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Early childhood development erikson
Skills that are needed to achieve effective communication in early childhood
Child development
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The child that is being observed is a three year old female, born on October 22, 2014. She has medium length light blonde hair with bangs, fair skin, light crystal blue eyes, and is an average height and build for her age. She is an only child who has lived with both her mother and father in the same house since birth. Her parents are both employed; the father is a part of the Jacksonville State University’s music department, and her mother is the kitchen manager at The Children's Place Daycare in Anniston and is enrolled as a student at Jacksonville State University. The child appears to have a good family schedule with a set bedtime and awakening time with the parents noting no problems sleeping or any unusual sleep patterns. The child had …show more content…
Generally, she is a healthy child; she does not have any allergies,and she has not been sick so far this semester. She has/had eczema, but it is not appear to impact her in her day to day life. She began walking earlier than most children, she could walk alone at nine months. She is beginning to want to do many physical activities without the help of an adult, and her motor skills have been improving greatly throughout the semester. Her gross motor skills are strong. When playing on the playground she can walk on the balance beams, climb on the rock wall, and do the obstacle course all without any assistance. Recently, the child has been trying to swing on her own as well. As for her fine motor skills, when playing indoors she enjoys drawing on the whiteboard, tracing letters on the ziploc bags of glitter, and she can string beads on a string with …show more content…
Her behavior is exceptional in most every category. The child is polite, well mannered, and respectful towards others. In the beginning of the semester the child had some issues with following directions immediately after being told to do something, but as the semester went on she began to follow directions without hesitating to do so. This child does not appear to have many fears. She exhibits no sign of having any fear of the dark; whenever the lights are turned off after reading time she has no issues being in the dark. She is also not afraid of heights when on the playground the child will often climb on the playground equipment and jump off. However, her parents have noted that she does not like loud noises. This has been evident when the children get noisy sometimes she will try to cover her
At school, Richard shows behaviors that are similar to the ones experienced at home. Although, he’s described to be a “sweat and bright boy” who does not have trouble interacting with peers, and is able to communicate verbally to express himself, he is described as “hyper” and as someone who constantly engages in yelling, crying and kicking when is time to nap. For instance, and as the scenario describes, in this particular occasion, Richard’s teacher had to redirect him several times for him to finally lie down and take a nap. Richard was pretending to be a plane and making sounds to simulate an airplane crash
Case History: T.C. is a 13 year old, 2 month old girl in the seventh grade. T.C. lives with her parents and she is the oldest of three children. T.C.’s prenatal and birth history was unremarkable. T.C. was normal developing until 18 months old. By 18 months old it was apparent that T.C. was delayed in speech. In addition, she walked on her toes, did not make eye contact with others, had a terrible fear of loud sounds, cried frequently, and was a poor sleeper. She was evaluated before her second birthday and was diagnosed with Asperger’s Syndrome or related pervasion developmental disorders and has profound difficulty with social interaction. She has received speech therapy, with an emphasis on social skills training, intense therapeutic therapy, and occupational therapy. T.C. is in a regular seventh grade classroom with an aide to assist her throughout her day.
Behavioral observations of Eleni. The child keeps asking if this is a spa or apartment for people. She is repetitive in her statement. She also keeps lifting and throwing her shoes in the air. She sits with legs up. She laughs at times without a clear stimulus. She continues to show her legs spread, even when asked to sit properly. She is restless in the chair. She doesn’t answer questions directly. She appears to understand but the information is not consistent. For example, she reports that she has a little brother. When inquiry is made she then says she has a dog, not really a brother. She starts to make up stories that have nothing to do with the questions. She subsequently says she doesn’t hear the question-the responses are highly idiosyncratic. At times she makes off screechy voices.
Toddlers are the epitome of curiosity and energy. From ages 1 – 3, toddlers are always on the go and want to learn about everything in their world. As with infants, no two are alike; each toddler is unique in his or her developmental stages, and each accomplishes milestones at different times. “Although children develop at different rates, there are common stages of development that serve as guidelines for what most children can do by a certain age” (Groark, McCarthy & Kirk, 2014). As seen in the hatfieldmomof3 (2011) video, one observes toddlers at play and can determine the age of the toddlers by their actions and the milestones they have accomplished.
A: Child was alert and compliant most of the time. He was able to follow the sequence of task for obstacle course with min verbal, visual and tactile cues. He was noted to exhibit good attention span with the speech therapist in answering questions from buddy bear book. However, he exhibited difficulty in distinguishing color of jumbo beads during the structured sit-down activity.
