As children are growing up, they are changing rapidly in terms of their physical, emotional, and mental development. It is difficult to identify the changes children go through. The best way is by taking the time to observe them and closely recognize the developmental changes. The author had to observe a four year and seven-month-old girl named Giss. She is currently a kindergartener in a public school. Giss’ parents divorced when she was two years old. She spends most weekdays with her mother, sister, and mother’s partner and weekends visiting her biological father. The subject is a very active girl who is constantly moving around. She always finds a way to entertain herself. In the observations done, the author identifies an adjustment in …show more content…
In all the three observations Giss is constantly active and always pretend playing. According to Boyd & Bee (2015), “18 to 6 years: during the preoperational stage, children have become proficient at using symbols for thinking and communicating but still have difficulty thinking logically” (p. 159). Giss's actions show her semiotic function at this stage and age. According to the book, “the semiotic function is the understanding that one object or behavior can represent one another- a picture of a chair represent a real chair” (Boyd & Bee, 2015, p. 158). In observation number three, Giss assigns roles to herself and to her dolls. She assigned herself the role of a mother and she assigned the role of a daughter to one of her dolls. As she is playing she is acting …show more content…
According to the book, children are supposed to be talking at least “15,000 words- an astonish increase of 10 words a day” (Boyd & Bee, 2015, p. 167). Throughout the three observations, Giss has developed an extended amount of vocabulary. In each observation, she is using new words that the observer would not think she had knowledge of. According to Boyd & Bee (2015), the learning of new words “appears to be the engine for that drives the whole process of language development” (p.167). The observer also noticed that once Giss started school, that is when her vocabulary started to increase rapidly. In the book, Boyd & Bee (2015) agreed that “children begin to pay attention to words in whole groups, such words that name on objects in a single class” (p.167). In one of the observations, she is asking her father for permission to go to church with her aunt. She says, “Papi, I want to go with tia,” the dad says no but she keeps insisting until he says yes. In other observation, Giss is trying on cross bags and she says, “ I look like a mommy”. Giss is speaking fluently which helps her to express her feeling, thoughts, or wishes
My vocabulary grows.” This statement implies how much she is being taught. And reading further into the novel, you realize that the tone given was one that sent mixed messages. Ha also mentions how different the language in the U.S. is from the one back in Vietnam. Ha in the section “Alabama” and chapter
She has control over her articulators and she knows how to manipulate her oral cavity to produce the correct sounds. The child’s lexical inventory is well developed. She has no trouble finding words to express her thoughts. Not many words are repeated and that illustrates that she has a vast vocabulary where she does not have to borrow words.
Theorists such as Jean Piaget, Lev Vygotsky, Erik Erikson, Sigmund Freud, and Lawrence Kohlberg have studied and documented information about the stages of childhood development. The three main stages of childhood development are early childhood, middle childhood and adolescence. Each stage contains developmental behaviors and characteristics of different age groups. However, the childhood development stage that this paper is focus on is the middle childhood stage. During this phase in a child’s life, they go through a variety of changes. Such changes include; physical, cognitive, social and emotional changes. According to this course text, HDEV (2010), middle childhood comprises children between the ages of 6 to 12 years. In addition, in relation to the information that is presented in this text about the
For less than two hours, I observed the grandson of a visitor at my aunt’s home.
Papalia, Diane E, Sally W. Olds, and Ruth D. Feldman. A Child's World: Infancy Through Adolescence. New York, NY: McGraw-Hill, 2004. Print. The author is a child development and psychology professor. This is an anthology with strictly objective information. The content is broken down into physical, cognitive, and psychosocial developments of different stages of childhood.
For 12 weeks I observed a young pre-schooler Child C aged 31/2 years old, through my account I would give an observer’s view of Child C, three theories peculiar to Child C and my the emotions evoked in me as an observer. My observation assisted in my understanding of the changes in Child C as the week progressed over the 12 weeks.
The child I observed was born on February 21st, so the baby that I observed is just weeks old. The baby is white and a male. The baby is a friend’s child and I observed him in the living room of their home and in his personal bedroom while he was in his crib. There was two couches in the living room, a television, two end tables, and a big sectional rug which was where the child was most of the time. There was 4 adults. The mom, the dad, my mom, and I. There were no other children in the house at this time.
My hypothesis was to determine the effects of maternal presence versus absence on sibling behavior.
In choosing participants to interview for this project, I decided to seek individuals who I have already bonded with, so that the participants would be comfortable answering my interview questions and also provide feedback with less hesitation. Therefore, I chose to select my five year old sister Grace, my eight year old brother Aiden, and my eighteen year old boyfriend Dean. Aiden and Grace are both Caucasian children who live in a middle class household with their mom, dad, and dog Piper. With my dad and step-mom’s permission, I interviewed both Aiden and Grace separately over Skype. I interviewed Aiden with both my dad and step-mom present while Grace was in another room and used the same format when interviewing Grace.
Final Project Children go through various stages of development throughout their lives. As children progress through life they go through levels that are generally specific to their age range. Most children follow very closely to the typical phases of development. There is no direct guideline of what a child must go through to progress to the next stage, so progress is different for every kid. As children get older their physical, cognitive, social, and emotional development starts to change and progress.
Hopefully this observation can give some insight of the preschool age group. Although this was only a sample, perhaps some conclusions can be drawn on the development and behavior of these children.
Recently, I went to The Happy School, a preschool in my hometown of Smallville, California, to pass the morning with the students there. In the time I spent there, the children, ages 3 to 5, engaged in unstructured play, and sat in a circle for calendar time and reading aloud. The preschool is primarily child-centered in terms of its organization, meaning it incorporates a lot of child directed activity, and less structured, or adult directed, learning (Berk, 2008). I watched the group of about twenty children with the intention of studying them as a whole, but I found myself compelled to watch two children in particular, Addison and Jack, because they displayed particularly intriguing behavior. (p187) THESIS, what behavior, theories etc.
Observation is important as the practitioner can find out what the child is interested in and what motivates them to learn alongside their progress and how they behave in certain situations, additionally at the same time it identifies if children need assistance within certain areas of learning or socially (DCSF, 2008). Furthermore the observations check that the child is safe, contented, healthy and developing normally within the classroom or early years setting, over time the observations can be given to parents as they show a record of progress which helps to settle the parent and feel more comfortable about their child’s education. Observations are not only constructive within learning about an individual child, they can be used to see how different groups of children behave in the same situation and how adults communicate and deal with children’s behaviour (Meggitt and Walker, 2004). Overall observations should always look at the positives of what children can complete within education and not look at the negatives and all observations should become a fundamental part of all practitioners work alongside reflection (Smidt, 2009).
This essay is going to illustrate the different stages in language acquisition that children pass through and elicit the theories in accordance.
In this paper I am going to be talking about social and emotional development in my niece Loren. Social Development involves learning the values, knowledge and skills that enable children to relate to others effectively and to contribute in positive ways to family, school and the community (https://www.kidsmatter.edu.au/families/about-friendship/social-development/social-development-children’s-social-development). I will also be talking about her emotional development. Emotional development is the emergence of a child 's experience, expression, understanding, and regulation of emotions from birth through late adolescence. It also comprises how growth and changes in these processes concerning emotions occur (http://www.education.com/reference/article/emotional-development/).