How the child reacts: Tassoni, Penny & Beith, Kate (2002) Diploma In Childcare & Education, Heinemann, Oxford. A fabulous tool to use in order to collect genuine data while students are in the general education setting. ��2j�Ր|�N�]�#����ͨ��1t6E�|L���={i�YFI�wKl��Z3�����^g`��&.� � J���Z�� e��4lgCO�. at this moment I do not think there is any reason for concern as Children learn how to perform gross (or large) motor skills such as walking before they learn to perform fine (or small) motor skills such as drawing. This was the one observation I most worried most about as there are so many other distractions within the room setting, I was worried it would be impossible to observe the target child closely enough. When target child was sorting through the puzzle pieces I observed her picking up one piece with a lion on it and referring to it as a rarrrr rarrrr this too is in line with the milestones for her cognitive development , as according to Piagets theory of cognitive development, between the ages of 2-7 the preoperational stage a child will use symbolic thinking which means they will use words and images to represent objects  as raarrr rarrrrr to symbolize a lion , another example is when a child will call a dog a woof , woof. This will enable the child to use the correct pronoun while speaking and forming sentences. The techniques I have chosen can also show what areas of development the child need help with to reach his milestones. Language – narrative techniques. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of UKDiss.com. Social = event sample techniques. it will also give me a better insight into his likes and dislikes and identify any developmental needs Target child may have. Each checklist takes your through the milestones or abilities baby should be reaching at each age range. I feel this can be linked back to Vygotsky’s social development theory, which included 3 concepts he Role of Social Interaction in Cognitive Development, the More Knowledgeable Other and the Zone of Proximal Development. I am hoping that by carrying out these observations I can reach a better understanding and record the developmental progress of the target child in the 5 areas of P.I.L.E.S. TC walks over and sits with his classmates. When assessing a child’s social-emotional development, we will look at a variety of components such as: The Ability to Establish and Maintain Relationships %%EOF I would hope I still managed to link in the theories to my observation well enough to be understood. Time sample observation for social development. She picks up a puzzle piece with a picture of a lion on it, TC is holding up the piece and is saying “rarrrrr rarrrr look a rarrrr “. 2357 0 obj <>stream Its seems that the target child simply enjoys interacting with the adults and she is always smiling when doing so. Support and guidance from adults will help preschool children navigate these early interpersonal relationships. The stages of language development are usually the same for all children but the age and the pace at which a child reaches each milestone of language development vary greatly from child to child. I also explained to the parents how at any time they can request to view the observations I plan to do on their child. the room itself is large and has different play areas set out and many different toys which are easily accessible to the children. They also have an afterschool programme for primary school children. Also, to see if the child is progressing, and help with the planning of activates, routines, or any other programs that are being used within the setting. I would like to ask for your permission to use the social skills checklist … Room & setting: the room in which this observation took place is the large senior toddler room which the target child attends in the afternoons, the room is a bright large room with the various play areas, dress up, kitchen, buggy corner, home corner and tables and chairs set out to one side of the room leaving a large amount of space I the middle of the room for the children to play. Have them rock back and forth as they sing. Show more independence 7. Free resources to assist you with your university studies! _______ Recognize that others may feel differently about the same situation. Day 2 These tasks can be difficult to navigate: young children are often required to sit still or wait, attend, follow directions, approach g… From my observation I can see TC can understand when people are speaking to her, when told to come back to the table and wait for the activity to finish, she does so and waits, also when asked where her beaker was, she was able to show the adult it was in her bag. Also, I would recommend more music time aid the children’s language development as most Young children love music and movement. This I feel would not only help TC but also the other kids with the blending of the 2 groups daily. The reason for the choosing these techniques are, they are easy to understand and read by both parents and staff in the setting also they give a clear picture of how the child is developing in all his areas. Consequence  This brought to mind one theory on attachment by psychologist Mary Ainsworth who following on from john Bowlby’s earlier attachment theory, Ainsworth described three major styles of attachment: secure attachment, ambivalent-insecure attachment, and avoidant-insecure attachment. I. And would like you observe Katie with your permission. People present: supervisor, 1 childcare worker, 1 student and 8 children. Might be bossy and defiant 6. I feel these theorists will give me a great in site in to child’s development and are also greatly linked to each area of P.I.L.E.S. Naturally, the child might enjoy the teddy’s company more when the mother is there. Registered Data Controller No: Z1821391. Establishing eye contact (for a few seconds). TC is looking around, TC is smiling and jumps on the purple circle. The defining feature of this stage, in Piaget’s view, is egocentricity. Target child turns and walks to the table beside her, “my help you?” she says to the C1 , C1 turns and hands TC some puzzle pieces TC is picking up a piece with a blue and white towel on it, she is looking at the piece in her hand  now she is looking at the table, she picks up the piece with the bar of soap on it and is now matching them together. Child description:  the target child I have chosen to observe is a 3.5-year-old girl. When they listen to lively songs, like “Old McDonald Had a Farm,” they learn about the world around them and the rhythm of language. Because of all this myself and my supervisor feel Katie is the perfect child for me to do this assignment on. Day 4 It had been noted before that the target child seems to follow the adults in the room more o than playing with her peers. The MKO is someone with a better understand, or more capable of a task so can use this knowledge to help the child. 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