Using Observational Evidence

3

Child Learning and Development

Taneisha Watson

Fayetteville Technical Community College

26 April 2021

Child Learning and Development

This paper will explore the child learning and development of a boy named Paul, born on April 26, 2020. My name is Virginia Rose Davidson, and my address is 47 street Beyer road. I am Paul’s mother. We live in the United States, Texas State, postal code 6095, telephone number +1 655 760 2106, the email address is [email protected]. Paul’s aunt helped me answer the questionnaire; the assessment was administered on April 26, 2021, when he was 12 months. This program is called the ages and stages questionnaire, identification number P101140101. And Paul’s identification number is 124.

The first skill is communication. Paul scored 3 points in communication skills; he can mention the words and bring an item to another room when asked; however, he cannot pronounce most of the words. The second skill is the gross motor, and he scored 4 points in gross motor because he can do stand by himself and can bend and pick an item then stand by himself. The third is fine motor, where he scored 2 points because he can pick a crumb on the table; he can also turn a book page with a little help but cannot stack a box on top of another. The fourth skill is problem-solving skills. He cannot do most of the activities here, like dropping two toys one after the other. However, he can scribble on a paper with a crayon. The fifth skill was personal social skills. They are excellent; he tries to get attention by pulling hands or clothes. He scored 5 points.

What did you learn about your target child by completing the ASQ?

Paul has good strong communication and personal-social skills, but he has very poor problem-solving skills; this may be due to his young age. As parents, we are supposed to use fun and easy learning activities that will enhance growth and development in infants and children,

What are the goals, benefits, and uses of assessments?

Assessment is the main part of learning and teaching activities (Tosuncuoglu, 2018). It has relevant real-life themes. It has clear directions for evaluation and conclusions; its goal is to gather relevant information about one’s performance and make a judgment about their learning progress.

What are his strengths and weaknesses?

Paul's weaknesses are fine motor skills; he lacks balance and physical strength due to his age. He also has poor problem-solving skills, but he can improve by learning from others, his strengths are personal social skills, communication, and gross motor skills.

What learning goals should I set for this student?

By interacting and getting along with the child, discover his passion, take an interest in what he does, and teach him how to celebrate his achievements.

Is additional, more targeted, testing needed?

More testing is needed because it allows for practical follow-up assessment, it also helps to identify a risk that may be caused by a developmental delay (Acar, Hansen, Dolata &Yu Chen, 2014)

Is the student a candidate for intervention?

Yes, because early intervention help children work towards developmental milestones, and if they have developmental delays, early intervention makes them qualify for help.

Which skills is he ready to learn

Exploring skills which include turning things around or stacking blocks together, pointing pictures in a book and responding to voices.

Is he achieving typical growth?

Yes, he gains about half a pound every month with the help of food that boosts metabolism.

References

Acar, S& Hansen, S & Dolata, J & Chen, C. (2014). An Overview of Developmental Screening: Implications for Practice. Journal of Education. 1(1).

Tosuncuoglu, I. (2018). Importance of Assessment in ELT. Journal of Education and Training Studies. 6(9). DOI: 163. 10.11114/jets.v6i9.3443.