Child Deve

card Physical (fine Motor) clock 1230-300 participation 5/12/12 epoch Actions Social collection run-in T take 1230 T. C is seance at duck reservation a jigsaw picking upT. C , C1,C2,C3,C4,C5 T. C>C1 you help me Making Jigsaw servicemans cultivation nipper good dealle C1>T.C yea C4>T. C Me too 1 00 T. C eats dinner with with upchuck T. C , G none Eating dinner 130 T. C helps draw head dimension pencil u hum tweezer T. C , C1 T.C > C1, C1- Look, Look Drawing characterisation grasp T. C , C2 C1> T. C Thats lovely 145 -200 T. C builds a h everyplace with an opposite pincer T. C C1 T. C> C1 fate to help Free- round C1>T.C -yup 215 T. C helps change the p climb on of parole using pincer T. C>G Read That One Story- sentence grasp T. C>A 230 T. C has apply of her own reading it and is ever-changingT.C, C1, C2, C3,C4,C5 None Storey- era p advances using her pincer grasp 300 T. C picks her coats and zips it up usin g pincer T. C > A T. C> A- Bye Home- cartridge clip grasp individualized learning Whilst doing this notification on T. C I versed how amazing it is that at such(prenominal) a young come along a pincer potbelly h darkened a pencil and attempt to draw with it. Also in this ceremony I k directlying that the more free-play that lesser fryren retrieve the more they dumbfound their skills I as well as intentional that at such a young advance of both(prenominal) that a pincer with slightly help from an separate kidskin sewer put to workher a jigsaw with aside gravids help. Summary TC shows in this honoring that she muckle commit her pincer grasp rattling well as she is qualification jigsaws and is using a pencil.TC similarly shows that she bottomland spend her gramer grasp when she feeds herself with the spoon. Recommendations for T. C I would recommend that the creche could look at T. C to build something with the blocks or they could ask T. C to try drawing something on her own to ch all toldenge her so she idler develop more. Reference binge, E. (2010). tike Development for students in Ireland. capital of Ireland Gill&038Macmillian Physical information Checklist egregious Motor. Date 23/11/12 cartridge clip 1100- 1130 Yes No causerie Date Runs safely. Confidence, ( T. C plays taboo-of-door catch, T. C 23/11 avoiding obstacles runs downward(a) towards big cat represent and avoids dislocate. Rides a trike, thrust it on Not in observation 23/11 with the feet Walks up and down stairs both ( Walked down step to go outside 23/11 feet to apiece step, h dodderying wall one step at a time. Squats with ease. Rises without ( Plays quiescence bunny.Squats on 23/11 using hands shew when manifestation bunny sleeping but doesnt sit on background signal Can surface up on furniture and ( Climbed up lantern sailing one foot at a 23/11 stick to down again time.Holdi ng onto rails with both hands going up. take aims velocipede energy along Not in observation 23/11 with feet. Able to manoeuvre large runs ( Pushes child along in shrink from car 23/11 with wheels using both hands. Loves to biff along tinkers on Not in observation string Throws small crank everywhere arm ( Playing bollock game outside passes23/11 to anformer(a) child. Kicks a large freak ( Passes egg to otherwise child 23/11 military rating The Aim of this observation was to pursue TC, a 2 year old girl darn she was in a creche setting to puzzle out a better reason suitableness of her strong-arm suppuration. I feel that I complication over achieved this subscribe to very well and that generally TC is contact her norms of ripening with her physical maturement in terms of her gross motor. The gross motor skills atomic number 18 the use of the large muscles in your body.In the yard TC shows that she buttocks run in the y ard towards caterpillar toy avoiding the slide. TC withal shows that she can climb up on furniture and arrive at buns down keeping onto rails with both hands. TC kindredwise shows shes shock the norms correspond to violent stream when she pushes a child in the toy car near the yard. TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playacting hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to violent stream 2010 a child at the age of two should be able to carry these tasks without difficulty to be concussion the norms of schooling.According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to practice toys along with wheels, but these activities were not in my observation so I couldnt observe that TC could carry out these tasks. In thickset I feel like TC is meeting her n orms of development in her gross motor skills as she carried out the tasks I set out for her to her full potential. Personal learning I learn whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. I also learned that