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Emotional and social development 0-3 years
Observation of child behavior
Social, emotional, physical, cognitive development for early childhood education
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The focal child, “Mia” demonstrated social and emotional skills and abilities in the observation. She is a five-year-old girl and currently attends transitional kindergarten and previously attended head start and preschool. Mia lives with her mother, father, and little sister but spends time with her grandparents such as on Monday she spends time with the Vietnamese grandma and on Tuesday through Friday; she spends time with her Cantonese grandma. Mia speaks English fluently and knows a few phrases in Cantonese and Vietnamese. For observation one, Mia was observed at her grandma’s home for sixty minutes in the living room and play room. For part one, Mia was observed for thirty minutes in the living room and played with her grandma,
Having worked as a rehab aide in an outpatient clinic, my pediatric observation experience was completely different from what I am used to seeing. The therapist I observed was Allie Ribner who works at All Children’s Child Development and Rehab Center. Each session was completely different from one another for the session was geared towards the goals of the child and families. I found this to be a great learning experience for I saw a wide variety of different treatments and age range from 14 months to 15 years old.
Many of us can relate to baby Hattie and baby Mari, being raised with developmentally appropriate resources. However, this film has shown me that all cultures and family dynamics are different and there is no wrong way or right way. All four babies received all basic needs and were nurtured by their parents, which made them all the same regardless of their culture or
During this assignment, I needed to observe infant/toddler from birth to 36 months. The observation was for 30 minutes while the infants interact with the world. While the observation, I created a running record observation to keep track of the developmental domains. The observation took place in the ECE classroom. There were three children which were Charlotte, Loui, and Benjamin. They were placed in the center of the class where there was different kinds of toys. During the observation, Charlotte and Loui were interacting with one another. However, Benjamin wasn’t interacting at all. Loui interacted with classmates and went outside the circle to get some toys.
The facility I did my observation at was Tutor Time in Fairfield, and I arrived there at 3:15pm. When I arrived there, I could instantly see that it was a child centered program by the feel of the artwork the kids had made that were on the walls, the passing classrooms and it smelled like sugar cookies throughout the building. It was very quiet in the office area and in the halls when I was walking to the class of preschoolers.
From birth, our everyday experiences and interactions with the people around us help to grow and shape the brain. The child-caregiver relationship is a key element in healthy cognitive development, and has a lasting impact on the child’s life. Through this positive relationship the child learns and cultivates their understanding of people and the world around them. These experiences will help determine the level of motor skills, visual skills, and learning abilities that a child will possess in their future. A responsive caregiver provides the serve-and-return interactions a child needs to develop healthy brain circuitry. A healthy example of serve-and-return is when an infant babbles and gestures to an object, the caregiver responds accordingly by smiling and naming the object. This interaction lays the foundation for creating a link between the object and the word. As children age they learn about cause and effect, spatial relationships, problem solving, number sense, and classification. They learn these skills through the use of symbolic play and imitation.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Lots of observations were collected whilst the children were making their maps and working together to find the word treasure, so I have highlighted just a few to address the overall understandings of the findings.
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
Observations are carried out to collect information such as: how a child is progressing; how they learn; their interests; and what they are learning through their play. Along with their unique abilities, talents and needs. Observations can be holistic or focused to one area and indicate whether children are at the expected stage (Early Years Matters, 2015). They can also identify possible SEN. Afterwards, the information retrieved from observations are used to assess and plan for
Maianu, C. (2011, Spring semester). Child Development, Psychology 212, [Lecture notes]. Harrisburg, Pennsylvania: Harrisburg Area Community College.
This observation took place in the children's home. As a playroom they used the living room because that is where all their toys are. For my observation I used both the siblings and their mother. During the observation I was present including the children and their mother. I am not related to those children. I happened to meet them a couple of times because they are related to my boyfriend. I do not see the children frequently. I will see them only when my boyfriend's family will invite us to a family get together. I did not interact with the children at all, only the mother interacted with them.
I gave birth to a healthy, beautiful baby girl named Luna. Jeffrey has taken quite a liking to being a big brother. He likes to hold and rocker her and helps with feeding her. Jeffrey is still a slow-to warm child. He can communicate fairly well and is now using mostly complete sentences and seems to understand most of what I say. He occasionally makes errors of overregularization. He has taken an interest in music and singsongs even though he usually repeats a certain part a lot. I encourage this by taking him to local performances of children’s musicals. Jeffrey has learned the routines pretty well and is reasonably cooperative for his age. He is rarely aggressive to adults or other children. Jeffrey’s fantasy play has become more elaborate and sometimes includes superheroes or cartoon
All children have many characteristics that make them unique, yet they have a lot in common. All children have specialized needs at some point in their life. “When children have diverse needs, whether temporary or permanent, there is a danger of considering only how different those needs make them; educators may lose sight of how much they resemble other children. When that happens, the educator may forget these children have the same basic ...
U.S Department of Health and Human Services. (n.d.). Retrieved from Early Childhood Learning and Knowledge Center: http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/Domains%20of%20Child%20Development/Social%20and%20Emotional%20Development
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...