child observation new version

Tatjana Trakauskiene D20005 Intergrated Study Assignemnt

PROPOSAL

For this assignment I am going to observe the development of one child using three methods

of observation. I am going to observe all five Piles to see if the child is growing in norm:

Physical

Intellectual

Language

Emotional

Social

Child has to be observed by using five methods of observation:

Checklist

Narrative

A time sample

Event sample

Movement

Child must be from 0 -6 years old.

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Details

Age: 11 month

Gender: female

Description: short blond hair, big blue eyes

Position in family: has 11 years brother

Length in placement: since birth

Siblings in placement: staying for 2 months

Favorite staff member: mother, father, brother

Full-time or Part- time: full time at home, for a few hours going to

child minder

Where tc goes after crèche: always staying at home

Favorite toy/ activity: exploring everything what is new

Personality: happy, easy type adapts easily to new people

and situations, easy going, sociable,

friendly, sharing, and not shy.

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Expansion of details

Position in family

Tc is the second child in a family. Tc has 10 years older brother, who came to live with

family just a few months ago. While parents are working tc is taken to a child minder for a

few hours, where tc is playing with other children.

Favorite staff

All the members in the family are equal. In the morning tc spends more time with mother, in

evening – with father and brother. Tc loves playing with her older brother, but there is no

only one favorite, all are the same to tc.

Favorite toy

Tc doesn’t have one favorite toy, but tc loves playing with big puzzles and the walker, which

tc can push, pull, and hold into it. Tc finds other activities which keeps tc busy. Tc likes to

climb on the box with toys and then climbs on the table and loves standing on the table. Or

when no one sees her tc goes in to the toilet, takes a brush and starts cleaning the closet. Tc

likes to go near the flower, takes little brush and is trying to sweep leaves on the rubbish

collector.

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Observation and evaluation

Physical development

Checklist

11 month Yes No Sometimes

Can stand unsupported Ѵ

Can walk with one hand Ѵ

Can hold a spoon Ѵ

Puts small objects in container Ѵ

Hold cup with help Ѵ

Sits unsupported Ѵ

Tries to crawl upstairs Ѵ

Throws objects Ѵ

Walking backwards Ѵ

Pick up toys from standing position Ѵ

Can dance Ѵ

Takes everything to mouth Ѵ

Stand unaided Ѵ

Looks for object hidden and out of sight

Ѵ

Preference for sweet and can grimace if the taste is bitter or sour

Ѵ

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Evaluation

Issue: preference for sweet and can grimace if the taste is bitter or sour.

1. Reference

Flavour is the primary dimension by which young children determine food acceptance.

However, children are not merely miniature adults because sensory systems mature

postnatally and their responses to certain tastes differ markedly from adults. Among these

differences are heightened preferences for sweet-tasting and greater rejection of bitter-tasting

foods.

2. Reference

Babies prefer breast milk and food that are sweet in taste. They dislike those items which

have a sour taste. He tries to feel and get the sense of taste by putting anything he picks up

with his hand into his mouth. Sense of taste develops slowly in babies. He begins to like salty

taste only after four months. Baby develops taste for a particular food item only after about

20 trials. Texture and smell of food items play an important role in developing taste for them.

As baby's natural preference is for sweet taste, he may not show a liking for other tastes, like

cereals or vegetables, when you introduce him to solid food. It is believed that sense of taste

is at its peak around 12 months and so the baby can be introduced to a variety of new flavours

during this time. To know if your baby likes or dislikes a particular food item, look at his

face.

3. Reference

British Journal of Nutrition sates that taste is a major determinant of children’s food

preferences, but its development is incompletely known. Exploring infants’ acceptance of

basic tastes is necessary. The first objective was to evaluate the acceptance of tastes and their

developmental changes over the first year. The second objective was to compare acceptance

across tastes. The third objective was to evaluate global taste reactivity.

Acceptance of sweet, salty, bitter, sour and umami tastes was assessed in three groups of

forty-five 3-, 6- and 12-month-old infants using observations based on ingestion and liking

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scored by the experimenter. For each taste, four bottles were presented - water, tastant,

tastant, water. Acceptance of each taste relative to water was defined using proportional

variables based on ingestion or liking. Acceptance over the first year only evolved for sweet

taste and salty taste. At each age, sweet and salty tastes were the most preferred tastes.

