the stages that infant go through is the Late Infancy Stage. During the Late Infancy Stage, infants between 7-9 months reach many different milestones. As the infant grows and becomes aware of their surrounding the more developed they become. Infants discover new things daily and it is important to support their growth. Late Infancy stage involves the gross motor, fine motor, oral- motor, cognitive language, personal and social

Sequences of development are the order in which children develop; all children follow the same sequence of development but at different rates.

Three physical changes the infant undergoes includes (1) going from using basic reflexes to learning complex motor skills (e.g. how to crawl and walk); (textbook p. 142; Chapter 4), (2) developing fine motor skills (e.g. precisely reaching and grasping for a toy); (p. 185; Chapter 5), and (3) developing vision, specifically depth perception and pattern perception (e.g. developing the ability to recognize); (pp. 189-193, Chapter 5). These are examples of the dynamic systems theory of motor development as the infant progresses in a sequence.

An individual can always learn new aspects of life when they are observing an infant. This observation took place in the home of the participant. The participant is familiar with the house. During the observation the child played with her toys in the living room. The participant was a 12-month-old girl who is cared for by both her mother and father. Other participant included the child's mother and the child's aunt. The mother is a teacher, so during this observation and in the summer, they both stay at home. The participant is the only child in the household. After an afternoon nap and snack, the child sat in her mother's lap on the couch in the living room. While she was with her mother, she stayed close to her mother and made eye contact with everyone in the room. The child then got down and played with her toys in the floor of the living room. She began with the toy closest to her and began pushing the buttons while singing along with the different rhythms. The next toy she found was a child's magazine and she quickly flipped through the pages and found pictures of other infants similar to her. After a quick look around the room, she proceeded to crawl over to the nearest shelf in the living room. She began to pull her self up to a standing position and began pulling items off of the shelf and putting them on the floor. The mother quickly diverted her attention by

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.

| * Explores using senses, especially sight and touch; has no sense of danger * Concentrates more due to curiosity and increased physical skills, but skill has short attention span * Follows one step instructions and/or gestured commands * Observes other people closely and tries to imitate their actions * Uses trial and error method when playing with brick, containers * Learns that objects can be grouped together

Observer visited a play place of a restaurant in New Jersey, Hackensack. Why I have chosen the place is easy to observe every part of child development such as cognitive, social emotional, language as well as physical at the same time. Observer performed the observation on April 28 from 1 pm to 3pm. The child was an Asian boy. He has strait short black hair with dark brown eyes and thin black eye brows. His height looked around 37 inches that he may be a little smaller than other early childhood children. He looks thin and has a full set of teeth inside his mouth, full cheeks, and a small button nose.

Successful levels and stages of development are majorly associated with the increasing efficiency and memory capacity. These explain a progression to higher stages and individual differences which increases by same age persons and cognitive performance. Research indicates that the performance of children at a given age is changeable from domain to domain such as the understanding of social, mathematical, and spatial concepts that it is impossible to place the child in a single stage. This level involves processes that define the volume and kind of information that the individual child can process. For example, reflexes arise before birth and are still present in newborns. Sometimes, prenatal development and birth complications may also be connected to neurodevelopmental disorders. Young children react to various motivations in various ways (Damon & Lerner, 2006). For example infants’ sight blurry in early stages improves over time.

The infant watches the other child wash silverware in the bucket. Then, the infant puts their hands into the bucket, splashes the water, and smiles. Another instance is when the mother and father are cleaning and gutting the animal outside. The infant sits in front of one basin and observes. This act of observing and occasionally participating advances their development because this parental technique gives "The role of equipping children with the skills they need to become competent workers..." (Berk 333). The environmental influence helps the infant to physically develop their motor skills by being engaged in an activity similar to adult work. Their cognitive and language development is progressing through observing the parents and older sibling. The emotional and social areas of developmental growth are also being enhanced when the infant or toddler experiences something new with the older sibling talking as the child learns how to behave and react to the

I view students as a ‘whole.’ I am concerned with the growth and development of the entire child. The Whole Child Initiative is an effort to change education from a focus on narrowly defined academic achievement to one that promotes the long term development and success of children. I believe in supporting diversity in the classroom and believe in focusing on celebrating differences among students. I think all children are inherently good. Misbehavior or behavioral concerns don’t make a child bad. I don’t believe a child is ever ‘bad.’ I feel if behavior is a concern then intervention should take place between teachers, administrators and parents to support the child’s positive growth and success in school and beyond.

     Child Psychology, study of children’s behavior-including physical, cognitive, motor, linguistic, perceptual, social, and emotional characteristics-from birth through adolescence. Child psychologists attempt to explain the similarities and differences among children and to describe normal as well as abnormal behavior and development. They also develop methods of treating social, emotional, and learning problems and provide therapy privately and in schools, hospitals, and other institutions.