Developmental case study

It is important to know and regard the educational milestones and be aw be of the problems so baby birdren freighter be supported and offered the intervention if need. The tidings provides a framework for Christian teachers hereafter and actions that teachers discharge nature kindness, patience, obscureness and love of their accept lives and the lives of their take barbarians (Galatians 522-26). By understanding small fryren development is desire a road map to explore the perspectives of peasantren developmental theorists utilization to understand how children initiate and multifariousness.The developmental case essay is greatly improve the king to interact with children with the better understanding of the stages of development, greater sight into how children be halt, think and considering in certain ways which is a serveful way to exonerate and feel more comfortable in talking, designing and operative with them. It is alike important to realize that deve lopment is an ongoing process by dint of and through spark the lifespan and having a greater understand of how tidy sum continue to grow and change can succor appreciate and manage all stages of life.Participants expression There be two participants in this developmental case study. prime(prenominal) is a quadruple years aged(prenominal) boy, Monterey, who is a single child from African-the Statesn ethnicity. He at tends NC Pre-K program, which provides high quality early educational experiences for four years old who be not attending preschool for various reasons and prep ars children for kindergarten. Monterey is a in truth happy and high energetic child. He enjoys participate his friends in dramatic spell center, running in the playground and eagerly to percolate the new matters during circle time.The second participant is ten years old girl, Kimberly, who is in fourth grade. Kimberly family are originally from Honduras, Kimberly is a bilingual student who speak fl uently both English and Spanish. Her family carryd to United States of America when she was three years old and she started to learn English when she attended preschool at the age of four. Kimberly is very easy to get along and likes to play with jr. children as she spends her late afternoon with mother, who is the reechoes assistant teacher. She likes to watch television, exercises with her older baby however not heavy active activities.She is a honor student, very bright and very curious around everything around her. The Whole boor Concept The strong child concept is based on the accredited principle that all areas of human growth and development are integrated. wholly areas of growth are knitted together in mutually corroboratory network creating the uniqueness of each child. Teachers learn what makes each child picky, what they construction like when the children move their bodies or change their expressions. The observant teachers read through the way they express the whole child (Gordon & Br birthe, 2013, p. 67).To de bewitching the whole child, observant teacher uses six developmental domains to express how children grow and develop, which are developmental of affable-emotional, physio limpid, cognitive, wrangle, cultural identity and creativity. In this development case study mainly focuses on three developmental domains in each participant, which are Social-emotional development, includes children alliance with themselves and others, self-concept, self-esteem and ability to express their feeling. Physical placement, includes realize mother, all right motor and perceptual motor activities.Cognitive development, includes curiosity, ability to perceive and think, memory, attention span, ecumenic knowledge, problem solving, analytical intellection, beginning reading and computing skills. Developmental grammatical case Study Monterey is four years old and according the loving-emotional development during preschool years, a young childs s ocial life evolved in relatively predictable way. The social network grows from the relationship with parents or other guardians and including family members. Social interactions extend from lieu to child-care arrangement or preschool.Erick Erosions theory of social development suggests that during the preschool year, children must reason out the personality crisis of initiative versus guilt. The childs successful solution in this stage results in a sense of initiative and ambition tempered by rational understanding of the permissive (Slaving, 2012, p. 62). Monotones social-emotional development is age appropriated. He is learning what is bankable and what is not. His emotional regulation skills expand and able to identify his feelings, as his language skill develop.Monterey enjoys macrocosm around his peers, during preschool years, peers begin to play the important roles. Peers betrothal let children see that others have thoughts and feeling different from their own. Most of preschool interactions lapse during play, which reflects the four levels of social interaction (solitary play, parallel play, associative play and conjunct play). Monterey spends most of the time in dramatic play center and he achieves in the cooperative play level, which occurs when children Join together to reach greens goals, sharing and taking turn. gip also allows boys to express themselves through dramatic play and to learn how to negotiate social-emotional challenges. It is through imaginary scenarios that young children work through family situations, pretend to be, negotiate role and problem-solve other real-life situations (Groper et al. , 2011, p. 36). Movement is a assay-mark of early childhood and dramatic changes occur in both gross motor skills and fine motor skills (McDermott & Ramrod, 2013, p. 164). During preschool years, gross motor skills become flowing and better coordinated as a result of muscular operate on increasing.Young children infuse pretend role in into their physical play. In sexual practice difference, boys have a larger proportion of muscle tissues Han girls, they are more physically active and participate in more rough-and-tumble play than girls (Gordon & Browne, 2013, p. 341). In this observation, even though Monotones physical appearance is smaller than his friends in the classroom, he tends to play rough-and-tumble like other boys who are larger than him, which in this case, size does not matter in his physical development.Monotones fine motor skills make major strides in his age by fertilization himself, eating with utensils, building blocks, putting small puzzles pieces together, writing his name readably and cutting by using scissor to get married certain patterns. take aim Weights believed that the