It is most often characterized by difficulty in the child's ability to respond to people, events, and objects. Responses to sensations of light, sound, and feeling may be exaggerated. Delayed speech and language may be associated. Other characteristics include: impairment in ability to make peer friendships, absence of imaginative activity, stereotyped body movements, persistent preoccupation with parts of objects, marked distress over changes in trivial aspects of the environment, unreasonable insistence on following routines in precise detail, a restricted range of interests and a preoccupation with one narrow interest, along with many others.
The school has taken notice that the child is exhibiting certain behaviors, therefore, the procedure must be to look to see if these behaviors can be changed or possibly treated with medication if ultimately necessary. The first course of action would be to speak to
The daycare that I visited was Rosemont Daycare and Preschool. This center is faith based and I was able observe the “Duck Class” which was the age group of four and five year olds. I went to observe on February 11th and 16th, from 9:00 a.m. to 12:00 and the 18th from 3:00 to 6:00. On the 11th and 16th, there were a total of 12 children in the Duck class. At 9:00 the children were engaged in circle time meaning that the children were learning about their bible verse for that month which was “For God so loved the world that he gave his only begotten son.” The children then discussed what they thought that meant. On the 11th I was present to see the children, the ones I decided to observe were Kali, Roslyn, Fiona, and Brayden. When the children were doing crafts I sat near the counter island in the class room so I was out of the way but still able to see and hear what the kids were doing and saying at the table.
The child chosen for this observation is a four year old male, who apparently is a healthy normal child. He weighs 42.5 pounds, and is 44 inches tall. His mother is Hispanic-American and his father is Hispanic; they are married and live together. The child lives with his parents and an older brother (sixteen years old, and not from the same father). He has another brother (nineteen years old, not from the same mother) that comes occasionally to the house. The child’s closest brother is twelve years apart from him. The neighborhood where he lives has restricted access, security personnel, and looks nice and clean. His room and rest of the house are clean and safe as well. He has his own room, TV station, DVD player, books, movies, and his toys, everything seems organized. Electric outlets around the house have a plastic protection cover.
This paper will explore my findings of my observation of a young boy, age 28 months, named Jax. Jax is fun little man and happens to be my nephew. I will discuss the attributes and characteristics of Jax that I witnessed in the few hours that I had observed him. Starting with motor development skills, I observed that Jax is a very favorable walker. He is well coordinated, and loves to run. Still, just like any two-year-old, he still stumbles frequently. He loves to play with his toys and can pick up and grasp his toys well. He is great at maneuvering his toys and putting them where he wants them. I did notice that he did favor his right hand regularly. Jax did love to throw things, and catch them as well. However, he seemed to be a bit better at catching things, more so than he was at throwing
The mother described the child as being a fussy infant who had trouble sleeping and would awake several times during the night. The mother also reports the child was a fussy eater, and she experienced trouble feeding her daughter during infancy and needed to switch her daughter to soy formula. Overall the mother reported that the daughter was a happy infant who smiled often. The mother reported her child being alert and responding positively to family members who visited and enjoyed playing with her toys. In regards to the development, the mother reported that her daughter seemed to be developing slower than her first child who hit certain milestones earlier.
My hypothesis was to determine the effects of maternal presence versus absence on sibling behavior.
She has amazing social skills and can get along with almost anyone. The display of empathy is great from this child. She is aware of what others are feeling wants ...
The child that I selected to observe through the course of this semester is a Caucasian female. Her name is “R.” She was born on April 24, 2013. She is currently 10 months old, but will be turning one year old at the end of the semester. “R” is a child who is very active. She has an independent but outgoing personality. At this stage, she exhibits uncertainty with strangers and other people she recalls but has not physically seen in a period of time. Some of “R”'s favorite activities include tossing objects, mirroring actions and movements, music, a...
In addition, she didn’t talk, connect, or communicate with anyone including the teacher. Furthermore, she sat by herself most of the time and did not seem interested in school or education itself. For this reason, I felt a compassionate move take over me and from the beginning of the school year I tried to converse with her. Most days, I would just get a frown and a look. My teacher also struggled to get her to open up and be a part of the classroom like all the other students. After about two weeks, I asked my teacher if I could be one on one with her all day so she would feel comfortable. After three hard weeks of one on one instruction, many conversations that went unanswered, and not giving up on this particular child, she started to open up. She started to slowly progress in the classroom with her language and social skills. Likewise, she started to sit with the other students in her class at lunch. About a month after school started, she was opening up and participating in circle time discussions. This experience may not sound like a significant moment to the ordinary adult, however; to me it meant