CHILD DEVELOPMENT OBSERVATION OF PETER PAN-AGE 3 Jacqueline L. Montgomery 4/23/08 Table of Contents 1. Permission slip 3 2. Developmental Checklist 4-5 3. Journal Entry #1 6-8 4. Report on Journal Entry #1 8-9 5. Journal Entry #2 10-13 6. Report on Journal Entry #2 13-14 7. Evaluation Report 15-18 8. Results/Summary 19-20 9. Suggestions for further development 21 10. Drawings 22 Permission
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-1Observer: Michelle Stanley Date of Observation: 3/2/10 Fictitious Name of Child: Abby Setting: Bed room and living room Child’s Age: 3 years and 10 months Physical Description of Child: When I walked into the house Abby was wearing her princess Belle dress-up gown. Her hair is bright blonde‚ down l loose and knotted‚ her eyed are blue‚ her skin is pale and her cheeks are rosy. Time Observed: 4:00pm - 4:10pm Behavior Observed: Upon entering the house Abby politely
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son‚ with his girlfriend of almost 6-years. I chose to do a naturalistic observation‚ watching him interact with his older sister who is 6-years old. Aiden is of average height and weight for a boy his age (world‚ 2008). He receives good grades in school and is a well-behaved child. Aiden currently lives with his mother‚ father‚ and 6 –year-old sister. The house they live in is a three-bedroom‚ with a large backyard. Each child has their own bedroom and get to express themselves daily. The mother
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Focus Child: Gabrielle Anjelo J. Tablan a.k.a. Gab Age: 4 years old. Date: August 16‚ 2014 Time: 11:45 am - 12:45 nn (1 hour) Setting: at their housePurpose of Observation: to know his milestones in hand and fine motor skills Role of Observer: Participant Observer Significant Events during Observation When I went to their place‚ Gab just woke up that time. He went to their living room and then looked for bread. He found a bun and condensed milk as spread. He cannot slice the bun in order for
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Child Observation Reflection This was a laboratory study in the sense that you wouldn’t normally find a child in a college classroom. A laboratory study means that it is a “research investigation conducted in a controlled setting explicitly designed to hold events constant” (Feldman 1.3). At the same time it was a naturalistic observation because some “naturally occurring behavior is observed without intervention in the situation” (Feldman 1.3). Mrs. Cipriano would intervene by playing with
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CYP 3.2 Promote Young Person and Child Development Be able to assess the development needs of children and young people and prepare a development plan What are the most relevant factors to be aware of when assessing a child or young person’s development? All children and young people are different and have different needs. Similarly‚ a family’s ability to respond to and meet all their needs may also differ. In some circumstances‚ professional assessment may be required to identify strengths and
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of the previous event. Rate It is a quantity of something in comparison with‚ example‚ from the birth of a child to the moment the child will start to talk‚ the child will go through different stages of development and different rates. Why this difference is important The sequence of a child’s development guides us as to what stage of development they are at. This enables us to record mile stones when reached. Always we have to remember that children develop at different stages‚ information and
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|1. |Explain what sequence of child development means and describe what is expected as normal development within each | | |stage. | | |Children more or less develop in roughly the same order. E.g. sit-up - crawl - walk. Sequence of development is the | | |expected order most children will reach key milestones in their development. Development is principally affected
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4.3 Explain how play and activities are used to support the development of speech‚ language and communication. Play is vital to a child and young person’s development because it enables them to enjoy learning and promotes their development and also helps with their speech‚ language and communication skills‚ their physical‚ emotional‚ social and intellectual development. Parents and practitioners need to understand how play supports children to learn and communicate with others‚ as it supports their
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in the mirror as if it is another child playing right along with him. The boy waves bye bye and hello to himself in the mirror. He also moves his mouth and other body parts in the mirror. The child walks over to the toy chest and starts throwing toys on to the floor then finally finds the toy he was looking for. The toy is a microphone. He talks very loudly into it and giggles. He isn’t saying any words‚ just making noises. Then he walks over to his activity table where he proceeds to turn the
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