...This essay seeks to critically evaluate my role as a child observer. Drawing on two or more theories of child development, I will look at the main theoretical concept and critically evaluate in relation to my observation. First, I begin a brief description of the child I have observed and the setting in which the observation took place. Next I attempt to show my understanding of normal child development, and aspects that can disrupt ‘normal’ child development. Throughout the essay, I will critically examine and reflect on the process of undertaking my observation. And finally, issues of ethics and anti- oppressive practises will be discussed. The child I have observed was three and half year’s old girl called Sara (not her real name), of African Caribbean background and English is the only language spoken at home. All three observations took place at the day-centre she attends. The day-care centre gave me permission to observe her, but not to interact and interfere with her educational activities. As this was my first observation, I was a bit anxious about how Sara might react about me watching her, and while her parents consented about the observations, Sara did not know that I am here to observe her; it is this scenario that made me uncomfortable. I was particularly more concerned about the ethical issues of not informing Sara about the observation. One element of anti-oppressive practice is to make sure that people’s rights are not violated. Social workers must put children’s...
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...Child Development By kelleylove45 | Studymode.com Child Development Portfolio Assignment Child Development B 21 CRN: 30735 Lorri Broughton-Kelley April 28,2013 Bakersfield College Spring 2012 Page 1 Infant and Toddler Development t A. Physical Development : The physical development in infants and toddlers. From the time, that they are born, they have the world at their hands. They will explore and get familiar with it day by day. Their eyes and mouths are open and they put objects in them. They notice people and things that are there. They are here to be comforted, by the people and things around them. They will learn things as the development and will flourish. The are so dominant in developing so that they are able to grasp, move cry, and let it be know that they have the desire for attention. The first year from birth on they are able to lift there heads a little, make facial expressions, make a fist with there hands. They are able to suck on a bottle, grasp and hold your finger and use the reflexes in their mouth. During the first six months they have gotten stronger and are able to do: reach and touch, crawl, roll over, push body forward, change hands with objects, lift head and chest, and make clearer sounds. Six months and older they will sit up, throw things, roll ball, walking holding on, and standing. By the age of one they are walking picking up things, move to sounds. Age two and up they are capable of turn door knobs. Walking, talking, running...
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...which promotes each child's cognitive, physical, social and emotional development. Our program is designed for children aged 3 and 4 years old. We aim to provide a safe, happy, caring and stimulating environment where your child can learn through encouragement, sensitivity to others and mutual respect while at the same time encouraging each child to express his own personality through imaginative and creative play. Our program offer children opportunities for learning, play, taking part in arts and crafts, children will be able to work and play in small and large groups, both inside the classroom and outdoors. In our main class we include a library’s corner; we reinforce all skills about communication, reading and writing. Through stories, children learn to appreciate language, gain new vocabulary, and learn to use new words and concepts, we provide a separate motor’s room as well offering the children organized games and gym based program and an outdoor play area with a wide range of toys, slides, playhouses… and also we have a garden area that the children use to grow flowers and vegetables. Spanish language is an integral part of our curriculum. Teacher introduces Spanish through songs, games, instruction, greetings…This program is designed for children who have no prior knowledge of Spanish. We enjoy open communication with parents, we provide highly detailed daily report forms and diaries for each child. "Free the child's potential and you will transform him into the...
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...AO1 – Patterns of Development This coursework will describe how children develop according to milestones from birth to eight years old. Activity 1 Emily is 17 years old and lives on the outskirts of Woking. She is currently living with her mum and attends St. John the Baptist Sixth Form College in Old Woking. Emily is a conscientious and hard working individual and her qualifications clearly support this. Having achieved excellent grades at GCSE and AS level, Emily is eager to continue with further education by hopefully attending Portsmouth University and pursuing a career in film and television production. Emily enjoys a variety of activities such as socialising with friends and photography. She has a great interest in fashion and styling as well as thoroughly enjoys looking at the latest brands by designers such as Lauren Conrad and Whitney Port. The main stages are – Infant (0 – 1 year) Toddler (1 – 3 years) Pre-school child (3 – 5 years) School age (5 – 8 years) |Key stage |Growth |Physical |Intellectual (language and |Emotional/ | | | | |cognitive) |Social | |Infant (0 – 1|At the beginning of this |At the beginning of this stage, a |At the beginning of this |At the beginning of this stage,| |year) |stage, a...