at such a young age that children build practiced physical strength eg. TC could push the younger child around in the toy car I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. C I would recommend that the creche make up more Toys in the creche so TC can develop her skills on other things. I would also recommend that the creche encourages TC more to play with other children. References Flood. E (2010). squirt development for students in Ireland. Dublin Gill&038Macmillian. Pia thump, J. (1975). The childs conception of the world. Totowa, NJ Littlefield, A dams. (Originally published 1932). Intellectual development. contemplation narrative. Date 16/11/12 Time 111110 T.C is sit on the couch at the corner with two impair natural dolls on her knees TC is pretending that the baby born dolls are talking to individually other grammatical construction do you compliments to play TC is express mirth away to herself and is pretending that the babies are laughing with her. TC watch overs performing with the dolls, laughing pretending that the dolls are her own children. TC has just named the babies Megan and Rachel (which are the children on front of her) TC is directly sitting on the ground with the one of the babies up at her shoulder motto Its Ok. bounteouss goes over to TC and asks her what happened the babies TC replies to the giving Megan hit her Adult says prickle to TC the poor baby and turns to the other baby TC has and says Thats Not Nice. TC laughs at heavy(a) manifestation this and says Rachel is ok now and laughs.TC thusly(prenominal) puts down the Babies and walks over to the come across get on and says thats me and points to the picture of her on the wall. TC so points to another picture and says to with child(p) t present is Luke and Lauren. Adult replies Yes it is. TC then goes over to Luke and Lauren and says and points at wall and says thats you Luke and that is you Lauren. The Door bell then rings and TC looks at door and shouts Mammy TC looks at boastfuls and Says That mammy Adults Replies no thats Lukes mammy. TC then says silly Me and TC then shouts over to Luke Luke Mammy here. TC Then Goes back over to the Corner and picks up baby born again. End Of observation. valuationThe aim of this observation was to observe TC a two year old girl while she was in the creche setting to get a better reason of her intellectual development. I feel that I subscribe achieved this aim very well and that generally TC is meeting hers norms of development in terms of her intellectual develop ment. In this observation TC shows empathy for the baby born when Rachel is crying. TC shows affection here when she lifts her up and puts her head on her holder. According to Flood(2010) at this age this is what TC should be doing. TC also shows that she is meeting her norms of intellectual development when she goes over to the pictures on the wall and behave sexs herself, Lauren and Luke in the photos. According to Flood (2010) these are the norms she should be reaching.According to Piaget A child at the age of 2 is at the per-operational stage and assumes that everyone and everything is like them. Therefore they animadvert everything feels pain and has emotions like them. Tc shows this when she thinks that rachel is crying and is hurt. Summary This observation shows that Tc is meeting all her norms for her age. Recommendations for TC I would recommend that the creche encourages TC to play with other children and to get her interacting with other children so that she is not pl aying on her own. I would also recommend that the Adults interacts more with TC if they can so that other children will come over and play with her. Personal learning I learned that a child at this age can sense emotions and can comfort people who are disoriented. I also learned that children of this age can are in a little world of their own and just keep themselves amused by talking to themselves I also learned that children can remember and recognize different people that they might see in a picture. References Flood, E. (2010). Child Development for students in Ireland . Dublin Gill&038macmillianPiaget, J. (1975). The childs conception of the world. Totowa, NJ Littlefield, Adams. (Originally published 1932). Language development precoded (playing play dough) date 23/11 Time 2000-210 Keys TC(target child C(Child C1(Child 1 A(Adult 1 TC(C This yours? TC doesnt get an answer of C) TC(A Harry here TC(A Can I play with harry? A(TC Yes A(TC Do you want me to break that up? TC(A yea A(TC What you reservation TC(A It for mammy A(TC Good girl TC(A Harry going to sit here TC(A There Harry (do-do) C1(TC What you making C(C1 Think she making pancakes C(TC Is it pancakes TC(C I essential that C(TC Ok C(TC Shhh A on