Child Development Observation #1

Theory and Developmentally Appropriate Practice:

In this section, write a brief introduction that will allow your reader to follow the organization of your assignment and the focus of your observation.

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Observation Checklist

DEVELOPMENTAL CHECKLIST – 8 TO 12 MONTHS
CHILD’S NAME:
DATE OF OBSERVATION:
NAME OF OBSERVER:
MILESTONES DATE
OBSERVED
GROSS MOTORDate observed
✓ Crawls forward on belly (8-9 mos.)June 24th, 2019
✓ Assumes hand and knee position (8-9 mos.)June 24th, 2019
✓ Gets to sitting position without assistance (8-10 mos.)June 24th, 2019
✓ Pulls self-up to standing position at furniture (8-10 mos.)June 24th, 2019
✓ Creeps on hands and knees (9 mos.)June 24th, 2019
✓ Gets from sitting to crawling or prone (lying on stomach) position (9-10 mos.)June 24th, 2019
✓ Walks holding on to furniture (10-13 mos.)June 24th, 2019
✓ Stands momentarily without support (11-13 mos.)June 24th, 2019
✓ May walk two or three steps without support (11-13 mos.)June 24th, 2019
FINE MOTOR
✓ Uses pincer grasp (grasp using thumb and index finger) (7-10 mos.)June 24th, 2019
✓ Bangs two one-inch cubes together (8-12 mos.)June 24th, 2019
✓ Pokes with index finger (9-12 mos.)June 24th, 2019
✓ Puts objects into container (10-12mos.)June 24th, 2019
✓ Takes objects out of container (10-12mos.)June 24th, 2019
✓ Tries to imitate scribbling (10-12mos.)June 24th, 2019
COGNITIVE
✓ Looks at correct picture when imageis named (8-9 mos.)June 24th, 2019
✓ Explores objects in many different ways (shaking, banging, throwing, dropping) (8-10 mos.)June 24th, 2019
✓ Enjoys looking at pictures in books (9-12 mos.)June 24th, 2019
✓ Imitates gestures (9-12 mos.)June 24th, 2019
✓ Engages in simple games of Peek-a-Boo, Pat-a-Cake, or rolling ball to another (9-12 mos.)June 24th, 2019
✓ Finds hidden objects easily (10-12 mos.)June 24th, 2019
LANGUAGE
✓ Babbles “dada” and “mama” (7-8 mos.)June 24th, 2019
✓ Babbles with inflection (7-9 mos.)June 24th, 2019
✓ Says “dada” and “mama” for specific person (8-10mos.)June 24th, 2019
✓ Responds to “no” by briefly stopping activity and noticing adult (9-12 mos.)June 24th, 2019
✓ Responds to simple verbal requests, such as “Give me” (9-14 mos.)June 24th, 2019
✓ Makes simple gestures such as shaking head for “no” (12 mos.)June 24th, 2019
✓ Uses exclamations such as “oh-oh” (12 mos.)June 24th, 2019
Adapted from the Early Childhood Direction Center – 2018
SELF-HELP DATE
OBSERVED
✓ Finger-feeds himself (8-12 mos.)
✓ Extends arm or leg to help when being dressed (9-12 mos.)
✓ May hold spoon when feeding (9-12 mos.)
SOCIAL/EMOTIONAL
✓ Shy or anxious with strangers (8-12 mos.)
✓ Cries when mother or father leaves (8-12 mos.)
✓ Enjoys imitating people in his play (10-12 mos.)June 24th, 2019
✓ Shows specific preferences for certain people and toys (8-12 mos.)June 24th, 2019
✓ Prefers mother and/or regular care provider over all others (8-12 mos.)June 24th, 2019
✓ Repeats sounds or gestures for attention (10-12 mos.)June 24th, 2019
✓ May test parents at bed time (9-12mos.)
DEVELOPMENTAL RED FLAGS (8 TO 12 MONTHS)
□ Does not crawl
□ Drags one side of body while crawling (for over one month)
□ Cannot stand when supported
□ Does not search for objects that are hidden (10-12 mos.)
ϒ ) Says no single words
□ Does not learn to use gestures such as waving or shaking head
□ Does not sit steadily by 10 months
□ Does not react to new environments and people
□ Does not seek out caregiver when stressed
ϒ ) Does not show interest in “peek-a-boo” or “patty cake”
ϒ )Does not babble by 8 months
Summary:

Summary of Typical Development

From my observation of age 9 months are able to crawl forward and assume their hand and knee position, creep on knees and hands, can rise into sitting position without assistance, uses pincers grap, pokes with index finger, and bangs two one –inch cubes together. At this age babies will also explore objects by different ways including shaking and banging. They also engage in simple games, responds to adults and simple verbal requests, babbles names.  At 10 months children start imitating people, find hidden objects, puts and empties objects from containers, and starts calling specific people. At this age also children try to walk while holding onto furniture. At the age of 11 months children may stand momentarily and also walk some steps without any support.

Developmental Concerns

The child says no single word for example “mama” or “dada.” Unlike other children in the room who shout and try to communicate verbally with the caregiver, he plays silently. He also shows no interest in “peek-a-boo” or “patty cake” .

Supporting Methods and Practices

Since the child does not make say any word in the video, I would try to use  different methods of making the child to say something. To support the child I would engage in joint attention with the child and also try to elicite conversation with him (Joe, 2012). I would also try to provide more information to the child while using complex grammar and vocabularies. Whenever the child would make any vocalization I would respond immediately to entice him to make more.

Implementing Methods and Practices

Since the child does not say any word , one developmentally appropriate activity that I could do with the child is to talk to the child frequently. Talking to the child throughout the day  makes the child develop interest in talking. I would also advice pointing out objects both inside and outside the house (Recognizing Developmental Delays in Your Child, 2007). I would also ask him questions and respond to his answers. I would also inform the doctor so that necessary test could be taken immediately.

Support Considerations

Caregivers should consider introducing sound games in the class of toddlers to promote their speech and language development. By playing the sound games, the child is likely to imitate the sounds and by doing so they learn to speak and say words quickly. Caregivers should also consider having more books in the class where children may look at images in the books and ask questions (10 Ways to Promote the Language(n.d.). Introducing singing sessions may also promote a child’s speech since by singing they keep repeating words that mat otherwise be  difficult to say when talking.

Conclusion

Children develop different skills slowly and at different stages in life. As they grow they get to learn more and more skills and they continue to become independent. Observing the growth and behavior of ababy will help the caregiver to identify aspects in the child that are not developing and thus offer a chance to act on the issue at an early stage. For a child who is about 12 months and seem s not to say any word, it is an indication of a developmentally concern. As a result there are several ways in which the caregiver can promote the child’s speech. One method involves speaking to the child more frequently and responding to their vocalization. Other practices that may help include aking the child questions or eliciting conversations between the two parties to encourage her to speak. On the other hand, it is recommendable that caregivers should incorporate items and activities that promote speech among toddlers. Such activities include singing in the class and incorporating sound games to the class.

References

Joe. (2012, July 22). Activities to develop Speech and Language Skills. Retrieved from https://www.icommunicatetherapy.com/child-speech-language/child-speech-language-development/activities-strategies-help-develop-speech-language-skills/

10 Ways to Promote the Language and Communication Skills of Infants and Toddlers. (n.d.). Retrieved from https://mtbt.fpg.unc.edu/more-baby-talk/10-ways-promote-language-and-communication-skills-infants-and-toddlers

Recognizing Developmental Delays in Your Child: Ages 3 to 5. (2007, September 25). Retrieved from https://www.webmd.com/parenting/recognizing-developmental-delays-your-child-ages-3-5#2

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