...The center I decided to do my observation is a Kindercare. The Kindercare I went to was a big center. There were two sides to the center. One side was just infants and toddlers, and the other side was preschool, prek, and kindergarten. The director welcomed me when I arrived and showed me around the center. She seemed very nice and someone who truly cares about the children. She explained there were two infant rooms and four toddler rooms. I decided to observe in a toddler room. When I arrived at the center it was about 2:30 in the afternoon. The children had just gotten up from naptime and were getting diaper changes. One of the teachers was able to talk to me for a little bit. She told me that normally there are ten children in the class. But since there are only two teachers, two children are moved to different rooms everyday. The room was very inviting. There were many different boards up. The boards were different from what I have seen before. They were all white with no borders. The teacher explained to me that all the rooms at the center were the same. The boards had to be uniform so the rooms don’t become too over stimulating. Both teachers seemed very nice and I could tell the children loved them. By the time I was ready to start my observation, most of the diaper changes had been done. I asked the teacher where I should sit so I wouldn’t be in the way. I sat in the back of the classroom and started to watch the kids. When my observation was over I told the teachers...
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...The toddler that we were focused on was Lucy, a three-year-old. The first station that we began at was a fine motor activity. Lucy sat in side sitting with one hip abducted and externally rotated with the other hip adducted and internally rotated. Both knees were flexed in this position. Many of the activities that were in this area involved pegs of some sort. For the first peg board, Lucy would grasp the peg with a radial digital grasp. With this grasp, she used her thumb and two radial fingers to grasp the toy. She also used the radial digital grasp when playing with the small blocs while counting them. Following this peg board and others similar to it, she used a proprioceptive peg board. This board was made of foam, making Lucy put more pressure on her joints by having her press down more. The pegs had a narrow end and a wider, circle end. With the larger end, Lucy used a radial palmar grasp. When she grasped the peg, she would press...
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...Child Development June 16, 2014 Child Observation Narrative I observed my two children; infant and toddler at the same time. The infant was 16 months, and the toddler was three. In my notes, child #1 is the infant and child #2 is the toddler. Both children are males. The setting for this observation is a scheduled playdate by the children’s parents. Both children’s mother and father are present. Child one screamed “AAHHHRRRAAA” a lot and had a toy truck in front of him. Child didn’t immediately start to play with the truck; he slammed down on the toy with his hands open and pushed it around. Child one tried to get up and ramble without a definite purpose around the room which he had difficulty doing because his gross motor skills seem to not yet be fully developed. Child ones mother grabbed him and said to him “no baby I need to keep an eye on you’ and sat him back down where he began. The child began to scream inaudibly “AHH!” Child two came out of his room, not knowing that anyone was there and slowly came near or nearer to the small group in his house and immediately moved with haste to where the other child was. Child two said “Ty, play trucks with me! This is your truck. Okay? Now let’s race!” Child one continued to sit in front of the truck, non-responsive to child two. Instead of playing with child two, child one stared blankly into the next room, and had drool forming at his bottom lip. Child one placed both of his hands firmly on the ground beneath him and with...
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...respect. The parents and toddlers I observed show two distinctly different styles of communication active and non active communication. One parent actively communicating with their toddler and interacting with them while they played. The other parent did not interact or communicate much with their child at all unless it was warranted. I observed two female toddlers about 18-24 months in age one with her mother and the other with her father at Irvine Regional Park. This park also has a small zoo along with lots of open grassy areas. I observed the toddlers in the zoo as well as them interacting with their parents outside of the zoo. The zoo has a petting zoo inside where the kids can feed the goats. I observed toddler one accompanied by her father feeding a goat. The father was holding her up while she fed the goat one pellet at a time. Toddler two was feeding the goat as well but instead of one at a time she was having the goat eat several from out of her hand while her mom stood off 5 feet away chatting with her friends and checking on her every once and a while. Her mom did not seem to be watching her much, she allowed her to be too independent. Neither toddler seemed to talk much they mainly giggled and pointed at the different animals. The toddlers seem to mainly be communicating through action rather than verbally. Through out the zoo toddler one’s father kept close to his daughter and interacted with her while viewing all the animals. Toddler one was very happy smiling...
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...Title: Toddler Observation Project Syeda Hiba Qasmi Ivy Tech Community College INTASC Standard, Description and Rationale Standard# 6 Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Name of Artifact: Toddler Observation Project Date: February 13, 2014 Course: EDUC 121 Brief Description: For this assignment, I observed a 36 months old child. This assignment will help me to better understand the toddler’s physical development process. In this observation the topics I have covered for the toddler’s observation are his physical, intellectual, emotional, and social development. Further in this observation we are going to discuss whether the toddler’s growth is typical for his age group, the difference in his behavior, and the signs of independence, if any observed. Rationale: To document my understanding of Standard# 6, Assessment, I decided to include the Toddlers Observation Project because the toddler is observed under naturalistic observation in which the child engages in various activities and reacts to certain situations spontaneously, or naturally. This project will help me better understand the typical growth and development for toddlers of this particular age group. Introduction Toddler years (1 to 3) are a time of great growth and change, and a typical toddler will gain...
