Lizeth Vega

CHDV 106
Domains of Development
20 July 2014
Childs i!st "ame# Julian
Childs $ge# % &ea!s 4 'onths
(lease )omplete ea)h of the follo*ing+ ,emem-e! .as stated in detail a-ove/0 if you do not o-se!ve
*hat is -eing as1ed0 then you should still dis)uss the )on)ept and p!ovide an e2ample of *hat is -eing
as1ed+
DOMAIN: Physical Development
1. Appearance and growth: Describe the childs body build, posture, heights, and weight !"
points#
Julian is a-out 40 in)hes tall and a-out %3 pounds+ Julian appea!ed to have a healthy amount of -ody
fat and mus)le+ His has a lean stoma)h and his mus)les appea! to -e *ell defined+
$ross % &ine Motor '(ills
2. )hat types o* play did you observe the child engaging in+ ,ased on your observations o* this
play, determine which parts o* their play involved $ross or &ine Motor '(ills and list them
accordingly in the space below !- points#
Du!ing my o-se!vation0 Julian *as th!o*ing a -all at one of the assistants t!ying to ma1e he! )at)h the
-all+ Julian *as playing tag *ith t*o othe! 1ids at the )ente!0 it !an !eally fast and didn4t fall+ 5 -egan to
sho* Julian ho* to play hops)ot)h0 and he *ould s*it)h feet eve!y time he hopped onto a diffe!ent
num-e!ed s6ua!e+ He definitely seemed li1e he en7oyed the game of hops)ot)h+ Julian *as t!ying to
8!a)e9 anothe! )hild *hen they *e!e !iding the t!i)y)les du!ing playtime+ :hen *e *he!e indoo!s0 a
little gi!l *as sho*ing the othe! 1ids ho* flamingos stand on one foot+ Julian and the othe! 1ids stood
on one foot and said they *e!e flamingos at a zoo+ Du!ing the a!t )ente!s0 Julian *as ma1ing -alls out
of diffe!ent )olo!ed play;dough and then )onne)ted them togethe! to ma1e *hat appea!ed to -e a
)ate!pilla!+ :hen as1ed to d!a* his family0 he *as a-le to d!a* )i!)les *ith sti)1s on them as a!ms and
legs+ Du!ing sna)1 time0 Julian *as given apple sau)e and he *as a-le to feed himself using a spoon
*ith his !ight hand+ Du!ing indoo! play time0 Julian *as -uilding to*e!s *ith 'ega <lo)1s+ He *as
ve!y p!oud of himself *hen he -uilt them and he *anted me to )lap fo! him fo! -uilding them+
=!oss 'oto! >1ills ine 'oto! >1ills
1+ ?h!o*s a -all 1+ @se play dough to ma1e -alls
2+ ,uns *ithout falling 2+ D!a*s a )i!)le -y himself
%+ Hops on alte!nating feet %+ <uilds to*e!s *ith 'ega <lo)1s
4+ ,ides t!i)y)le *ithout any help 4+ eeds himself *ith a spoon
3+ >tands on one foot
%+ Does this child seem to pre*er gross or *ine motor s(ill activities+ )hy do you say this+ !"
points#
Julian seems to have an e6ual p!efe!en)e fo! -oth g!oss and fine moto! s1ill a)tivities+ He had a
some*hat e6ual amount of time spent on g!oss and moto! s1ills a)tivities+ His g!oss moto! s1ills *e!e
displayed *hen Julian played outdoo!s0 *he!e as indoo!s0 he displayed his fine moto! s1ills+ He did
display an five g!oss moto! s1ills *hen *e *e!e outdoo!s0 so it is safe to say that he had mo!e of a
p!efe!en)e fo! g!oss moto! s1ills+
4+ Describe the gestures and *acial *eatures used by the child to communicate !" points#
:hen Julian fi!st a!!ived to the )ente!0 he *as happy to see his younge! f!iends+ He smiled at
his f!iend and *aved hello+ :hen he *as g!eeted -y the tea)he!0 he loo1ed at he!0 nodded his head0 and
*aved hello+ :hen he had to s*it)h )ente!s du!ing a!t )ente!s0 Julian *as mad+ He moved to the ne2t
a!t )ente! *ith his a!ms )!ossed0 eye-!o*s )!in1led0 and stomped his feet+
5. Describe at least - indications o* good health that you can see by observing this child !"
points#
A1+ Julian eats a good amount of food du!ing sna)1 time and lun)h time
A2+ Julian !an a!ound a lot
A%+ Julian has shiny hai!
