Virtual Child Progress Report Examples

Virtual Child Progress Report
MSW 501
Dr. Bailey
Marysol Mendoza

Introduction
In the following report it will discuss the multiple growing stages Andrew Marcus went through from birth to the age of seven. It will go through the multiple theories that apply to him through the years and the ones that did not match the mothers parenting style. As well as go into the depth about his milestones and what progress he has made in the change of parenting styles.
Birth to One Year of Age
Andrew Marcus was born healthy boy at nine months pregnancy; mom decided to breastfeed part time and bottle feed the other half. Throughout out the months Andrew Marcus has been able to adapt to a routine at home. At his nine month check up the pediatrician administered a few items from the Bailey Scales of Infant Intelligence, from her observations she stated that Andrew Marcus is more attached to his bio mother rather than his second mother, she also stated that “he

was cautious at first with strangers which is normal for his age and he readily adapted to the new people and situations”(myvirtualchild.com, 2014): Connecting that with Piaget’s Stages of Cognitive Development Substage four Coordination of Secondary Circular Reaction, Andrew Marcus has been testing with both moms in object permanence, he is able to find the object even after long delays, which is “related to the rapid development of memory abilities this period and is necessary for mental representation” (Hutchison, 2015, p.109). Andrew Marcus is advanced in his gross and fine motor skills and enjoys crawling, pulling up to stand and manipulating objects. Andrew Marcus started to walk early at nine months and even knows how to climb.
At nine months old, Andrew Marcus began to understand a few words and point to something he wanted. At twelve months old, Andrew Marcus now clearly understands a couple of dozen words, and just recently pronounced his first clear word it was “dog”.
He has a good diet and has a meal plan implementing new foods and if there is something he does not enjoy he is persuade to try it again. Mom knows the importance of have a good Immune system and how it is working together to defend the body against disease (Hutchison, 2015, p.95) so when there is a cold going around she makes sure to pay attention and keep away from those who are sick as well as tones down on the outings to prevent him from getting sick. She states he has been very healthy and seems to be avoiding all the colds that everyone else has been getting.
Age Two
At two and a half years old Andrew Marcus is seen by a friend of bio mom who is a childhood development specialist during her evaluation she looked at Andrew Marcus's language, motor and cognitive skills using some developmental scales, and observed Andrew Marcus interaction with other children in a toddler play group.
In her assessment Andrew Marcus was somewhat hesitant in the group of children and spent a few minutes watching them before joining in. After a while he latched on to a couple of the other children and had a good time. If there was a confrontation with another child about toys, Andrew Marcus could become quite possessive, and once even pushed and hit another child in the group and had to be put in time out; when looking into Thomas and Chess temperament (1970) Andrew Marcus was classified under easy baby that is characterized by “good mood, regular patterns of eating and sleeping and general calmness” (Hutchinson, 2015, p.115) though he acts out irregular at times he is very consistent. He was as well able to tackled challenging tasks readily and with a positive attitude and was unusually persistent when he was facing failure.
Andrew Marcus scored in the above average range on tests of language comprehension and production, copying shapes with a pencil, working with picture puzzles and constructing things out of blocks and is as well ranked above average in all his gross motor skills. The child was able to provide complete and grammatically mature sentences in a conversation.
Age Three and Four
Andrew Marcus recently became a big brother to his sister Aubry Marie, while he seems to be excited for becoming an older brother he has regressed in his independence and is wanting more attention of both parents when they giving attention to his younger sibling.

Outside of the home Andrew Marcus was outgoing and not at all hesitant to get involved in activities at preschool; though, he was having some difficulties complying with instructions and sticking by the rules. When tasks became challenging he tended to get frustrated and upset, and gave up early. Andrew Marcus had a couple of little friends in the preschool, but he gets into several arguments with his friends. At this time he was modeling the same attitude that he was seeing at home with both moms, it was recommended to try to be extra affectionate with Andrew Marcus and provide a lot of praise at home for positive behavior. At the same time, communicate the rules clearly and use a set of graded consequences if he does not follow the

rules.
He scored above average on language comprehension and production tests, understanding quantitative relationships such as "more/less", "longer/shorter", in counting skills, in classifying objects and in solving age-appropriate reasoning tasks. He also tested above average in copying designs, solving picture puzzles, and building block towers (myvirtualchild.com, 2014).
The developmental specialist reported that the mother is somewhat above average in warmth and affection shared with Andrew Marcus and is more disciplined than average with Andrew Marcus.
Age Five
Andrew Marcus turned five this summer and started kindergarten. At this time he has made friends and is able to get along with others. Andrew Marcus could read a few short words and write his name and could name most of the letters on sight at the time of testing. He also showed an age-appropriate understanding of phonological awareness (myvirtualchild.com, 2014)
Andrew Marcus was generally trying to do a good job at school and at home, but sometimes became uncooperative or rebellious with the teachers or moms, sometimes he got distracted and went off task, and sometimes became upset when mild stress occurred. Going back to Erikson’s Theory Psychosocial Development Andrew Marcus has shown guilt when lying and doing things he was asked not to do he started this when he was caught lying to multiple people and then was explained to, that behavior was not acceptable. It was recommended that Andrew Marcus get more experience with structured activities at home and at school and that he be given reminders and praise for good behavior.
He performed above average on tests of vocabulary and the ability to retell a story: He showed advanced ability to count, use numbers, understand quantitative relationships and classify objects. At this time the bio mom is within the top 15% in terms of affection and warmth displayed toward her child, and it in the top 15% in terms of control and discipline exercised with her child.
Age Six and Seven
Andrew Marcus had been in first and second grade and has been able to work consistently and cooperatively in groups, consistently respects rights and possessions of others, and consistently demonstrates appropriate peer social interaction. He has “Demonstrated strength" in reading and writing as well in areas of speaking and listening and in content knowledge of social studies and science, mathematical problem solving, understanding of data and number concepts, and in spatial understanding and visual arts. (myvirtualchild.com, 2014). Though when compared to Erikson’s Theory of Psychosocial development (1959) Andrew Marcus has yet been able to successfully pass the appropriate emotions and still has a problem with stress and over-reacts to stressful situations and can become quite upset with himself or others and needs help calming down; though he did not show an unusual amount of impulsive or distractible behavior.
His assimilation adaptation has increased and consistently works independently, listens attentively and follows directions, and follows classroom rules. 
References
Hutchison, E. (2015). Infancy and Toddlerhood, Early Childhood. In Dimensions of
Human behavior: The changing life course (Fifth ed.).
Hutchison, E. (2015). The Biological Person. In Dimensions of human behavior:
Person and environment (Fifth ed.).
My Virtual Child. (2014). Retrieved September 22, 2015, from
http://www.myvirtualchild.com/
Robbins, S., & Chatterjee, P. (2012). Theories of Assimilation, Acculturation,
Bicultural Socialization and Ethnic Minority Identity. In Contemporary human behavior theory: A critical perspective for social work (3rd ed.). Boston: Allyn & Bacon.