Cognitive, Language, Social/Emotional Development

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EDU 145

Kathleen Rowell

Cognitive Development

Anecdotal Record #1

Using your running record, choose one incident from your observation then, in 3 to 5 sentences, write what happened in the space below.

Child’s Name: Ryan Williams______ Date: 10/9/2020_________ Time: 3pm to 5pm_______

Location: local park_________ Activity: Picnic______________

Anecdotal Record:

The involvement of the child was seemingly quite enjoyable and relaxing for both parent and child. As I observed the 5-year-old, he was very playful, he was making mold structures and kicking around his ball. The mother was quite relaxed because other children were also present. The interactions between the child and other children at the park was encouraging because he apparently wanted to socialize and speak with the other kids. Their interaction was subject to several levels of speech development. The talking often consisted of name calling and shouting for the younger children and the learning of new words for the older toddlers. It was evident that the child was also learning new activities from the children he was interacting with. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Developmental Domain Observed

X

Cognitive Development

Social and Emotional Development

Language Development

Goal Number

Goal Description

CD-1

To see how the external environment helps to develop the cognitive development of the child.

Running Record Form

Child:

Date:

Time

Setting

Observation

8.30

10.40

12.45

3.00

5.30

Home

Compound

Playing

Picnic

Supermarket

The boy is active after getting from bed and is quite joyful to engage in routine chores. The mother and Ryan are playful on the couch.

Ryan wants to go outside in the front yard. He is happy and shouts out mumbling names. Other children are also outside, and this makes the boy excited. The boy is walking and running without stumbling or falling.

The boy is involved in various games in the homestead grounds. The games played is mainly football and chasing of each other as well as animals and birds. The boy is able to recognize and identify with the surrounding

The mother decides to take the son out on a picnic at the park. The activity was characteristic of playfulness and the son seems to enjoy the mood. He was playing in the sand box and also identifying with other children at the park.

The visit to the supermarket was much of Ryan running around selecting food items that he liked. He was pushing the shopping cart and seemed not to mind the times his mother had to focus on the actual shopping. The mother was however very keen to always ensure the boy was safe and by her side.

5

“I Wonder” About _____Ryan William_____ Worksheet

Instructions: After completing your observation, write two or three “I wonder” questions below.

“I Wonder” About Child’s Development

1. I do wonder how child development is subject to influences from the environment and their exposure to other aspects of their surroundings like family.

2. I wonder how development of children can be improved through better interaction with other people.

Write one or two “I wonder” questions about the environment surrounding the child below.

“I Wonder” about the Environment

1. Upon completing the child observation, I wonder how an environment influences cognitive development, language learning, and social development.

2. I wonder how the child development is nurtured through improving their interaction with their environment and people.

Write one “I wonder” question about the family and cultural influences you think is affecting the child’s behavior below.

“I Wonder” How the Child’s Family and Culture Influence Him/Her

The boy is always with the mother mostly with the father being busy traveling for work. I wonder if such limited interactions with the father would impact the development stages of the child. The environment and culture are quite supportive and has been influencing the child development progress

Developmental Indicator Summary

Write the goal you are focusing on in the box under “Goal” then, using a color pencil, shade in the age range the child is developmentally, based on your observation.

Developmental Indicators

Goal

Infants

Younger Toddlers

Older Toddlers

Younger Preschoolers

Older Preschoolers

CD-1

Cognitive Development (CD)

Construction of Knowledge: Thinking and Reasoning

· Goal CD-1: Children use their senses to construct knowledge about the world around them.

· Goal CD-2: Children recall information and use it for new situations and problems.

· Goal CD-3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions.

Language Development and Communication (LDC)

Learning to Communicate

· Goal LDC-1: Children understand communications from others.

· Goal LDC-2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.

· Goal LDC-3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.

· Goal LDC-4: Children speak audibly and express thoughts, feelings, and ideas clearly.

· Goal LDC-5: Children describe familiar people, places, things, and events.

· Goal LDC-6: Children use most grammatical constructions of their home language well.

· Goal LDC-7: Children respond to and use a growing vocabulary.

Emotional and Social Development (ESD)

Developing a Sense of Self

· Goal ESD-1: Children demonstrate a positive sense of self-identity and self-awareness.

· Goal ESD-2: Children express positive feelings about themselves and confidence in what they can do.

Developing a Sense of Self with Others

· Goal ESD-3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.

· Goal ESD-4: Children form relationships and interact positively with other children.

· Goal ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.

Learning about Feelings

· Goal ESD-6: Children identify, manage, and express their feelings.

· Goal ESD-7: Children recognize and respond to the needs and feelings of others.