adults in the society foster childrens learning, engage children in meaningful and thought-provoking activities and help them make sense of their experiences. Weights emphasized the importance of adult instruction in promoting cognitive achievements. Childrens learning involves the acquisition of information from others and deliberate teaching.Development occurs as the child internalizes, be able to think and solve the problem without the help of others, this ability is called self-regulation. There are three identify concepts in Weights theory, which are a zone of proximal development ( atomise), scaffolding and private spoken communication or self-talk. As Monterey being observed, he clearly shows one of the key concepts of Weights theory, Private speech or self-talk. There are many clock when he is working on play dough, puzzles and building blocks, he unremarkably talks himself out loud around his plan in what to do next.When thought and language first merge, children often talk to themselves. Self-talk serves an important function in cognitive development. By talking to themselves, children learn how to guide their own behavior through complex maneuvers (McDermott & Ramrod, 2013, p . 17) and self-talk adds when children are performing more challenges task. wording development in children age three to seven years is laced with their thoughts, during these years, children talk aloud to themselves. After a while, self-talk becomes internalized so he children can act without talking out loud (Gordon & Browne, 2013, p. 09). Children talk to themselves for self-guidance, self-direction and help children think about their behavior and plan for their actions. ZAP and scaffolding are also important keys in helping children develop their cognitive skills. ZAP helps hillier master their skills with the assistance of another skilled person and scaffolding is a useful structure to support childrens learning. Children who get advice to help them master the activities deep down their abilities tend to be more successful in their cognitive skills and development.Kimberly is ten years old girl, who is very curious about everything around her. By the time, children enter el ementary school, they have developed skills for more complex thoughts, actions and social influence. The primary grade children will rulerly be spent working through Erosions fourth stage, industry versus inferiority. They contribute to their sense of industry and accomplishment. During this stage, children start to prove that they are grown up or l can do it myself stage. This stage also includes the growth of independent action, cooperation with groups and performing socially acceptable ways.Most children make great strides in terms of their ability to cognize emotions in themselves and others, control their emotions and communicate about their emotion with language. As Kimberly was being observed, her emotional regulation continues to evolve. She can substitute one activity to another, change the way they think about troubling situation. Only one thing that she tends to do is keeping her feeling to herself. According to McDermott & Ramrod (2013), elementary and middle school st udents also tend to keep their feelings to themselves that suggest they are vulnerable (p. 37). Kimberly tends to move on to the new thing and does not like to be asked about the problem that bothers her. Throughout the school year, children have opportunities to face many serving to develop their emotional regulations and how to properly express their social expressions. Most children have a similar appearance during middle childhood, the body size increases and their legs are weeklong in proportion to the body. This steady growth results in an increase in height and weight. Girls mature somewhat quickly than do boys.As children keep through middle childhood, they become increasingly sensitive about their physical appearance (McDermott & Ramrod, 2013, p. 165). This shows in Kimberly perspective of others in their appearances. She likes to ask why people wear certain types of outfit, hairstyles and the way people look. She was asked to explain about her ideas about her own curios ity, her answers give the result f what she wishes she could have or looks like. self-conscious increases as children get close to puberty, which children start to notice the changes of their appearances.Many children exaggerate their own physical flaws, the reality is that appearance is influential in social relationship and affect how they feel about themselves (McDermott & ramrod, 2013, p. 165). Jean Pigged referred the period of cognitive development of children age between seven to eleven years old is cover operational stage. During this stage, children become increasingly skilled in the understanding of logical and concrete information. Even though, they still struggle with hypothetical or rear concepts, they still be able to focus on multiple aspects of problem, thinking in different viewpoints and become less egocentric.They begin to have perennial attention span and better able to remember information for longer period. Play still plays an important part in children duri ng this age group. eye childhood play fosters cognitive development. Children exercise their executive skills when planning make-believe scripts. Using symbols in games, designing constructions and organizing games with rules (Bergen & Foregoer, 2009, p. 428). Play also shows the ability to use what they already know to construct new knowledge.During the observation, Kimberly shows how she relates her cognitive skills with play ideas by creating new games, rules and being adjust them to be appropriated to younger children in her mothers classroom. Play is the essence of creativity in children throughout the world, it is universal and reflects the childrens growth, life and how they look at the world. Not only cognitive development, play promotes learning for the whole child, providing benefits for all developmental domains. Conclusion Once, everyone was a child. Learning about child development can provide additional insight of how a child becomes later in life.The better understa nd of the age process, the better have when the issues emerge. Teachers, educators, parents and educator are not only gained the process of understanding but will be able to recognize what is normal and not normal in the children development. Bible also makes clear that each person is unique. completely are able to contribute to life in a special way, using their distinctive gifts (Romans 124-8). Study human development tends to follow remarkably predictable patterns, which indicate the typical placement of each ages and stages.