the phone TC(C OK TC(C I withdraw that C(TC Here TC(C Thank you C(TC Youre welcome. End of observations. Child Initials TC mount 2 Sex female Date 3/12 time 1055-1103 Setting creche Observation mixer development minute bodily function Language record Task Social 1 academic session in a lot sing singing TC(adult do ring-a-ring-a-Rosie company time separate nursery rhymes 2 Sitting in a isthmus sing singing A(TC ready crowd time meeting nursery rhymes 3 Sitting in a circle sing singing A-TC-1, 2,3,4,5 Once I got a fish alive Group time Group nursery rhymes 4 Sitting in a circle sing singing Singing songs with group Group time Group nursery rhymes 5 Sitting in a circle sing singing A (TC ready Group time Group nursery rhymes TC nods head 6 Sitting in a circle sing singing TC singing row-row Group time Group nursery rhymes 7 Sitting in circle singing santy A(TC what you want to sing? Group time Group coming to town TC- santy 8 check into TC(G Its break time Group time Group Evaluation The Aim of this observation was to observe TC, a two year old girl every minute for eight minutes while she was doing group time in a creche setting.I carried out this observation to get a better understanding of her social development. I feel that I have achieved this aim very well and that TC is meeting her norms of development with her social development. In this Observation we see that TC is meeting her norms when she responds to the adult when she is asked what she wants to sing, she also shows that she is meeting her norms when she spousal relationships in when an adult sings, so according to flood (2010) as she is doing this she is meeting her norms of de velopment. She is also meeting her norms when she says its break time as according to flood (2010) children at the age of two will ask for food.In this observation these are the only parts of the norms of development in social skills that we could observe, so we dont know if she has positive any of the other norms as we can not assume she can do these things we have to see a if she is interacting with the group better. Summary This observation shows that Tc is meeting most of her norms for her age. But I couldnt prove she is meeting them all. Observation mad Development Event sample. Date 10/12/12 Observation begins 930 observation finished 2 30 No Time/date/place Description of incident Adult involution Provoked/un- evoke 1 900, 10/12 on couches in corner TC takes toy of child 1.Child Adult takes toy of TC and says Un-provoked of room 1 gets upset and cries C1 had that first and hands toy back to C1 2 1100 10/12 preschool room TC is playing on mat, TC takes Adult asks TC to give C1 back Un-provoked toy of child 1 and wont give itthe toy by express can C1 have back her toy back please 3 1130 10/12 tables in preschool TC is at tables doing stand bys, Adults says to C1 give that Provoked room child 1 takes a piece of TCs piece back to TC thats for her puzzle and TC gets upset jigsaw 4 100 10/12 table in preschool TC is having dinner and child 1Adult asks C1 to stop tippingProvoked room is annoying her by tipping her TC on her arm. TC says stop 5 130 10/12 Library space Child 1 takes book of TC and TCAdult Asks C1 to give her backProvoked preschool room. turns to wall and starts the book and gives book back crying. to TC 6 200 10/12 depository library space TC then grabs book of child 1 Adults Takes Book back of TC Un-provoked preschool room and wont give book back and hands to C1 7 230 story-time mat preschool Child 1 pushes TC out of way soAdults tells C1 to say sorry provoked room that she can sit at the f ront to Tc of mat. Evaluation The aim of this observation was to observe TC, a 2 year old girl while she was in the creche setting to get a better understanding of her emotional development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development in terms of her emotional development.This observation shows that TC is meeting her norms of development as she shows extreme behavioral changes as she takes toys of other children but gets upset when children take things off her. According to flood (2010) this is the way a child at the age of two will carry on. This observation also shows that according to flood (2010) a child at the age of two have little concept of sharing this is why TC took the toy off the other child. Flood(2010) also says that children at the age of two doesnt understand teasing this is why TC gets upset and mad when child 1 is tipping her whilst TC is having her dinner. According to bruner at child at 2 Should be able to able to eat with a spoon and fork TC shows she can do this. Personal Learning I learned when doing this observation that you have to permit children misbehavior for them to learn I also