References
Bergin & Bergin, Child and Adolescent Development in Your Classroom. 3rd ed. 2018. Cengage,
ISBN 9781337687232.
Darling-Churchhill, Kristen Lippman, Laura. (2016). Early childhood social and emotional
development: Advancing the field of measurement.
Journal of Applied Developmental Psychology, 45
, 1-7.
LaRowe, T. L., Tomayko, E. J., Meinen, A. M., Hoiting, J., Saxler, C., & Cullen, B. (2016).
Active early: One-year policy intervention to increase physical activity among early care
and education programs in wisconsin. BMC Public Health, 16
doi:http://dx.doi.org.ezproxy.liberty.edu/10.1186/s12889-016-3198-3
Cognitive Domain
Developmental Level of child 1: The prenatal period begins while the child is
still in the mother’s womb and is “critically” important to the long-term cognitive
development of the child. This developmental stage lasts until around 2 to 3 years
and motor skills such as sight, smiling, and other motor skills can be used to judge
cognitive development. (Bergin and Bergin, 2018).
Quotation 1: “The brain develops in an orderly way. The first areas to mature are
in motor skills and basic sense, like vision.” (Bergin and Bergin, 2018)
Developmental Level of child 2: The early childhood developmental years
covering ages 3 to 5 years begin the development of pattern recognition, color
detection, speech and further social skill development. There are twice the number
synapses in the child’s brain than there was during infancy and more than they
will have as an adult (Bergin and Bergin, 2018).
Quotation 2: “The quality of a child’s home environment predicts later
intelligence. Children with access to books at home tend to have higher
intelligence” (Bergin and Bergin, 2018)
Physical Domain
Developmental Level of child 1: In the physical domain of development the
reoccurring theme in the first phase of development is motor skill development.
Children in the first few years of life communicate only through motor skills such
as crying, smiling, laughing, squeezing, and visual recognition. This develops into
sitting up, walking and hand-eye coordination to complete simple task.( LaRowe,
Tomayko, Meinen, Hoiting ,Cullen, 2016)
Quotation 3: “A recent report from the Centers for Disease sites that, obesity by
age 5 has been shown to be associated with a fourfold increase in obesity in
adolescence. “ ( LaRowe, Tomayko, Meinen, Hoiting ,Cullen, 2016)
Developmental Level of child 2: This stage of development, 3-5 years old, is
where children will begin to visually, verbally and physically participate in
activities to interact and explore their environment. Nutrition and physical
playtimes become important to physical development and brain growth. Concerns
with sedentary lifestyles begin to have long-term habit-forming impacts and can
lead to diabetes and other physical issues. Physical activity can also be used for
social and cognitive assessments depending on the type of structured play the
teacher plans out. ( LaRowe, Tomayko, Meinen, Hoiting ,Cullen, 2016)
Quotation 4: “Physical activity in children has been associated with improved
physical, behavioral, cognitive and social outcomes.” ( LaRowe, Tomayko,
Meinen, Hoiting ,Cullen, 2016)
Social/Emotional
Developmental Level of child 1: There is much research and governmental
funding to improving our understanding of the impacts of positive social
development of children. Attachment, communication and physical contact in the
first years of a child’s life is the foundation to building positive social behaviors.
When an infant or toddler is neglected emotional support, physical contact and
social interaction, as simple as peek-a-boo, they will have stunted social skills.
( Darling-Churchhill &Lippman,2016)
Quotation 5: “Social and emotional competencies are increasingly recognized as
critical for children’s success in school.”( Darling-Churchhill &Lippman,2016)
Developmental Level of child 2: In the years from 3 to 5 children begin to
understand more complex social interaction, emotional responses, aggression, fear
and other emotions in the context of others through social interaction. Games like
dress up, hide and seek, constructive play and others build the first social
hierarchies a child understands. This is where need to star assessing interactions to
spot negative behaviors for correction. ( Darling-Churchhill &Lippman,2016)
Quotation 6: “Social and emotional competencies also often uniquely predict
academic achievement, even other factors such as earlier academic success are
taken into account”) ( Darling-Churchhill &Lippman,2016
Summary
The 2 children used for this were two females, Ryan age 9 and Natalie age
4. Natalie attends the VPK center that I work at and observations and interactions were
taken during the course of regular daily activities and classroom interactions. Ryan
attends the local elementary school in my community. The girls are both within the
suggested guidelines for cognition, socialization and physical health so, I was able to
monitor their interactions with some of the foundational assessment out of the way.
Ryan has demonstrated proficiency in math, memorization, and spelling at
her grade level in elementary school. She does have slight speech impediment that her
parents are taking her to specialist to have addressed. This minor issue has had no impact
of her social interactions and there no evidence of social problems because of it. She
interacts with other children in her class and has no problem in group or single learning.
There have been incidents where she has negative response to certain situations and we
are working on system to help calm down in situations where she becomes stressed.
Natalie is a highly active 4-year-old who also demonstrates proficiency
well within the guidelines. Natalie participates in parallel play, self-play and complex
dress up play. She is also working with sight-cards for age and learning her ABC’s. She is
outgoing and intelligent which can cause her quite a bit of trouble at her age. She is
curious and always looking for something to get into. Natalie is small for her age but it is
related to heredity and not nutrition.
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