Reactions to umami were neutral. Sour and bitter tastes were the least accepted ones but

rejected only when considering liking data. Ingestion and liking were complementary to

assess taste acceptance. However, congruency between these measures rose during the first

year. Moreover, with increasing age, reactions were more and more contrasted across tastes.

Finally, during the first year, inter-individual variability increased for all tastes except salty

taste.

Reference list

http://pediatrics.aappublications.org/cgi/content/full/115/2/e216

http://www.prodinra.inra.fr/prodinra/pinra/data/2010/06/PROD20103b4fc997_20100604043301483.pdf

http://www.kidandparent.in/childdevelopment/stimulating-senses#taste

Intellectual development

Narrative

Tc was in the kitchen and saw remote control on the table in sitting room. Tc went over there,

took the remote control and started to press the buttons. Tc became quite and her mother

asked what tc was doing and came to check. Tc was smiling and was trying to hide the

remote. Mother took the remote and put in the other place. tc started to cry was trying to find

the remote which was put up on the shelve. Tc was standing and looking up where the control

remote was put.

Evaluation

Issue: understand that an object still exists even when it is not in view.

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1. Reference

Object permanence. At first babies do not have a mental picture of the world. They learn

through their senses. This means that if they cannot see the object, they believe that it no

longer exists. At around eight months babies seem to develop the concept of object

permanence. If they are shown an object and it is the hidden, they look for it or cry.

2. Reference

Bower (1974) demonstrated object permanence in 3-month-olds.showed infants a toy car that

moved down an inclined track, disappeared behind a screen, and then reemerged at the other

end, still on the track. The researchers created a "possible event" where a toy mouse was

placed behind the tracks but was hidden by the screen as the car rolled by. Then, researchers

created an "impossible event." In this situation, the toy mouse was placed on the tracks but

was secretly removed after the screen was lowered so that the car seemed to go through the

mouse. Infants as young as 3½ months looked longer at the impossible event than at the

possible event. This indicated that they were surprised by the impossible event, which

suggested that they remembered not only that the toy mouse still existed (object permanence)

but also its location.

3. Reference

Renee Baillargeon and her colleagues used a method different from Piaget's and were able to

show that infants as young as four months old seemed to understand that an object that was

out of sight still existed. Baillargeon used a methodology known as habituation, which

exploits the tendency of infants to look at interesting displays until they become bored and

look away. Thus, this method provides information about which objects in the environment

capture an infant's attention without relying on their ability to coordinate motor movements.

Subsequently, researchers can change a display in certain ways to examine whether the infant

is sensitive to the change. Typically, a researcher records the length of time that an infant

looks at the subsequent changed display. If the infant does not look at the second display for a

longer amount of time than he looked at the first display, then the researcher concludes that

the infant does not see this display as different from the original. If the infant does look for a

longer amount of time, then it is assumed that he sees the subsequent display as novel and

distinct from the first display.

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Reference list

Tassoni P., Beith K., Eldridge H., Gough A., (2002) Diploma Child Care and Education. 4thedition. Oxford: Heinemann Educational Publishers.

http://en.wikipedia.org/wiki/Object_permanence

http://social.jrank.org/pages/145/Cognitive-Development.html

Language

Narrative

Tc is sitting near the table on mothers knees. Mother suggests biscuit. Tc doesn’t like this

biscuit and wants other, takes in the hand looks at it “Eheeya”. Looks at me, smiles, plays

with biscuit, puts in the mouth “Aaaaaayaaa”, and continues playing “Uauaayaa”. Gives

biscuit to mother, then to herself, bites, gives to mother again, plays on the table

“Papapaaapa”. Then looks at me and wants to give biscuit to me “Mumuummmmmmua”,

“mamamamaa”. Mother is calling her son by name “Davis” and tc is trying to say “Da da”.

Evaluation

Issue: strings vowels and consonants together to make repetitive sounds- e.g.

“memememememe, dadadadadadada”.

1. Reference

The first stage in the process of children learning to use language is often reffered to as the

pre- linguistic stage. In this stage they seems to use this stage to learn how to communicate.

Pre- linguistic stage is common in all languages and that the early babbles of babies all over

the world are similar. This supports the idea that we are born with some instinct to

communicate with others.

During the first year of life babies learn how to communicate with theircare givers so that by

the age of twelve months most babies understands what is being said to them and are starting

to communicate their needs by pointing or by showing their carer objects.

2. Reference

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Eleven to Twelve Months—Much to a parent’s joy, an infant often says its first meaningful

words around eleven or twelve months. Early on, a parent can keep track of the child’s

vocabulary list, but within a short amount of time the list of newly acquired words grows

exponentially.

