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Child development stages
Stages of child development
Stages and sequences of child development 0 -16 years
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In the classroom I was in there are four infant and four toddlers. The infants were sleep and the toddlers were at the playground. When the toddlers came into the classroom they begin to cry because they saw a new person in the classroom. I was stranger danger to them and infants wake up crying because of the noise. There were only two teachers in the room. One of the teacher went to the toddlers telling them "this is our friend and she is going to be with us for a while". She gives them hugs and kisses and telling "it’s okay". At first, she seems a little stressed out because they all started crying at once and did not know who to go to but eventually she went to the child that was having difficulty having someone new in the classroom. The
One day, I was assigned to a three year old girl who came from the burn unit. Her head and torso were bandaged up, and I was able to see blood that escaped from her bandages. Her name was Kemora she was a very shy girl, making it difficult for her to open up to me. While playing in the playroom, she stayed to herself even after I attempted to join. However, after various attempts, I finally got a giggle out of her and we instantly connected. I noticed the discomfort she was going through with every subtle movement,
The most popular method for educators at the centre to build on children’s comments and conversations is by talking with them, particularly by talking through processes or experiences as they are happening. With infants this process of talking through experiences and processes seems more like narration. Spending time in the infant room feels solidary as I talk to myself for most of the day, however it is important to remind myself that the child is learning through my one-sided conversations. Baby’s language develops socially, they listen to those speaking around them and then begin to internalise the words that are high frequency (Clarke, 2004). As they develop their vocabulary grows as they build their repertoire through socialisation. Research
For less than two hours, I observed the grandson of a visitor at my aunt’s home.
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.
from the first bar, she quickly swung her feet over to the side for leg support.
curdling scream comes racing through the room and my eyes rush towards a small little body sprawled out on the carpet. The body is tossing and turning about, kicking its arms and legs. While to some this predicament may seem unnerving, to me it is a normal night at OSEP. This past year I was giving the opportunity to volunteer at OSEP, a program for special needs children and their siblings. The OSEP program provides a safe place twice a month for special needs children along with their siblings, which allows their parents a few hours to relax and have a night out. Most parents of special needs children can not find babysitters who are willing to watch their child, so OSEP gives parents that chance to have a small break. In the OSEP program there is a variety of different children I had the privilege to come in contact with; these children range from mental retardation,...
Right now she has a Para that has the student as her main student, but she also cares for two other students. The mom is scared for her daughter and for the other two students safety. One example they gave was that during the fire drill last week, the student seized as all the other students were out of the building and the Para had to help the other students too. Another example is that the student seized when about to enter the pool and she almost smack her head. When they were talking about this topic I really started to think what I would do in the situation. This student seizes everyday the mom says, so that is a huge safety concern. I think she should have one, but at they meeting they were saying that the mom is really going to have to fight for this. Which reminded me of the Dear Collage letter and how the parent has to be the biggest advocator for their child, if they want it done right. I believe this mom will, because you could see her concern not only for her child but the other children that would be unintended in a situation when the student does have a
The infant that was observed for the purposes of this essay was Phoebe, a two-month old girl, born via cesarean section at thirty-eight weeks of gestation to interracial parents. She was observed in her own home, in normal behavior and interactions between her and her mother. The observation was separated into two different one hour sessions.
Also, none of the nurses made an attempt to speak with the family, console them, or explain the situation. Rather, they escorted the family out of the room without listening to their worries. This would have frightened the child and created unnecessary confusion and anxiety. “The concept of offering presence is an integral part of bearing witness.” (Campell & Davis, 2011 p. 7).
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.
It was make-up day and I was one of a group of students who either came too late to take pictures collectively or were absent for some mandatory reason. Luckily for me, I was sick that day, which was great because not only do I have legal permission to avoid school and wake up late, but also because ten other people have to deal with the lengthy wait time. I may have not been in the greatest mood, but at the same I was more relaxed and patient probably because I was only expecting a few students to be there. As expected, there were around three to four students forming a straight line, except for one kid… In front of me was a large kid who stood a distance away from the majority.
I observed at St. Eve’s Learning Center location in their preschool room. The center has a naturalistic feel to the environment and all of the staff is friendly and welcoming. The classroom displayed best practices, modern theories and research, and followed expected standards set by their accreditations.
To start this case with Trent, if I have walked upon a child that is screaming for his mother, that is a sign that something has gone terribly wrong. It raises a question as to, if this child is needing his mother because of the stress in the classroom, or is his mother is missing from his life. The first thing I would do is calm the situation, by taking Trent to the side, to discuss what is going with him. By Trent being five years old, I know I would not get much information. I would then turn to his immediate family and peers using the mezzo level of intervention. To gather this information on Trent, the administration would provide the contact information, and the classroom would provide a group of his peers. According to Karen K. Kirst-Ashman
Though I could tell that they were curious to about me, but perhaps they were too shy to speak to a stranger. I could see this behavior I ne little girl specifically. While I was working with her table group, her classmate were enthusiastic to speak with me. I attempted to engage her in conversation, but I would only short limited responses from her. As the lesson began to wrap up we started to clean the classroom. I stood by the drying racks and assisted the students placing their work on the racks. After almost all the students had given me their work to dry I had realized that there was one last student to give me their work. It was the same girl that was too timid to speak with me earlier in the lesson. I noticed she was having a hard time carrying her large piece of artwork that was covered in paint. She was taking small cautious steps and a look of complete concentration. She was trying her best to reach me without dropping her art work. Unfortunately, as fate would have it the moment she reached me the inevitable happened. Her work slipped from her hands and landed upside-down on both the floor and my right foot. My main concern was to make sure that her artwork was alright. Gently, I lifted the paper and noticed one a few minor issues that were easily fixed in a few seconds. I showed her how to mend it and it was repaired
As the day approached, I knew that I had just about finished what I wanted to teach. It was going to be a busy day, I had my agenda planned and was almost set. I called the church to find out how many were actually going to attend so that I would have enough materials on hand to give to everyone. I was now in for a big shock. As I was telling the owner of the training agency I work for about the outline, she was calling and letting the daycare know.