A4+ Julian is a little a-ove ave!age fo! his height and *eight+
Physical Development./oncluding 0houghts:
<ased on my o-se!vation of Julian0 his physi)al development *ould most li1ely -e )onside!ed typi)al+
$))o!ding to 'a!tin and a-es .200B/0 the ave!age % yea! old -oy is a-out %C in)hes tall and *eighs
%% pounds+ Julian is a-out 40 in)hes tall and %3 pounds0 the!efo!e he *ould -e )onside!ed a-ove
ave!age+ $))o!ding to 'a!tin and a-es .200B/0 a p!es)hoole!s stoma)h flattens as mus)les st!engthen0
a!ms and legs g!o* longe! and slimme!0 and the -ody g!o*s in size !elative to the head+ Julian4s
stoma)h *as flat and he *as ve!y lean+ to 'a!tin D a-es .200B/0 g!oss moto! s1ills displays ho* the
)hild moves a-out0 )ont!ols hisEhe! -ody0 and uses thei! hands+ Julian demonst!ated his g!oss moto!
s1ills du!ing outdoo! play *hen he played tag0 hops)ot)h0 and on the t!i)y)le+ $))o!ding to 'a!tin and
a-es .200B/0 fine moto! s1ills displays the )oo!dination of thei! hands and eyes0 using the small
mus)les in thei! hands p!e)isely+ Julian -est demonst!ated his fine moto! s1ills *hen he *as ma1ing
-alls *ith the play dough and )onne)ted them to ma1e a )ate!pilla!+ Fve!all0 fo! the physi)al
development domain0 Julian *ould -e )onside!ed typi)al+
Domain: /ognitive And 1anguage Development
1. 2ow does the child show curiosity+ Is the child showing interest in a new situation+ Describe
a time when a child was curious !" points#
Julian sho*ed )u!iosity *hen one of the gi!ls *he!e sho*ing some )lassmates ho* she )ould stand on
one foot li1e a flamingo+ He sho*ed inte!est in this 8standing li1e a flamingo9 a)tivity -y o-se!ving
f!om a distan)e+ He then moved )lose! *ith the 1ids and t!ied standing li1e a flamingo and he
su))eeded to stand li1e a flamingo fo! t*o se)onds+
2. )hen they are challenged some children will stay with an activity *or a long time $ive an
e3ample o* the length o* this childs attention span !" points#
?he length of Julian4s attention span is p!o-a-ly a-out 10 minutes+ He !eally en7oyed ma1ing play
dough -alls du!ing the a!t )ente!s+ He *as then as1ed to move )ente!s0 -ut he ended up going -a)1
to the play dough -all ma1ing a)tivity+
3. )atch and describe how the child participates in problem solving Did the child learn by
trial and error or by another approach+ )as the child supported by another child or an
adult+ !4 points#
Julian pa!ti)ipated in p!o-lem solving *hen he *as -uilding to*e!s *ith the mega -lo)1s+ He
sta!ted ma1ing the to*e! *ith the t*o single peg -lo)1s as the -ase and a fou! peg -lo)1 on top of it+
$fte! adding th!ee mo!e fou! peg -lo)1 on top0 the to*e! fell+ $ )hild *ho *as playing nea!-y0 )ame -y
and sho*ed Julian ho* to -uild the to*e! *ith a stu!dy -ase using a fou! peg -lo)1+ He unde!stood
ho* to ma1e the -ase of the to*e! so it *ouldn4t topple ove! and *as suppo!ted -y a )hild+
- 1oo( *or evidence o* symbolic representation Did the child use one ob5ect to represent
another+ !" points#
Julian along *ith othe! 1ids *e!e p!etending to -e flamingos at a zoo+ ?he little gi!l *as
p!etending to -e a zoo 1eepe! fo! the standing 8flamingos9+
6 $ive an e3ample o* a child using classi*ication or seriation in an activity or in play !" points#
Julian *as a-le to demonst!ate )lassifi)ation in an a)tivity o! in play *hen he *as playing *ith the play