3. Reference

National Institute on Deafness and Other Communication Disorders, or NIDCD lists that

children between the ages of six and 11 months, language and speech milestones include

babbling, trying to repeat sounds you make, trying to communicate with gestures or actions

and understanding the word "no."

Reference

Tassoni P., Beith K., Eldridge H., Gough A., (2002) Diploma Child Care and Education.

4thedition. Oxford: Heinemann Educational Publishers.

http://www.sixtysecondparent.com/_webapps/Baby%20talk

http://www.livestrong.com/article/231094-normal-language-development-in-children/

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Emotional

Checklist

11 month yes no sometimes

Feeds themselves finger foods Ѵ

Holds spoon and will attempt to use for feeding, although very messy

Ѵ

Hold cup with two hands and drinks with assistance

Ѵ

Recognize themselves in picture or the mirror and smiles or makes faces at themselves

Ѵ

Play by themselves and initiate their own play

Ѵ

Express negative feelings Ѵ

Imitate adult behavior in play Ѵ

Takes objects to mouth less often Ѵ

Helps with dressing by holding out arm for sleeve and foot for shoe

Ѵ

Gives toys to adults on request and sometimes spontaneously

Ѵ

Develops trust and as a result becomes emotionally involved with other people

Ѵ

Mother has relationship with baby Ѵ

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Evaluation

Issue: mothers and child’s relationship

1. Reference

According to Bolwby, J., attachment theory is a psychological, evolutionary and ethological

theory concerning relationships between humans; an emotional bond between two or more

individuals. The most important tenet of attachment theory is that a young child needs to

develop a relationship with at least one primary caregiver for social and emotional

development to occur normally or without this care the child will often face permanent

psychological and social impairment.

2. Reference

The relationship between a mother and her infant is believed by many to be the foundation of

healthy childhood development, but researchers at the University of Missouri-Columbia have

found pregnancy acceptance to be the first step in forming the mother/child bond.

Jean Ispa says that the relation between mothers' pregnancy acceptance and toddler

attachment security is noteworthy because if attachment problems continue into the later

years, the child could have self-esteem problems, difficulty learning and a harder time

forming relationships.

3. Reference

Babies do not come into the world with a blank mind as people believed in the 1940s, infants

are programmed to reach out for warmth and closeness. It is widely accepted that human

infants enter the world with a need for a primary attachment to a human figure, most notably

the mother.

Reference list

http://en.wikipedia.org/wiki/Attachment_theory

http://www.pregnancytoday.com/news/200707/accepting-pregnancy-affects-mother-child-

relationship-4466/

http://life.familyeducation.com/bonding/mothers/54196.html?detoured=1

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http://www.pregnancytoday.com/news/200707/accepting-pregnancy-affects-mother-child-relationship-4466/




Social

Time

10.00

10.15

10.30

10.45

11.00

11.15

11.30

11.45

Activity

Playing

Bottle search

Walking

Cleaning

Lunch

After lunch

Playing

Playing

Social group

Two adults

Two adults

Two adults

Two adults

Two adults

Two adults

Two adults

Two adults

Comments

Tc is sitting on the floor and playing with puzzles. Tc is silent, but sometimes says “tatatatata”.

Tc is searching for the bottle with milk and when finds it takes with both hands and drinks the milk and smiles a lot.

Tc is walking around in the room, is smiling, carries toy around, and is talking a lot “utata”, tatatata”.

Takes brush and goes to sweep the floor under the flower stove. Tc becomes quite. Mother asks what tc is doing, tc stands up and looks at mother with smile.

Tc is sitting in the chair and is trying to feed herself, shares with mother. Tc is saying “amamamamam”, smiles; food is falling on the floor.

Tc wants to go on mothers hands, appears not happy, and is rubbing the eyes.

Tc is playing with the toy box. Takes out all the toys from the box, climbs on the box and climbs on the table. She is smiling, shouting, and is saying many different words. When mother sees that tc is on the table starts shouting, then tc is crying.

Tc is opening the same box of toys, throws them out, finds a book and is putting in the mouth.

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12.00

12.15

12.30

12.45

1.00

Help

Cleaning

Cleaning

Cleaning

Sleep time

Two adults

Two adults

Two adults

Two adults

One adult

Tc is helping to her mother with laundry. Tc is trying to give to her mother and is smiling a lot.

