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theories of development PIES development of child including observation

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  • June 8, 2021
  • 22
  • 2020/2021
  • Essay
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Content page Page 1
Child Development Report Page 2 – 14
Introduction Page 2 – 3
Ethical issues Page 4
Background and factors Page 4
Physical Development Page 4 – 6
Physical recommendations Page 6 – 7
Social and emotional development Page 7 – 10
Social and emotional recommendations Page 10 – 11
Communication and cognitive development Page 11 – 12
Communication and cognitive recommendations Page 12 – 13
Conclusion Page 13 – 14
Reference List Page 14 – 16
Observation One – Appendix 1 Page 17
Observation Two – Appendix 2 Page 18 – 20
Observation Three – Appendix 3 Page 21
Letter Consent – Parental – Appendix 4 Page 22
Letter of Consent – Setting – Appendix 5 Page




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Child Development Report




Introduction

All children reach their developmental milestones at a different rate, this is because of

factors that include the unique DNA and genes that the child receive from their parents, the

environment the child develops in and the overall health of the child (Genetic Support

Foundation 2019). At some point in a child’s life, they will reach their developmental

milestones, the age of the child when they reach their developmental milestone could be

right according to the developmental norms. The child could also be developing at a quicker

or a slower rate according to the developmental norms. Children could be developing as

predicted in areas of their life, developing slower in some areas, and developing quicker in

other areas (Hayes et al 2017). Developmental norms are the characteristics of a child or the

way a child behaves that is seen typical for their age. Health professionals use the

developmental norms to determine whether a child is developing normally according to

their age. Developmental norms are certain behaviours including a baby saying their first

word between the age of ten and fourteen months or a toddler being able to hold an object

by the age of eighteen or nineteen months (Holmes 2020). Observations take place is early

childhood education settings and are an important factor of the early childhood curriculum

as it helps childhood practitioners build a better understanding of the children they are

working with and build better relationships with children they are observing by being able to

understand the child’s emotions and skills in different scenarios (Palaiologou 2016).

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Childhood practitioners observe children by watching them closely looking at how they

interact and play alone or with others. Through observation childhood practitioners can

begin to understand how children learn and develop. By watching children closely

practitioners are able to learn how children develop socially, emotionally, intellectually, and

physically (Neaum 2019). There are different types of observations that can be used a

childhood stetting, a written record is a formal record of everything the child says and does

(Pearson 2014), a time sample is where an observation is recorded every five minutes over a

set amount of time usually several hours (Brodie 2013), a checklist observation is a list of

tasks a child should be able to do at their age and once the child performs the tasks the task

gets ticked off and an event sample is where the time a child performs a certain behaviour is

recorded and observed (Instructure 2016). Before observing a child, it is important to think

about what area of development to focus on and after the observation is complete, factors

that might impact the child’s development and recommendations to help the child’s

development need to be thought about. When observing a child, have an open mind and

view the child as a complete stranger so that when observing the practitioner observes what

the child does not what they know the child can do but has not done. After an observation it

is important for the practitioner to be able to interpret the observation and think of

solutions to any developmental problems they have spotted during the observation (Tax

2017). There are child development theories that when a child is being observed the

findings of the different theorists can be seen during the observation. Observations can be

used as evidence to back up a theory or used as evidence to prove a theory is wrong. Child

development theories can be used to provide a link between the way a child behaves in an

observation and why the child behaves that way in an observation (Newman et al 2020).




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