learned that children shouldnt be put near another child that may upset or cause conflict with them. I also learned that you can sort out conflict that happens between children advantageously and as in short as it occurs. Recommendations for TC I would recommend that the adults keep TC away from C1 if they keep getting into situations were they are annoying eachother. References Flood, E. (2010). Child Development for students in Ireland . Dublin Gill&038macmillian Keys TC target child, A- adult G-group C- other child A(TC Are uses ready? G(A Yes TC(A What that (TC points to glue) A(TC Thats glue TC(A can we use that A(TC yes one minute TC(G Were using glue C(TC Cool what you making TC(C Lambs TC(C What you making C(TC Butterflies TC(C Cool TC(G Look at mine (TC hol ds up lamb) A(TC Thats lovely TC(A Thanks TC(C I like yours C(T.C I like that tint TC(C Thanks TC(C Luke what you making C(TC Lamb like you TC(C NAP (snap) A(G Use having gambol? G(A Yeah TC(A Can I make a butterfly now? A(TC Yes course you can TC(C I making butterfly like you C(TC We can be the same TC(C Sure mines pink A(TC When you finish your butterfly we are brisking up ok TC(A Oktaa TC(G We Have to finish up soon G(A nooooo A(G Its break-time TC(A Can we do it again A(TC Yea later A(G We have to clean up now. end of observation) Language Development date 25/2/13 time 1100-1110 Evaluation The aim of this observation was to observe TC, A 2 Year old child for 10 minutes in a creche whilst she was taking part in a group activity to get a better understanding of the development of her language from the terminal time I discovered her. I feel that TC has progressed in term of her language skills as she now talking clearer and is using more vocabul ary As According to Flood (2010 a child at the age of 2 uses 200 or more words. Flood(2010) also claims that a child at the age of 2 constantly pointing out an asking the names of people and objects.TC shows that she is meeting this norm when she asks the adult what the glue is. This also shows that TC has progressed since she was last observed as in the last observation she wasnt asking much questions at all. According to Piaget the vocabulary of a child is expanded and developed during this as they change from babies to toddlers Tc shows that she has developed since the last observation as she is having a better conversation in this observation then she was in the last one. According to bowler a child at 2 should allow people know what they want using words. TC shows this when she asks adult can she make a butterfly. Personal learning From doing this observation I learned that children can progress and are always progressing as TC progressed since the last time I observed her. Recommendation for TC I would recommend that the creche get TC to do more activities like this as in this activity TC was doing lots of interaction with the other children. References Flood, E. (2010). Child Development for students in Ireland . Dublin Gill&038macmillian Bowler P and Linke P, Your Child from One to Ten. Australian Council for educational Research, Melbourne, Vic. 1996. Piaget, J. , &038 Inhelder, B. (1973). Memory and intelligence. capital of the United Kingdom Routledge and Kegan Paul. Physical development Checklist gross Motor.Date25 /2/13 Time 1100- 1130 Yes No Comment Date Runs safely. Confidence, ( T. C plays outside catch, T. C 23/11 avoiding obstacles runs down towards caterpillar toy and avoids slide. Rides a trike, pushing it along ( TC is playing in the cars with 23/11 with the feet the other children in yard. Walks up and down stairs both ( Walked down step to go outside 23/11 feet to each step, holding wall one step at a time. Sq uats with ease. Rises without ( Plays sleeping bunny.Squats on 23/11 using hands ground when saying bunny sleeping but doesnt sit on ground Can climb up on furniture and ( Climbed up slide one foot at a 23/11 get down again time.Holding onto rails with both hands going up. Steers tricycle pushing along ( TC is playing in the cars in 23/11 with feet. yard. Able to manoeuvre large toys ( Pushes child along in toy car 23/11 with wheels using both hands. Loves to pull along toys on Not in observation string Throws small ball over arm ( Playing ball game outside passes23/11 to another child. Kicks a large ball ( Passes ball to other child 23/11 EvaluationThe Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting doing an outdoor activity to get a better understanding of her physical development to see if she has developed since I last observed her. I feel that I have achieved this aim very we ll as TC is now meeting all her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body. In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows shes meeting the norms according to flood when she pushes a child in the toy car around the yard.TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development. According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldnt observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of development in her gross motor skills as she carried out the tasks I set out for her to her full potential.TC Also shows that she is meeting her norms as she shows that she can Rides a trike, pushing it along with the feet as according to flood(2010) she should be doing this at the age of 2 Years also TC shows that she is meeting her norms as she shows that she can Steer a tricycle pushing along with feet. Personal learning I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. I also learned that at such a young age those children have good physical strength eg. TC could push the younger child around in the toy car I also learned that children at this age are aware of the dangers that can hurt them li ke when TC avoided the slide when going to the caterpillar Recommendations for T. CI Recommend that the creche do more outdoor activities with them so that TC can keep evolution her norms. References Flood, E. (2010). Child Development for students in Ireland . Dublin Gill&038macmillian Social development tend chart- narrative Date25/2/13 Time 900-1200 TC entered the creche and went straight over to the table to get toast and juice. TC sat down beside another child and verbalize hi she then turned around to the adult and said can I have some toast The adult replyed yes and handed Tc some Toast. After her toast TC went over to the library snack bar and sat alongside another child and read a book. TC and the other child were reading the book aloud and swapping book subsequently they had each book read.After the library counter TC went over to the kin corner with two other children and pretending to cook them lunch at the kitchen asking what would you like for lunch TC then told the children that this is what her mammy uses to make her dinner. After this TC went over onto the mat and sang nursery rhymes with all the other children and held hands when going around in the circle. TC then went back over to the table where she was going to have her break and asked the adult could she sit beside Lauren and luke. The adult said she could so she said beside them. TC then asked could she be the helper to give the children out there lunches and the adult let her. TC then went around giving all the children their lunches and talking to them.After Break TC went and got her coat on as she was going outside to do and outdoor activity TC stood in the line beside Lauren holding her hand singing if your happy and you know it song. TC then went outside with the other children and stood against the wall watching the adult demonstrating the activity. TC then got in a line behind the other children and waited her turn to do activity. After Activity was done TC went back inside as all the children were and went over and took a sit beside another child as they were making get days cards TC asked all the children what colours they were using aft(prenominal) the activity as done it was TC home time so she got up of her chair and said bye to everyone and went to the door to go home. (see flow chart) EvaluationIn this observation we see that TC has progressed since the last time that she observed as she in now interacting with the children more. We see this when TC is sitting next to Lauren and luke and she is taking to them in the last social observation TC was mainly just joining in on what the group was doing she wasnt making her own conversation with the children. According to the Piaget a child at the age of 2 should Initiate play activities TC shows she can do this when she join in indoor and outdoor activities. Also according to Piaget a child at the age of two Demonstrate personal preferences about toys, food, and activities TC show she does this wh en she pretends to make food for the other children.According to bowler a child at 2 should 2- 3 year olds love simple picture books with familiar things and simple stories. Read aloud to them and talk about the pictures TC shows that she can do this when she reads the book at library corner. Summary In this observation it shows that Tc has developed since the last time i observed her. Recommends I would recommend that the creche workers keep getting TC multiform in activity to make her interact even more with the other children. References Bowler P and Linke P, Your Child from One to Ten. Australian Council for Educational Research, Melbourne, Vic. 1996. Piaget, J. , &038 Inhelder, B. (1973). Memory and intelligence. London Routledge and Kegan Paul.