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...Student’s Name:____Jesus__Ramirez____________________________ Date______________________ Observation 2: The Toddler (13 – 24 months) Indicate for each question the first name and age (years-months) of the toddler you are observing. If you observe more than 1 toddler, be sure to include that name of an age of each toddler you observe. Describe each toddler individually, as each toddler exhibits unique actions, behaviors and vocalizations. Name: Brandon, Aaliyah, Jordan Age: 19months, 17months, and 17months Biosocial Development 1. How does the toddler compare in height and weight to developmental norms? Consult the height and weight chart at the rear of this manual. ______Brandon______ weighs __29.6__ pounds. According to the CDC developmental norms chart, he/she is in the ____90____th percentile for weight. ______Brandon______ is ___35__inches tall. According to the CDC developmental norms chart, he/she is in the ____95___ th percentile for length. _______Aaliyah_____ weighs __27__ pounds. According to the CDC developmental norms chart, he/she is in the ____90____th percentile for weight. ______Aaliyah______ is __32___inches tall. According to the CDC developmental norms chart, he/she is in the ____75___ th percentile for length. Motor Development: (pp. 145-146) 2. Describe the physical movement involved when the toddler throws a ball, pounds a toy with a hammer or pushes or pulls a toy. When Brandon would grab the ball and then throw it looked...
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...Aggressive Behavior and the Effect it has on Peer Relations in Toddlers and Preschoolers Satveka Ilango PSYCH 10 8/18/15 Aggressive Behavior and the Effect it has on Peer Relations in Toddlers and Preschoolers Stereotypically, boys are perceived to be more aggressive and harder to talk to than girls and girls are perceived to be more gentle and easier to get along with. Some individuals are more aggressive as children and then grow out of that phase, whereas, other children become aggressive over time and are that way as adults. Today, we will explore the idea of how aggressive behaviors differ between different age groups and how these behaviors affect the relationships that children have with their peers. This is an important topic to because many people don’t realize that aggressive behaviors are a normal part of child development and that they don’t always lead to bad social skills and relationships. A study was done by Deynoot-Schaub and Riksen-Walraven (2006) that consisted of the observation of seventy 15-month-olds in their day care centers in order to try to explain the relationship between how they communicated with each other and their temperaments, along with other correlations. Seventy children were randomly chosen from different child care centers that agreed to participate in the study in the Netherlands and they were assessed for peer-peer interactions and peer-caregiver interactions by visitations to the child care centers made by the researchers and...
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...understanding of dealing with change. When faced with challenges how can you handle it? When working with infants and toddlers it is very important to aid them in correct ways. Finding solutions and helping others is key. Included in the article is an example situation of how transitions affect a baby’s physical development. When a baby’s caretaker is changed it can tell things are not the same. The way they are held, fed, and even talked to. They do not know how to express their feelings towards the change which results in them acting out by physically crying or making a fuss. Sometimes a baby’s internal forces can cause the outbreaks ("Helping Babies Make Transitions" ). During periods of time when these transitions occur the article introduces a procedure that can be followed. This three-step process is to Observe, Ask, and Respond (OAR) and can be used to aid in helping babies undergo changes. Even though many programs have plans and set ups to help them with transitions sometimes unexpected things can happen. The observe, ask, and respond process with provide assistance to keep things running as smooth as possible for the facility, baby, and parents involved ("Helping Babies Make Transitions" ). The first step in the process is to observe. When doing observations it is extremely imperative to take in everything! When dealing with infants and toddlers, and their development there are so many areas to cover. Behaviors, attitudes, moods, schedules, and even the atmosphere...
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...of the growing child for love, guidance, and learning. By the time children are 24 months old, they should be able to understand many of the words that are said to them every day. They usually say about 50 words, and some children can put two words together to make a little sentence. One child may talk better than another but; most children catch up quickly when they have caring adults who help. Twos talk about the things they sense- the things they hear, see, smell, taste, or touch- so teachers should talk about these things with them. Name people, things, and actions for Twos; Talk about what their senses tell them. Talk about the things that are part of their own world so that they will understand what you are talking about. Toddlers use the few words they say in many ways. They will use one word to mean a whole sentence. For example, a child may say “apple” to mean “there is an apple,” or “I want an apple.” One can figure out what Twos mean to say by closely watching what is going on in their world. Listen closely whenever they talk, and figure out what they mean. Then you can help them learn to say more by adding the rest of the words to their sentences. There are numerous theories about language acquisition, and they include 2 main schools of thought: 1. Nature- These...