dough+ $fte! ma1ing his )olo!ful )ate!pilla! play dough0 he *as as1ed to )hange )ente!s+ He put the
play dough a*ay in its )o!!e)t )olo!ful )ontaine!+
6. Describe an e3ample o* the child showing centration in his.her thoughts or actions !" points#
Du!ing a!t )ente!s0 a -oy !olled and played his play dough into a th!ee -alls and said0 85 have a lot
play doughG9+ Julian then sepa!ated his play dough into th!ee -alls0 and said 8Loo10 5 have a lot of play
dough tooG9 ,athe! than seeing the play dough *as 7ust sepa!ated into smalle! -alls0 in his mind the!e
*as mo!e play dough+ Julian demonst!ates )ent!ation in thin1ing -y fo)using on one )ha!a)te!isti)
*hile igno!ing anothe! .'a!tin D a-es0 200B/+
7 /ite an e3ample o* egocentric thin(ing !" points#
Julian did not demonst!ate ego)ent!i) thin1ing du!ing my o-se!vation+ $))o!ding to 'a!tin and
a-es .200B/0 ego;)ent!ism is the assumption0 )ha!a)te!isti) of most p!es)hoole!s0 that thei! o*n
pe!spe)tive is sha!ed -y othe! people+ o! e2ample0 *hen a )hild sees thei! pa!ent upset0 the )hild may
-!ing thei! favo!ite stuffed animal to thei! pa!ent+ ?he )hild *ill thin1 that the stuffed animal *ill
p!ovide )omfo!t and happiness to thei! pa!ent li1e it does to himEhe!+
8 2ow does the child describe ob5ect!s# she.he sees, or hears+ 9uote the child directly !" points#
Du!ing outdoo! play time0 Julian hea!d the musi) of the i)e;)!eam t!u)1 in a nea!-y st!eet+ ull of
e2)itement0 he put his finge! ove! his lip and said#
8>hhG 5;)eamG 5;)eamG9
: 1isten care*ully to the childs sentence length and vocabulary and loo( *or e3amples o* over;
regulari<ation !" points#
He used sho!t senten)es *ith su-7e)ts and ve!-s su)h as 85;)eam go;ed a*ayG9 !efe!!ing to the
i)e )!eam going a*ay+ ?he longest senten)e 5 hea!d Julian say *as 8'y doggie eat;ed t*o )oo1ies9+
=> 1isten care*ully to a childs sentence length and vocabulary and list the parts o* speech which
you have heard him.her use !nouns, verbs, ad5ectives# $ive e3ample.s !in ?uotations# o* the
childs sentence !4 points#
Nouns Ad5ectives @erbs
Doggie &ummy hop
eet =ood eat;ed
$pple >au)e
8&ummyG $pple sau)e is good+9
8Doggie eat;ed t*o )oo1iesG9
8eet go hop hop9
/ognitive.1anguage Development /oncluding 0houghts:
<ased on my o-se!vation of Julian0 his )ognitive and language development *ould most li1ely -e
)onside!ed typi)al+ $))o!ding to 'a!tin and a-es .200B/0 a sym-oli) !ep!esentation is a mental
!ep!esentation of o-7e)ts and people that )an -e manipulated in the mind+ Julian -est demonst!ated this
)on)ept *hen he *as p!etending to -e standing flamingos at a zoo *ith the othe! 1ids0 and the little gi!l
*as p!etending to -e a zoo 1eepe! fo! the standing 8flamingos9+ $))o!ding to 'a!tin and a-es .200B/0
ego;)ent!ism is the assumption0 )ha!a)te!isti) of most p!es)hoole!s0 that thei! o*n pe!spe)tive is sha!ed
-y othe! people+ Julian did not demonst!ate this )on)ept du!ing my o-se!vation0 -ut 5 *ill p!ovide an
e2ample of ego;)ent!ism+ $n e2ample of ego;)ent!ism is *hen a )hild sees thei! pa!ent upset0 the )hild
may -!ing thei! favo!ite stuffed animal to thei! pa!ent+ ?he )hild *ill thin1 that the stuffed animal *ill
p!ovide )omfo!t and happiness to thei! pa!ent li1e it does to himEhe!+ to 'a!tin D a-es .200B/0 ove!;
