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5:05- She is still looking and stops at one particular page and tries to read- she makes a very serious face and points out to a picture of MASHED POTATO but says “ICE-CREAM”. “With chocolate sauce and chocolate-chips” she adds after deciding what she wanted to have.
5:10- She places them all together and puts back the stand from where she picked it up. “When will my food be ready?” she enquired. Her face looks a bit impatient now as she stares at the waiters carrying trays to other tables.
5:11- She starts scratching her legs with her right hand. As soon as the waiter approaches her table, G looks up at the tray he was carrying. Her eyes beam up when she sees the large bowl of sundae. She smiles and looks at the bowl with awe filled eyes.
5:12- G picks up the spoon with her right hand and looks around. She then looks leans forward on her chair and digs into the ice-cream with the spoon. She is unable to get a proper scoop which falls back as soon as she picks it. With her left hand she reaches for the cherry placed on the top of the sundae.
5:13- G put the cherry into her mouth with her left hand and then used both her hands to hold the spoon and scoop a bit of the sundae. She has a look of determination on her face. She finally manages to accomplish her task and put the spoon into her mouth and eats the sundae off it. “Its cold!!!” she exclaims and shakes her head left to right four times.
5:15- She drops a bit of the melted dessert on her frock and looks down with a look of disgust. G then smiles and tries to pick the fallen bits of dessert with her spoon. She fails since the ice-cream melts and runs down her clothes.
5:18- “I am done can I have the cheese?” she asks. She is now looking at the sandwich kept right across her. G is given a bit of the cheese slice. G happily takes it with her right hand and puts it into her mouth at once. She chews on it
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skills achieved by a certain age. Milestones are simply normative markers at median ages. Some children will develop slower and some faster. The ages for the milestones are therefore, only approximate and should not be taken as dogma or hard lines of delineation.
Increasing rate of child abuse cases creates severe problems among the authorities as well as the public and it has become a highly controversial issue in recent years. In the United States, studies prove that children continue to suffer from the hidden epidemic of growing abuse and negligence.
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The findings indicate children with higher levels of adaptation prowess showed lower percentages of academic problems and that the European American boys had higher levels of academic problems than girls as well as children coming from other minority groups. The findings indicate academic problems are related to the students’ adaptive skills.
This child will be referred to as Kyle for these observations. While it was interesting to observe how he worked on these skills, it was observing the child and the mother and his grandmother that was central to the study. Kyle was working towards learning to walk.
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hildhood development is normally distributed into three broad domains such as the physical development domain, the cognitive development domain, and the social, emotional development domain (Salkind, 2002).
The physical development domain of childhood development addresses
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