The world history - Assignment Example

Child Development Observation (Toddler) Ernest Parham ECE 205 Mealor Ashford 11/17 Child Development Observation (Toddler) Observation Summary The children spend most of their time sitting on the floor in the play area and are playing with each other. The children have positioned objects on the floor and play with individual objects as they are always moving around the play area. They move on their legs and sometimes on their fours when playing with their toys. They pick toys from the floor and move them around as they attempt to find the best games that they can participate in (Toddler Observation Video 3).

They enjoy role play and even communicate using words, but their words are unclear. There is minimal involvement of the caregiver, and the children play independently with each other. The children get along with each other and enjoy playing different games across the play area. Additionally, the children can follow caregiver’s instructions such as directions and change of positions (Riddall-Leech, 2005). Developmental Stages and Domains Physical and motor Development Even though they belong to different ethnicities, the children have a height of approximately 36 inches, and the circumference of their chests and heads are almost equal.

They appear healthy because they have well-developed bodies. All the children can walk and even run around the play area without losing balance. They are extremely curious as evidenced in their constant exploration of the toys in the play area. They are always moving around the play area looking for interesting games. Another sign of motor development is the throwing, pulling and pushing of toys. Additionally, they exhibit tripod grasp because they can hold objects with the index finger, the thumb and middle finger (Høiseth, Keitsch & Holm Hopperstad, 2014).

Finally, they can climb structures and trace objects. Social-Emotional Development The children exhibit various categories of Parten’s social participation including the unoccupied behavior, parallel activity, onlooker, and associative play. One of the children does not engage in playing, but he spends most of his time observing the environment. Another watches as other play and stands close to see whatever is going on. Finally, one of the children plays with another and even exchanges play items.

Self-help Development All the children exhibit basic self-help skills such as holding objects and working independently. The toddlers play independently, hold objects with one hand, and move objects without the assistance of the caregiver. Cognitive Development The most conspicuous sign of cognitive development is the fact that the children can follow simple instructions from their caregivers. Additionally, they can also solve problems such as moving from one point to another by either running or climbing structures.

The children are also curious and experiment with objects that catch their attention. For instance, one of the children experiments if a ball can go through the hole and another toddler goes below the table in search of toys. They can hold objects for more than three minutes. The other cognitive development is that one of the children can find objects hidden under the table in the play area, can play simple games and uses the right hand more than the left hand (Høiseth, Keitsch & Holm Hopperstad, 2014).

Language Development All the children have acquired language and speech and can articulate their desires using verbal and non-verbal language. There are at a stage of development where they can express their thoughts using telegraphic speech. It implies that the children express their thoughts using double words. They accompany these words with gestures to reinforce their messages. For instance, the children point towards the toy when uttering the words “bring toy.” Additionally, the toddlers can repeat words uttered by the caregivers (Høiseth, Keitsch & Holm Hopperstad, 2014).

Typical Development The most conspicuous typical development issue among the children is delayed speech. The children are drooling and have unclear speech. Any observer may find it difficult whatever the children in the video are saying. According to Groark, McCarthy and Kirk (2014), a toddler aged between two and three years can articulate multiple words. However, the children in the video are unable to articulate multiple words except for a single child who repeats the words of the caregiver.

In fact, none of the children combines two or three words to form complete sentences. Additionally, none of the children can name the toys they are using for role playing. Even though the children enjoy playing together, none of them mentions the name of the other. The issue of delayed speech should raise concerns because the children should at least form double words and even recognize both their toys and playmates (Høiseth, M., Keitsch, M. M., & Holm Hopperstad, 2014). The other issue is that the children are less inquisitive.

It is expected that children aged between two years and three years should be curious. Therefore, it is common for such children to ask a lot of questions. However, none of the children asks questions throughout the play session. Development Support Strategies First of all, the caregiver can enhance problem solving and self-help skills among the toddlers through scaffolding. She should assist the children in their attempts to master familiar tasks and try new tasks. For instance, the caregiver should create temporary structures and initiate tasks such as reaching new heights.

Secondly, she should provide an interesting variety of brain-building activities and experiences on a regular basis (Harding, 2013). The playroom should have adequate space so that the children can engage in numerous play activities. Such activities will offer the children hands-on experience in the learning process. Thirdly, the caregiver can stimulate language development among the toddlers by using new and longer words in many contexts. It will enable the toddlers learn new words and construct longer sentences (Ahola & Kovacik, 2006).

Finally, the caregiver should keep play times fun and enriching so that the toddlers can learn how to name shapes and numbers. References Ahola, D., & Kovacik, A. (2006). Observing and understanding child development: A child study manual. Clifton Park, NY: Thomson Delmar Learning.Groark, C., McCarthy, S. & Kirk, A. (2014). Early child development: From theory to practice. Bridgepoint Education: San Diego, CA.Harding, S. (2013). Activities to encourage the motor development of a baby. Retrieved from http://www.

livestrong .com/article/82666-activities-encourage-motor-development-baby/. Høiseth, M., Keitsch, M. M., & Holm Hopperstad, M. (2014). Interactions Between Caregivers and Young Children: Exploring Pedagogical Tact in Nebulizer Treatment. Qualitative Health Research, 24(12), 1622-1634. Riddall-Leech, S. (2005). How to observe children. Oxford: Heinemann.Toddler Observation Video 3. Retrieved from https://www.youtube.com/watch?v=7nQxWCn_dBg