!egula!ization is an appli)ation of language !ules *hen they do not apply+ Julian demonst!ated ove!;
!egula!ization *hen he *as tal1ing a-out his dog eating t*o )oo1ies in the mo!ning+ He stated that0
8'y doggie eat;ed t*o )oo1ies9+ 5 !eplied *ith0 8Do you mean you! doggie ate t*o )oo1iesH9+ Julian
then stated0 8&eah0 my doggie eat;ed t*o )oo1ies9+ $))o!ding to 'a!tin and a-es .200B/0 >esame
>t!eet is su))essful in tea)hing )hild!en many s1illsI !egula! vie*ing in)!eases young )hild!en4s
unde!standing of num-e!s0 lette!s0 and vo)a-ula!y and -oosts thei! !easoning s1ills+ Julian mentioned to
me that he loved >esame >t!eet *hen he sa* the -oo1 on the shelf+ He *as a-le to name all the
)ha!a)te!s of >esame >t!eet in the -oo1+ Fve!all0 fo! the )ognitive and language development domain0
Julian *ould -e )onside!ed typi)al+
Domain: 'ocial and Amotional Development
= Did the child e3press intense *eelings with words+ Describe an incident )hat other means
did the child use to e3press his *eelings+ !" points#
Julian e2p!essed intense feelings *ith *o!ds as *ell th!ough tempe! tant!ums and un)ont!olla-le
laughte!+ He e2p!essed intense feelings *ith *o!ds *hen he sa* a little gi!l )!ying *hen getting
d!opped off+ He said0 8=i!l is )!ying9+ Julian th!e* a tempe! tant!um *hen he *as as1ed to move a!t
)ente!s+ He stomped his feet and )!ossed his a!ms+ Julian e2p!essed un)ont!olla-le laughte! *hen 5
sho*ed him ho* to play hops)ot)h+ He seemed to find me hopping amusing0
" )hich o* the *ollowing types o* play did the child spend time in+ Provide an e3ample!s#
B Cnoccupied, B onloo(er, B solitary, B parallel, B associative, B cooperative !Partens 0heory o*
Play# !" points#
?he types of play that Julian *as involved in *as the onloo1e! play0 pa!allel play0 and asso)iative play+
Julian demonst!ated onloo1e! play *hen one of the gi!ls *as sho*ing some )lassmates ho* she )ould
stand on one foot li1e a flamingo+ He sho*ed inte!est in this 8standing li1e a flamingo9 a)tivity -y
o-se!ving f!om a distan)e+ He then moved )lose! *ith the 1ids and t!ied standing li1e a flamingo and
he su))eeded to stand li1e a flamingo fo! t*o se)onds+ Julian demonst!ated pa!allel play *hen he *as
in the a!t )ente! *ith play;dough+ His )lassmates and him *e!e playing *ith the play;dough0 -ut they
*e!e -oth doing thei! o*n 8s)ulptu!es9 *ith the play;dough+ Julian demonst!ated asso)iative play
*hen he *as d!a*ing a pi)tu!e of his family *hile sha!ing )!ayons *ith the gi!l ne2t to him+ ?he gi!l
ne2t to him said0 8:o*0 thats ni)eG Loo1 at mineG9+ Julian then said0 8CoolG9+
4 Describe 4 traits o* temperament e3hibited by the child /ite behavior to support your
descriptions Does s.he seem to be a leader or a *ollower+ !4 points#
Julian4s a)tivity level is )onsistent0 he is )onstantly moving a!ound f!om one a)tivity to the ne2t+
Julian4s 6uality of mood is usually positive+ ?h!oughout the day he *as in a positive mood0 e2)ept the
time he had to s*it)h a!t )ente!s+ Julian appea!ed to -e ve!y pe!sistent *hen he *as -uilding the -lo)1
to*e!s and *hen he *as standing li1e a flamingo *ith the othe! 1ids+
- )hat evidence do you see o* the child ac?uiring initiative or guilt+ 1oo( *or things such as
creative play, unusual ideas, reaction to rules, con*orming !" points#