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...Observation: Developmental Stages Liberty University December 2nd 2013 Where did I conduct my observation? My observation was conducted at my church on a rainy communion morning. I chose that Sunday morning because I knew that it was going to be somewhat crowded and I would get the opportunity to observe all of the developmental stages. I thought about going to the mall, but I dismissed that idea because I would get the urge to go and shop or even feel bad because I didn't purchase anything. This observation was completed on Sunday December, 1st 2013 at 10:00 a.m. My first observation was that of the late adulthood. Everyone calls her Mommy "T". As she sauntered to her seat, she had to make a few short stops. She hugged and kissed and even stop to tell a young child about the age of three to stop running in the sanctuary. I gave a slight chuckle because I knew when she was younger she would have held him by his hand and gave him a good scolding. Feldman (2011)refer to this type of aging as the "activity theory". Though she is 90 years old, she maintains the interests and activities as when she was in her middle age. She certainly has adapted to the environment by not withdrawing. She reminded me of my great grandmother. My great-grandmother attended church all the way up to her mid nineties. She washed, cooked, cleaned and read her bible without glasses. When she attended the senior citizen center she was the light of the gathering. My great grandmother...
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...Chelsea Ferrell Ms. Dolzycki PSY 3200 November 28, 2012 Naturalistic Observation Upon observing the toddlers as well as the preschool room, I was able to observe the aspect of psychosocial development between the stages autonomy versus shame and initiative versus guilt. As defined and described in our text, Development Through Life, Erikson defines psychosocial development into eight different stages for each period of life. Within each stage presents a conflict between one’s individual ability and societal expectations or requirements. The first stage I observed was toddler aged children or autonomy versus shame and doubt. Autonomy being the positive pole within this stage of development; it is defined in the text as, the ability to behave independently, the ability to do actions on one’s own. Establishment for autonomy requires immense effort by the child as well as by the parent although the task may be rather exasperating. As a result of the establishment of autonomy, a child should have a strong sense of self-confidence as well as delight in the prospects of independence. Shame and doubt on the other hand is quite the opposite. It is the failure of mastering toddlerhood. Continuous discouragement and harsh and repetitive criticism can cause a staggering sense of shame and self-doubt thus creating the negative aspect of psychosocial development in toddlerhood. In order to avoid shame, children may choose to not participate in new activities because they automatically...
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...principles based on the philosophy of respect. In our text, “Infants, Toddlers, and Caregivers, A Curriculum of Respectful, Responsive, Relationship-Based Care and Education” by Janet Gonzalez-Mena and Dianne Wildmeyer Eyer, they list and describe the three stages of childhood which include young infants, mobile infants, and toddlers. They also list and describe the ten principles based on the philosophy or respect which include (1) involving infants and toddlers, (2) investing in quality time, (3) learning each child’s unique ways of communication, (4) investing time and energy to build a total person, (5) respect infants...
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...Developmental Observations I have chosen to observe the second video of the toddler age group. In the video the toddlers are gathered in the playroom participating in various activities. The playroom is sectioned off into specific areas that facilitate certain types of play. The toddlers are free to move around the room and interact with one another while playing. The toddlers in this video range in age from 18 months to 2.8 years. During this stage the children’s physical development should be that their physical skills are developing rapidly, their fine motor skills are developing so that they can stack or pick up small objects, as well they are working on grasping and releasing objects (Brewer, 2007, p.16.). The children at this age...
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...Environmental processes that may cause injury, illness, or death in Toddlers Lilian Iberosi Grand Canyon University, Arizona 11/13/2013 A toddler is a child between the ages of one and three. During this time, although the physical growth and motor development will slow, the toddler years are a time of great cognitive, emotional and social development. To this extent, toddlers are especially susceptible to preventable injuries because their physical abilities exceed their capacities to understand the consequences of their actions. Hence a two-year old child whose ball rolls into the road will think only about retrieving the ball, not about the danger of being hit by a motor vehicle. They are extraordinary mimics, but their understanding of cause and effect is not as developed as their motor skills. (Hagan 184). Therefore, safety issues in a toddler relate primarily to the toddler’s environment and interactions with parents and or caregivers In the light of the foregoing, some of the most frequent causes of injuries, illness, or death in toddlers include: suffocation, motor vehicle crashes and car seat safety-related injuries, falls, fires and burns, poisoning, choking, and drowning. Suffocation and motor car- related injuries are the leading causes of death, however toddlers’ who are exposed to maternal substance use, secondhand smoke, malnutrition, lack of caregiver supervision, or caregiver neglect also are at increased risk of morbidity. (Hagan 183) Parents usually underestimate...
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...According to the Washington State Guidelines, toddlers (age ranges from 16-36 months) commonly asks for help when needed and children imitated how others would problem solve. In my observation at Dizzy Castle, Cooper (a two year old), asked for assistance many times when he was put in situations that was difficult for him to overcome, but then imitated his cousin when he showed him how to problem solve. As my focal child, Cooper, had a strong bond with his older cousin, their bond made Cooper feel safe. When Cooper struggled with the obstacles, he would ask for assistance and began to be fussy, but as soon as he sees his cousin complete the obstacle, he soon followed him to do so as well. Cooper seems to be in accordance to the Washington...
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