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...| Child Development Observation (Infant) | Introduction to Early Child Development | Instructor: Kathrine Palichuk | Dawn Freeman | 9/1/2014 | [Type the abstract of the document here. The abstract is typically a short summary of the contents of the document. Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.] | Each child will go through the same developmental process, varying in time and order. During prenatal development the fetus is dependent on the mother to provide the child with a healthy environment to help promote the proper physical development of the unborn child. Healthy development of a child begins at conception. As the fetus grows and develops senses, organs, and brain function, the mother’s lifestyle controls the quality of development in all of the important areas. (Groark, McCarthy, & Afton, 2014) Physical and motor development The infant’s head is heavier than the rest of their body and they are unable to have any control over its movement; of course the does not mean the head does not move but that the movement is only a reflex. The infant at this stage in development has natural reflexes: Moro or startle reflex, which is the sudden extension of arms and legs, head, jerks back and newborn may often gasp in air and cry out. This reflex is often seen when child is surprised by a loud sound or sudden movement. (Groark, McCarthy, & Afton, 2014) Rooting reflex is the...
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...Early Child Development Infancy and Early Childhood Development The brain of infants and early childhood development is empty and absorbable like a sponge throughout adulthood. At infancy stage, the brain develops according to exposure to verbal expression exposure and visual physical observation exposure. The human being brain will utilize the exposures throughout the developing stages in life (Feldman, 2010). Parenting interaction with an infant and environmental condition affects the way infants develop. Hence, it is fundamental to set positive structure from the beginning because the exposure cannot be undone when raising a child. It is significantly important to provide a nurturing environment. The Affect Families Have On Infants and Childhood Development From infancy, the brain instantaneously goes through developmental change. The progress is an effect of genes and the environment the infant is exposing to and as an outcome of experiences. Early childhood experiences have two categories; experience-dependent and experience-expectant. Experience-expectant refers to the development of the nervous system and it is predictable to develop in a certain way. Standard cognitive growth is reliant of the positive type of environmental exposure. With the exception of any type of fetal damage to the brain, in order for the experience-expectant to be within usual range of development; when an infant is exposed to a loving gesture (as an example), it should respond...
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...Writing Assignment #1 Child Observation Ashley Novo Child Development 30- Human Development I observed a male child between the ages of 5-6 who I will be calling Sport. I observed Sport at O’Donnel Park in Carmichael which is about 25 to 30 minutes from Sacramento State. Most of the activities that I had observed was Sport going on the playground and running around playing with his parent, and I spent a little over forty five minutes observing the child to try and get as much observation data as possible. I chose to do my observations at a park rather than somewhere like a school or daycare for 2 main reasons: children at school are more likely to notice an unknown person observing them since they are familiar with their school and the people who frequent it, possibly causing a sub conscious shift in their actions. Secondly, parks have no authoritative force other than the parent, meaning that children are generally freer in how they can express themselves. Physical development refers to the ability of children to use their physical bodies and physical skills along with physical growth, characterized as motor development. One large aspect of physical development I found in my observation was under factors related to childhood injuries. Sport had hit himself in the face three times, said “ow”, and then started laughing to his parent. After this happened Sport ran across the playground to the swings and fell face first into the bark before getting up again to continue...