Julian sho*ed a sense of initiative *hen he *as p!etending to -e a flamingo+ He stood on one leg and
)ouldnt hold his -alan)e so he sp!ead his a!ms out and noti)ed he )ould hold this position a little -it
longe!+ He -egan to sho* the othe! 1ids ho* to stand li1e a flamingo+
6 )hat dramatic play activity does this child seem to en5oy+ !" points#
?he d!amati) play a)tivity that the )hild seemed to en7oy *as 8=!o)e!y >to!e9+ Julian said he felt li1e a
g!o*n up -eing a-le to pay *ith 8money9+
D )hat evidence did you observe *or the development o* gender awareness+ !" points#
Julian sho*ed eviden)e *hen he o-se!ved the little gi!ls putting on d!esses du!ing play time+ Fne of
the gi!ls t!ied putting a d!ess on him and he said 8?hat4s fo! gi!lsG 5 )ould -e the poli)e manG9+ Julian
unde!stood that d!esses *e!e fo! gi!ls and not fo! -oys+
7 Does s.he accept responsibility *or small 5obs or does s.he attempt to avoid responsibility /ite
an e3ample to support this in*erence !" points#
Julian a))epts !esponsi-ility fo! small 7o-s+ :hen as1ed to s*it)h a!t )ente! .although he *as mad/0 he
pi)1ed up the play dough he used and put it -a)1 in the )o!!e)t )olo!ed )ontaine!+
8 Describe a situation where the child shows empathy *or another child !" points#
Julian sho*ed empathy *hen he sa* a little gi!l )!ying *hen she *as getting d!opped off at the )ente!+
He felt -ad fo! he!0 he said 8=i!l is )!yingG9+ He *al1ed ove! to the little gi!l *ith a stuffed panda to
ma1e he! feel -ette!+
: )hat evidence do you see o* the childs pro;social development+ !" points#
$s stated in the empathy e2ample a-ove0 Julian also sho*ed p!o;so)ial development -y giving the little
gi!l the stuffed panda in o!de! to ma1e he! feel -ette!+
=> Provide an e3ample o* how this child avoided or resolved con*lict with another child !"
points#
Julian solved )onfli)t *ith anothe! )hild *hen he *as playing *ith the 'ega <lo)1s+ $nothe! little -oy
*as ta1ing the -lo)1s off of Julian4s to*e! and Julian said0 8"FG ?hose a!e mineG9+ ?he -oy put them
-a)1 on Julian4s to*e! and Julian gave the little -oy some leftove! -lo)1s that *e!e one the floo!+
'ocial;Amotional Development /oncluding 0houghts#
<ased on my o-se!vation of Julian0 his so)ial;emotional development *ould most li1ely -e )onside!ed
typi)al+ $))o!ding to 'a!tin and a-es .200B/0 gende! ste!eotypes a!e -eliefs people sha!e a-out the
typi)al )ha!a)te!isti)s of males and females+ Julian demonst!ated the )on)ept of gende! ste!eotypes
*hen the little gi!ls t!ied putting a d!ess on him and he said0 8"oG ?hat4s fo! gi!lsG9 and then put on a
poli)e offi)e! suit+ $))o!ding to 'a!tin and a-es .200B/0 p!o;so)ial -ehavio! !efe!s to the volunta!y
a)tions intended to -enefit anothe! pe!son+ Julian -est demonst!ated this -ehavio! *hen he noti)ed a
little gi!l )!ying afte! she *as d!opped off at the )ente!+ Julian volunta!ily -!ought he! a stuffed panda
to ma1e he! feel -ette!+ to 'a!tin D a-es .200B/0 onloo1e! play is play in *hi)h one )hild *at)hes
anothe! )hild o! )hild!en -ut does not di!e)tly pa!ti)ipate+ Julian demonst!ated onloo1e! play *henone
of the gi!ls *as sho*ing some )lassmates ho* she )ould stand on one foot li1e a flamingo+ He sho*ed
inte!est in this 8standing li1e a flamingo9 a)tivity -y o-se!ving f!om a distan)e+ He then moved )lose!
