Child-Child Observation
Your Name:_______________________________
| Child 1: | Child 2: | |
| Name*: Dykan
Age: 3 years Setting: Date: 2nd November 2020 |
Name*: Dykan
Age: 3 years Setting: Date: 2nd November 2020
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| Domain: Physical Development: | Domain: Physical Development: | |
| Large Motor: the child was able to jump, run and hold different objects in her hands
Fine Motor: the child was able to hold a pencil in her hand and drew some pictures, though the pictures were not defined. She was also able to cut papers using scissors.
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Large Motor: the child was able to jump, run and hold different objects in her hands
Fine Motor: the child was able to hold a pencil in her hand and drew some pictures, though the pictures were not defined. She was not able to cut papers using scissors.
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| Domain: Language Development | Domain: Language Development | |
| Three samples of Words/Sentences: she was able to name different objects in the house in her mother tongue.
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Three samples of Words/Sentences: she was not able to name objects, but not clearly, there were some errors in word pronunciation though the child a clear hint of what the items were.
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| Domain: Cognitive Development | Domain: Cognitive Development | |
| Problem Solving Skills? Cause/Effect? Her problem-solving skills were based on trial and error concept, and in most cases, she weighed the situations to find out which was the best to apply.
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Problem Solving Skills? Cause/Effect? The child had no clue on how to go over certain situations.
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Child-Child Observation
Your Name:_______________________________
| Similarities in development: | |
| Both the children had the same body size and healthy. They had proper visual-spatial ability whereby they were in a position to differentiate between different pictures and objects in the house. They were able to distinguish what is up and what is at the bottom when asked about the same. They were physically active and had well-eating habits. When it came to writing, they hand handwriting weakness, and they could not clear join the different dots that were presented to them. They were weak in math and counting of the first ten numbers and the order of the magnitude of ten to hundred. They were able to understand some gestures such as beckoning, kneeling, eye contact, laughter, smiling and crying. The children could not differentiate between different sounds, senses and voices of people over the cell phone. The children demanded play toys and other foods whenever taken to the supermarket. They had alike in the cakes.
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| Differences in development: | |
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Sharylen: her motor skills were different from that of Dykan. Sharen was able to hold scissors properly and cut papers into pieces whereas Dykan was not able. In most cases, she had a problem in aligning the scissors, and the appears during cutting. Sharylen was able to recall most of the day activities, events and the visitor’s names who came in the house. She was able to count the first four numbers correctly, but she could not count up to the tenth number. This was contrary to Dykan, who was able to count numbers, in most cases, who had no consistency in counting, and she could not recall more than three digits in most cases. She could not remember the events that had happened a day after, for example, the birthday celebrations. Sharylen had no focus in most of the activities; her attention shifted from one place to another. This made it challenging to teach her, and, in most cases, she would leave the room and run out while Dykan is learning. In most cases, Sharylen was restless contrary to Dykan, who spent most of the time in the house watching cartoons from the television. Dykan was not as social as Shaylen. She was more attentional and focused on her activities even when she presented her problems in the house, and she needed attention from those around.
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| Maslow Connection: | |
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Maslow’s theory presents that human beings at different child development stages have different needs that need to be settled, and are shown in the form of a pyramid. At the base are the basic needs which need to be satisfied first. Therefore, during the child development process, the basic needs such as food, clothing and healthcare need to be given priority to enable the child and swift development process. Both the children had well-eating habits and therefore required to be provided with food at given intervals for the survival. They also necessary healthcare and clothing.
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| Vygotsky Connection: | |
| According to Vygotsky’s theory, child development involves the concept of proximal development, and it entails the gap between what the child can do with the help of an adult and what the child can do on their won. In most cases, children who have not developed the fine motor skills require assistance, for example, in writing and holding things. Dykan needed help on holding the scissors. The two necessary children to use in joining the dots that were presented to them. They also needed help in the naming of numbers and house objects that they had forgotten.
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| Erikson Connection: | |
| Erickson’s theory explains the concept of psychological development and describes the growth and change in life from birth to the elderly. It gives focus on the social interaction and challenges that arise during development. During child development, a child is prone to cope with behaviours from those they interact with. This determines how the actions of the child are developed. The various processes that the child goes through influences the people they become in future, the problems that a child goes through moulds them character-wise. The crises shape them into adulthood. Successful management of the child’s issues helps them to nurture their virtues.
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