Childhood Development Health - Assignment Example

Childhood Development Health Script I arrive at the house Mother welcomes me. The child hangs onto her hands as they reach for the door to welcome me. The child is so curious, but filled with joy at the sight of a visitor. In fact, the little boy ushers me to the couch. I ask his name. He tells me Tom. His age, not sure. He tells me he goes to pre-unit at Angels Kids. He is so eager to know what I have come to, but I tell him to give me some time. I shift to the study table at the corner to get a vantage point for observation. The Child does not want to leave her mother. He accompanies her wherever she goes within the house. He always holds the mother as they walk along. The boy brings a toy to the sitting room. It is a remote operated toy vehicle. He derives much fun from the toy, imitating the sound of a moving vehicle as he directs it across the floor. After some time, he hears a dog barking. He abandons the toy and runs outside to see what the matter is. He comes back crying over a slight injury. He knocked his head on the door. The mother consoles him and gives him a snack. The boy comes back to the sitting room. He turns on the TV. He knows the specific buttons on the complicated TV remote. He changes the station to find a cartoon program. He enjoys the program so much. He even knows the actors by name. He tries to predict what is going to happen next. The mother calls the boy from upstairs. He responds “Yes, mom” and rushes up the stairs at maximum speed. Unfortunately, he trips. This time he injures himself badly. He lets out a loud cry as the mother comes to rescue him. However, seems like the boy is used to such accidents. They go upstairs and take about five minutes. They come down to the sitting room. The boy had changed attires. He admires the new top. The mother just bought it the other day. The boy goes to the mirror. He is so pleased with the new shirt. He thanks his mom for it and kisses her cheek. The boy gets back to the cartoons. After a short time, the doorbell rings. It is t daddy. This time round the boy goes for the door himself. The knob is too high for him, but he struggles until he gets it. Daddy comes in as the boy jumps to daddy’s shoulder. He is so much in love with daddy that daddy calls him “My brave boy!” He is quick to tell daddy that a visitor has come to do her homework in his study table. Daddy already knew I would be coming. He does not disturb my progress. He simply waves, and I wave back. The boy abandons the mother’s snack and curiously reaches for daddy’s basket to get the new snacks. He finds quite a number, but prefers the chocolate first. The chocolate packet is proving difficult to unpack. The boy gives daddy to do it for him. After that, he gives daddy a bite and mummy too. My time runs out. I stop the observation and join them. Section 2 At three years of age, a child exhibits certain development milestones. As far as physical development is concerned, the child’s movement is an indicator. Three-year-olds walk alone without assistance (Gomez, 2011). The boy was able to do that perfectly. In addition, this category of children can pull toys around while walking as seen in the boy. The child can run without strain. The child can also climb structures without assistance. The boy could get to the couch, go upstairs and reach for the doorknob. However, these children need some support when doing climbing structures. The boy held on to the rails when moving upstairs. The hand and finger skills of three-year-olds are acute. They can empty containers and view contents. They can select what they want from a mixture of things (Gomez, 2011). The boy emptied his father’s basket to reach for the chocolate. Moreover, three-year-olds tend to use one, hand more than the other. The boy was left-handed. He pressed the remote with the left hand, held onto stair rails, opened the door, and ate snacks with the left hand. As far as language milestones are concerned, three-year-olds have a good mastery of the language. They can talk without any problem and can understand what others are saying. The boy communicated with his parents fluently. Children in this age category are also able to follow simple instructions (Gomez, 2011). The boy did what her mother instructed him to. For instance, he headed to his mother’s call from upstairs. He also obeyed me when I told him to give me time to complete my assignment. Three-year-olds are also able to repeat words in conversations (Gomez, 2011). I noticed this in the boy when he watched cartoons. He knew the cartoon songs and sang along. He also repeated the words spoken by the characters in the program. As for cognitive milestones, three-year-olds can locate hidden objects. The boy could not find the remote. He searched the most probable places and eventually found the remote under the couch. This category of children can sort out things in a perfect order (Gomez, 2011). The boy managed to assemble his toy and get it ready for play. In addition, three year olds like make-believe play. Precisely, they want every play to appear real. While playing with the toy, the boy imagined that he was driving a real car. He even imitated the sound of a car as he directed his toy across the floor. Lastly, three-year-olds also portray certain social and emotional milestones. They do imitate the behaviors of other people, especially adults (Gomez, 2011). The boy under observation copied his father’s mannerisms. He could try to walk like his father and play with the toy in the same manner as his father drives the car. In addition, three-year-olds are increasingly aware of themselves. The boy knew his body and could see the change in his face after he knocked his head on the door. While looking in the mirror after his mother gave him the new shirt, the boy noticed he is prettier, but was disappointed by the swell on his head. Lastly, three-year-olds are enthusiastic about the company of others (Gomez, 2011). The boy enjoyed staying closer to his mother. He also behaved similarly to his father. Reference Gomez, J. (2011). Childhood Development: From Conception to 12 years old (Positive parenting). London: Ebury Digital Read More