*ith the 1ids and t!ied standing li1e a flamingo and he su))eeded to stand li1e a flamingo fo! t*o
se)onds+ $))o!ding to 'a!tin and a-es .200B/0 pa!allel play is play in *hi)h t*o o! mo!e )hild!en
engage in the same a)tivity at the same time and pla)e0 -ut ea)h )hild still plays sepa!ately+
demonst!ated pa!allel play *hen he *as in the a!t )ente! *ith play;dough+ His )lassmates and him *e!e
playing *ith the play;dough0 -ut they *e!e -oth doing thei! o*n 8s)ulptu!es9 *ith the play;dough+
Fve!all0 fo! the so)ial;emotional development domain0 Julian *ould -e )onside!ed typi)al+
/oncluding 0houghts !6 Points#
?he p!es)hool domains of development o-se!vation assignment *as definitely an inte!esting and fun
e2pe!ien)e+ ?his is my fi!st time o-se!ving a )hild at a )ente!+ 5t *as fun applying the diffe!ent
)on)epts on the )hild0 and seeing ho* the )hild !esponded to )e!tain situations+
?he fi!st signifi)ant )on)ept that 5 lea!ned f!om this assignment *e!e the five types of so)ial
play+ $))o!ding to 'a!tin and a-es .200B/0 the five types of so)ial play a!e )alled 1+ solita!y play0 2+
onloo1e! play0 %+pa!allel play0 4+ asso)iative play0 and 3+ )oope!ative play+ ?his signifi)ant )on)ept that
5 lea!ned )an -e used fo! futu!e g!o*th *hen 5 have my o*n )hild!en0 5 *ould -e a-le to identify the
type of so)ial play they a!e engaged in *hen they go to p!es)hool+ ?he se)ond signifi)ant )on)ept 5
lea!ned a!e g!oss moto! s1ills+ $))o!ding to 'a!tin D a-es .200B/0 g!oss moto! s1ills displays ho* the
)hild moves a-out0 )ont!ols hisEhe! -ody0 and uses thei! hands+ 5 *ill -e a-le to use this )on)ept fo!
futu!e g!o*th -y finding out if my )hild is on t!a)1 *ith thei! g!oss moto! s1ills+ ?he thi!d )on)ept 5
lea!ned a!e the fine moto! s1ills+ $))o!ding to 'a!tin and a-es .200B/0 fine moto! s1ills displays the
)oo!dination of thei! hands and eyes0 using the small mus)les in thei! hands p!e)isely+ 5 *ill -e a-le to
use this )on)ept fo! futu!e g!o*th *hen 5 have my o*n )hild!en+ 5 *ill ma1e su!e my )hild is
developing fine moto! s1ills at the )o!!e)t pa)e+ ?he final )on)ept 5 lea!ned a!e the milestones in moto!
development+ 5 found the )ha!t on page 230 to -e e2t!emely helpful0 sin)e it p!ovides info!mation on
the moto! s1ills that )an o))u! du!ing young )hildhood .'a!tin D a-es0 200B0 p+ 230/+ 5 *ill definitely
-e using this )ha!t fo! futu!e g!o*th *hen 5 have my o*n )hild!en in o!de! to ma1e su!e they a!e
having a typi)al milestone in moto! development+
5 *ill use the s1ills 5 have developed su)h as o-se!vation s1ills *hen 5 -egin to o-se!ve fo! my
)a!ee! in the (sy)hology field+ 5 *ill imp!ove on my *ea1nesses *hi)h a!e o-se!ving f!om a distan)e
!athe! than getting to 1no* the )hild one on one+ 5 *ill -uild upon my st!engths -y -eing mo!e f!iendly
to the )hild!en+
Action Plan:
0as(s.Action 'teps
1+ F-se!ve at anothe! )hild!en4s )ente!
2+ 'a1e su!e my )hild is developed *ell in all the domains du!ing thei! young )hildhood
%+ 5mp!ove my *ea1nesses
Ee*erences
'a!tin0 C+L+0 D a-es ,+ .200B/+ Dis)ove!ing Child Development+ <ellmont0 C$+ :o!ds*o!th+