Tc went in bathroom, takes the brush and starts to clean closet. Water is everywhere. Tc appears to be quite while doing all that, but when her mother shouts tc starts crying.

Tc is opening cabinet doors in the kitchen, is taking out all the saucepans. Tc is trying to put some stuff in the mouth.

Tc is taking all the rubbish out of the bin and appears to be quite

Tc is in her bed. Tc is drinking milk from the bottle, slowly is closing the eyes, “mmmmmmmmm”, and has soother in the mouth.

Time sample

Evaluation

Issue: eating food by hand and sharing with others.

1. Reference

Babies between 7 and 11 months old usually tell that they’re ready to eat finger foods by

trying to grab them from adults. But there’s no harm in letting your baby try younger than

this, if you’re ready for a little cleanup.

At first babies “rake” food into their hand, but soon they develop the “pincer grasp” that

allows them to pick up small objects between thumb and forefinger. At that point baby can

become a pro at self-feeding.

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2. Reference

As he can pick up small things, give him finger foods and let him eat on his own even if he

makes a mess. They want to be independent. Good finger foods are cheerios, small square-cut

pieces of toast, cheese piece, soft fruits like bananas, cookies etc. Let him sit on the table

during family meals so he develops the habit. Gradually transition him to table food when he

is 12 months old.

3. Reference

As baby moves around and explores, she is becoming more independent. Baby may insist on

feeding herself. Or, she may be a little scared by the new abilities and cling to you at

mealtimes.

Reference

http://www.webmd.com/parenting/baby/baby-food-nutrition-9/baby-food-milestones

http://www.farahnazmd.com/9months_11months.aspx

http://lancaster.unl.edu/family/Parenting/Month11_965.shtml

Relevant issues

Issue: preference for sweet and can grimace if the taste is bitter or sour.

The relationship between sweet and sour preference and growth makes intuitive sense

because when growth is rapid caloric demands increase. Children are programmed to like

sweet because it fills a biological need by pushing them towards energy source.

Issue: mothers and child’s relationship.

To help develop child in this age you have to be a good mother or caregiver what is very

important for child. Such bond may be reciprocal between two adults, but between a child

and caregiver these bonds are based on child’s needs for safety, security and protection,

paramount in infancy and childhood.

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Issue: eating food by hand and sharing with others.

Many parents today are facing this issue more so than you would think. Toddlers, especially,

assert their independence by becoming a picky eater sometimes. No need to panic if child

doesn’t get the recommended number of calories a day. Instead of panicking is better to focus

on helping the child to develop good eating habits.

Recommendation

Babies are dependent on their carers givers to provide all their needs. They need

plenty of adult attention provided by prime carers. In order to promote physical

development, babies need to have freedom of movement, games and encouragement.

Babies swill progress in their own pace.

Language development can be stimulated by talking, reading, having conversations,

develop music and listening skills, and ensuring eye contact is always maintained

during communication.

Cognitive development can be encouraged by providing toys, games and activities for

the development stage.

For emotional and social development babies need plenty of love, cuddles, and feel

secure.

Children who have high self- esteem are more likely to fulfill their potential. They

have to be provided with positive atmosphere. They have to praised and not criticized.

Babies have to decide if the world and the people around them are safe and friendly or

hostile.

If babies do not have their needs met they may decide their world is a hostile one.

They can find it harder to form relationships later.

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Personal learning

Taking care of the baby is not an easy job. Its 24/7 work. Everyone knows that babies’ needs

special attention, lot of care, love and adults must to be ready to give all that for their children

that they grew up good adults with trust in themselves. What is the foundation in childhood it

can affect all their future life.

By studying child development module I could realize what mistakes I have done in growing

my own child and what I could do better. Parents should have to pay a very big attention to

babies feeding and to provide good food with less chemicals, give more natural food.Very

important thing is that babies were sleeping regularly. The right toys have to be given for

their age development.

Conclusion

For a few days I was observing my friends child which is 11 month old and soon will be 1

year. She started walking being 9 month old with the help of parents and now she is walking

alone independently. For this observation I used three methods and to reference them I was

searching for information in internet, books and in class notes.

Reference list

Tassoni P., Beith K., Eldridge H., Gough A., (2002) Diploma Child Care and Education.

4thedition. Oxford: Heinemann Educational Publishers.








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http://www.pregnancytoday.com/news/200707/accepting-pregnancy-affects-mother-child-

relationship-4466/





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child observation new version

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