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...Infancy and Early Childhood Development Terrence O. Roberts PSY/375 March 30, 2015 11:59 pm Linda O'Connor Infancy and Early Childhood Development One’s early childhood and infancy are some of the most advanced periods of their lives. This development is beneficial to the child’s productive abilities in life. These developmental stages form a foundation for the child’s future learning and well-being. Elements that effect a child during their infancy and early childhood can hinder a child’s development. Particular elements such as one’s family as well as their parenting styles. Some parent’s style of raising children are more effective than other parents’ methods. There are also certain programs that have been developed to influence cognitive development. Family’s effect on Development One’s family and their influences affect them during infancy and early childhood more than any other period in their lives. If a child’s family is attentive, sensitive and responsive the child tends to develop better. Family’s show this during the child’s infancy and early childhood in manners such as a gentle reassuring touch, overheard conversation, and facial expressions which improves the speech of young children (Berger, 2011). Families are the first teachers for infants and young children. It’s this relationship between young children and their families that determine how they development. “Early relationships help infants developing...
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...Child development is an ongoing process that goes thorough many complex stages and changes. Children are in many constant state of change from the moments they are born through to being an adult. Life is a series of developments that never ends. Every stage is a journey, learning experience and a series of developments in their maturation For Robert, who is 9 years of age, he will have more defined and practised physical, social, moral, cognitive, emotional, intellectual and language development. Robert, aged 9 is at the stage where he will experience big intellectual, physical, social and emotional changes as he moves into adolescents. Throughout this case study the different areas of development will be identified and how each of these...
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...detail the three levels of obedience and how discipline, the development of the will and obedience are interlinked. Discipline is a word that conjures up ideas of control and denial of freedom. Something that can be imposed externally on a person in order to gain their obedience. But Dr Montessori believed discipline to be an internal process, something which grows within the individual. She states that “..Inner discipline is something to come and not something already present. Our task is to show the way to discipline” (Montessori, The Absorbent Mind, 1988, p 240). In the Montessori environment therefore, discipline is not something which is inflicted on the child, nor is the child controlled through rewards and punishments. It is something which is self-taught. The focus is on fostering the child's inner self-control so they are able to behave in a way that is right for them and their community. Montessori discovered that it was through liberty, which was such an integral part of her classrooms, that the children were the means to reveal their inner or self-discipline. Respect for authority was deepened not diminished by this independence. One of the things that interested her most was that order and discipline seemed to be so closely intertwined that they resulted in freedom. “Discipline is therefore attained indirectly, that is, by developing activity in spontaneous work.” (Montessori, The Discovery of the Child, 1988, P305). Obedience is described by Montessori as a “normal...
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...Children start developing at birth and continue to adulthood. There are five main domains of early childhood development, which are physical, social, cognitive, communicative, and adaptive. With physical development the child is able to master movement and balance. With time the child’s balance will improve they will learn how to balance in one foot or what on a line. They will also learn the skill to catch and throw a ball. Kids love to play with someone and not being alone, when I take care of children I love to play basketball or some toys that they have. With social development children can play with other kids and develop conflict resolution skills. At this moment the kids can show off and fight for what they want. They will know what they are doing wrong and what they are doing right. With cognitive development children will start knowing the colors and some numbers. They will now know when someone is lying because their way of thinking will increase. My favorite part of the children is when the communicative development shows up when they want to start talking and just try repeating what ever you say. Who doesn’t love when kids start talking and can have a back and forth conversation with you? When they can tell you what it hurts and who hurt them. Last but not least adaptive skills is when children can dress, eat, toilet, and wash by themselves. They will start dressing and undressing by themselves and you wouldn’t have to worry anymore-just keep an eye on them. They...
