Domain Development and Extension - Case Study Example

Analysis & Interpretation of Running Record Name Course Name Course Instructor Date of Submission Assessment 2: Part B) Case Study - Domain Development & Extension Domain Development & Extension Where to from here for This Child? This child is quite well developed in reference to a five year old child. Apart from a few delays in asynchronous development traits like walking fairly slow and a concentration span lower than that of a five year old. Jane is very active, friendly with her peers, undertakes many activities while she plays, firm grip for items hence, well developed muscular development. This child needs a few adjustments to help sort her asynchronous development delays. These may include exposing her to more accessible outdoor actions; motivate her to take part in non-stereotypical activities like playing football and running (Holditch Lesley, 1992). This will help solve the problem of leg muscular development, increase the exercise the legs perform and strengthen them for faster walking. She should also be allowed to assemble more of their own games and enable her to assist with easy tasks related to developing her as whole e.g. watering plants. The child should also spend more time with the teacher or parents so that they can teach the child how to concentrate more on activities she is undertaking whether in class or in play. This will encourage the child to stick to one activity, till it is done or completed this will increase her time span to give attention to activities and not be diverted if she sees something new or is attracted by sounds from other parts of her environment. Asynchronous Developmental Traits Jane has asynchronous developmental traits like she walks fairly slow when the children are lining to go out, she arrives last. She has delayed asynchronous developmental trait because children who are five years have the ability of running lightly on toes and skip on alternate. She has a fairly short time span of concentration when she abruptly changes from one activity to the next. She is at the age where one is supposed to have good concentration as they would have started attending classes. The Child’s Present Developmental Level Jane can walk up and down physically, go up and down stairs or steps, grasp items tightly whether they are small or large, and dress and undress on her own if only the ties are not too complex. She can break sticks easily without any difficulty this places Jane in the motor stage of development. She is able to fill many cake tins repeatedly which places her in the level of functional play. This enables her to be part of the Relaxation play theory and the Recreation play theory that enables her to have energy degrees to do work. At the same time, play restores her energy that was disbursed in work, and employs her interest in the period in-between. She can speak clearly for understanding, ask questions and answer them as well. Since Jane can talk, she is in the language stage of development. Jane is more understanding and has feelings for her peers and friends, her behavior illustrates that she believes in compassion for others and can go halves for her dolls and take turns in undertaking the activity. Jane is the cognitive stage of development, because she has the ability to count. She is able to work well with games and make allies positioning her in the social stage of development. She able to make friends spends time with them peacefully without worrying about where her parents are (Parenting and Child Health, 2008). This brings about the social child development attachment, which is believed to exist because of the relationship that Jane has made with her parents or caregivers. This plays a foremost role in child growth and persists to manipulate social relationships all the way through life. She is expanding her sense of humor when she smiles in some situations. Jane is able to participate in complex make-pretend and imaginative games. These make believe play places her in the pre-operational phase of development. She can count and do several things at once. Jane is in the stage that accommodates the cognitive child development theory, particularly that of Piaget Stages. It states that children can be said to be small scientists who vigorously build their knowledge and perception of the globe. Ways an Adult could Support, Stimulate or Extend the Child through Play Adults can replica how to utilize resources by playing with the children. They can show the children how the games are played and the rules that govern the plays and games. This will enable the children to have memory of what the adults showed them earlier so that they can play by themselves without the presence of the adults. Adults can observe and listen to the children before they can play for play continuance. Sometimes children prefer to play alone and do not want any older people to join. They may stop talking and taking part in the play activities, this hinders the learning process and the children may glide away. Hence, it is good to observe at a distance that joining the children. Adults can engage in recreation with the available resources that are not used mostly by the children, they may want to play and will join in. children may not know how to play with some items but when they see someone else playing with them they also want to play and are interested. The adults can make inquiries from the children to expand play. For example, “what would take place if…?” The children can be asked questions for mind jogging and keeping their mind open at all times (Corfield, 2005). The parents play a vital role in making their children aware of the vast information of knowledge that is basic and can be learnt through these questions. There can be role playing by the adults when the game is going on by playing as one of the characters in the play. To make the play interesting and continuous, parents can play with the children and take part as a personality in the play. Vocabulary and language can be represented by the adults making it their job to teach the children skills in language and vocabulary development. Children learn language easily by hearing it constantly and repeating it, they seem to have memory of what they have already heard and the parents can take advantage of this. Adults should find significance in the play by spending moments in time with children, make them aware of the learning that takes place during play and also take photographs for them to remember and enjoy the play more as they have fun. When the children face any difficulties in play, adults should have strategies to solve the problems like telling them to halt and think, attempt to play with something else, inquire from a friend or any available adult (Raising Children Network, 2011). Children should have adults around as they play so that they can help the children to undertake some difficulties they might face. Encourage the children to take problems as a positive thing and a vital part of education and not as a malfunction. Sometimes children get frustrated when they play and face various problems. They can resolve these problems easily by letting them know that by facing problems they can get solutions to them and feel the satisfaction of deciphering a problem. Adults should promote the fact that children should reflect on what they are undertaking before they start, what is taking place while they engage in recreation and what took place when they completed. This allows children to think for themselves and be imaginative enough to make things up and invent new things in their play. Children should be given time to play and do what they wish with their play time and tools involved without interference unless it is necessary (Silverman, 1997). Children are a stage where they want freedom to do whatever they want, play however they wish hence, nothing should hinder them in making the most out of their play. Adults should encourage their children to make friends and spend time playing with them so that it can help them reflect on how they feel. The children get to open up and play with other children their age for understanding and learning of social skills. Children should be allowed and encouraged to go out of the house and take part in physical activities with their friends. It helps them do exercise and jog their minds with different type of games and in different areas and surroundings. References Child and Adolescent Health Services, (2011). Child development 4-5 years. Web. May 20, 2011 Child development Network, (2003). Child development milestones-5 years. Web. May 20, 2011 Corfield, F (2005) Child initiated learning. Web. May 20, 2011 Holditch, L. (1992) “Understanding Your 5 Year Old” The Tavistock Clinic. Rosendale Press, Keith, K. (2011). Child Development - The Five-Year Old. Web. May 20, 2011 Meighan, R. (2004) ‘Natural learning and the natural curriculum’ Educational Heretics Press Parenting and Child Health, (2008). Child development: 5-6 years. Web. May 20, 2011 Raising Children Network, (2011). Child development: 5-6 years. Web. May 20, 2011 Silverman, L. (1997). The construct f asynchronous development: Peabody Journal of Education; Vol. 72, No.3. Read More