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...Child and Adolescent development Introduction: From birth to two years, many significant changes occur. In this transition from infant to toddler, great deals of cognitive, physical and psychosocial strides are met. During the first year of life, babies learn to recognize their caregiver voices. Although babies can only babble certain things such as “papa”, “mamma”, “Dada”, and “Babba”, their language development is increasing much more than that. These infants begin to learn and understand many names of objects and people as well. The vision becomes clearer as babies develop the ability to focus and center of things or people especially during this crucial stage, babies form a strong bond with their caregivers. It is very important for parents to be very loving and have a great amount of understandable. In the second year babies still have no ability to see the world in any perspective. They are learning about individual objects from ground level. Concepts of time and distance, "too fast, too slow, too far" are all beyond their grasp, often to the despair of parents for whom these concepts are painfully real. They are however working hard on their categories, sorting the objects they see into understandable groups. Consequently, having seen and remembered a duck they are likely to say "duck" when they first see a chicken because they both have feathers and wings. It's truly wonderful to see what powers of observation they bring to this task of organizing the objects...
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...1. What did I learn about the whole child? A. What did your observations teach you about this child's personality, preferences, interests, development? Give specific examples. Yani is a demanding child, she likes thing her way and when she doesn’t get her way she sometimes throws a fit. However on the other hand Yani can be very caring towards the ones she loves such as her daddy and her friends. When I went to visit her several times she had other little girls at the house with her, either playing house or painting finger nails. Yani love to laugh and have fun and she is very energetic, as seen in my observation at the Park. B. Is he/she on time, ahead or delayed compared to other children of the same age per domain (physical, cognitive, emotional-social)? Give specific examples from your observations. Yani seems to be right on time with others compared to her age group. She is counting she knows her colors and she speak fairly well. Yani illustrates egocentric thought, as in one observation where Yani threw her father’s girlfriend’s coat. Yani also told her that she didn’t want to share the seat with her in a rude tone. Yani does not yet realize the her actions impact others. did not like the fact the Yani did that and was a little upset at the fact, however Yani does not yet take in to account others viewpoints (Feldman Ch 9. pg 211) Yani also demonstrates the fine motor skills expected of a little girl, she is playing house, drawing, cutting...
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...Tasha Sayah Nov 7th 2013 CDA Class Child development Article Summary Tasha Sayah Nov 7th 2013 CDA Class Child development Article Summary In The talent development institute when talent meets strength, Dr. Patty O’grady talks about identifying talents and acknowledging them in early childhood years. She also focused on strengths because the infrastructure of talent is strength. Strength is the steal support beam of talent. Practiced talent builds strength. The key to building sustainable strength is to identify your talent and meld it with your strength. According to doctor Patty your Strengths are what you do perfectly every time. For the past 3 months Dr. Patty has been unusually testing this proposition by working with a teacher of a gifted class to design and deliver The talent and develop institute to almost 250 elementary school children in a diverse downtown urban school in her neighborhood. The TDI program is their model that combines the theory and practice of gifted education, affective neuroscience, and positive psychology using academic enrichment clusters or clubs to infuse academics into project-based and authentic learning. They us university students as coaches to work with students once a week in the first-through-fifth-grade. The TDI program—consistent with the principles of positive psychology—intends to use student's talents in the clubs to practice emotional regulation and emotional strength to increase friendly learning interactions, meaningful...
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...the United Kingdom 3% of school aged children are identified as having a special education need associated with either a learning difficulty or an autistic spectrum disorder (National Statistics, 2012). Early detection by professionals is deemed to be of great importance as recognised in a recent government drive with health visiting (DoH, 2011). It is also important because studies have highlighted the substantial benefits that early intervention can offer to children with varying needs (Camilli et al, 2010; Anderson et al, 2003). Therefore despite the implementation of child health surveillance services (Mackrides & Ryherd, 2011; Hamilton, 2006), in clinical practice, children are not being detected before they start school. In the UK and in the student’s own area of clinical practice developmental screening is undertaken by health visitors as part of the Healthy Child Programme (HCP). It is viewed as the core health service for protecting, promoting and improving the health and well-being of children (Department of Health, 2009). A review of the literature shows two screening tools used in the UK, the Denver Developmental Screening Tool (DDST) and in the student’s practice area the Schedule of Growing Skills II which will be discussed further. The Schedule of Growing Skill toolkit is: • A researched based screening procedure to assess developmental milestones on children. The individual assessment can be used at any time...
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