Name:
Child Growth and Development
Virtual Early Childhood Observation
Objectives
To see preschool-age, (3-5-years-old) child development in action
To identify milestones of development
To examine influences on development
To make connections to a theory of development
To reflect on this experience
Part One: Observing Two Preschoolers
Step A: Watch the Clip
Please watch the captioned 4:25 video clip Cameron and Alexis Playing with Blocks.
Step B: Observe for Developmental Milestones
Watch the video clip again and mark which of the milestones on the three checklists below that you were able to see for Cameron in the far left column. Watch it one last time and mark the milestones on the three checklists below that you were able to see for Alexis in second from the left column. Use an X if you were able to actually observe the milestone. Use a ? if you think the child might be able to do this based on what you were able to see.
3-Years-Old Checklist
Here are the milestones most children can do by years of age
Cameron
Alexis
Gross Motor
Climbs well
Runs easily
Pedals a tricycle (3-wheeled bike)
Walks up and down stairs, one foot on each step
Fine Motor
Copies a circle with pencil or crayon
Turns book pages one at a time
Builds towers or more than 6 blocks
Screws and unscrews jar lids or turns door handle
Cognitive Milestones
Can work toys with buttons, levers, and moving parts
Plays make-believe with dolls, animals, and people
Does puzzles with 3 or 4 pieces
Understands what “two” means
Language Milestones
Follows instructions with 2 or 3 steps
Can name most familiar things
Understands words like “in,” “on,” and “under”
Says first name, age, and sex
Names a friend
Says words like “I,” “me,” “we,” and “you” and some plurals (cars, dogs, cats)
Talks well enough for strangers to understand most of the time
Carries on a conversation using 2 to 3 sentences
Social and Emotional Milestones
Copies adults and friends
Shows affection for friends without prompting
Takes turns in games
Shows concern for a crying friend
Understands the idea of “mine” and “his” or “hers”
Shows a wide range of emotions
Separates easily from mom and dad
May get upset with major changes in routine
Dresses and undresses self
4-Years-Old Checklist
Here are the milestones most children can do by 4 years of age
Cameron
Alexis
Gross Motor
Hops and stands on one foot up to 2 seconds
Catches a bounced ball most of the time
Fine Motor
Pours, cuts with supervision, and mashes own food
Draws a person with 2 to 4 body parts
Uses scissors
Starts to copy some capital letters
Cognitive Milestones
Names some colors and some numbers
Understands the idea of counting
Starts to understand time
Remembers parts of a story
Understands the idea of “same” and “different”
Plays board or card games
Tells you what he thinks is going to happen next in a book
Language Milestones
Knows some basic rules of grammar, such as correctly using “he” and “she”
Sings a song or says a poem from memory such as the “Itsy Bitsy Spider” or the “Wheels on the Bus”
Tells stories
Can say first and last name
Social and Emotional Milestones
Wants to please friends
Wants to be like friends
More likely to agree with rules
Likes to sing, dance, and act
Is aware of gender
Can tell what’s real and what’s make-believe
Shows more independence
Is sometimes demanding and sometimes very cooperative
5-Years-Old Checklist
Here are the milestones most children can do by 5 years of age
Cameron
Alexis
Gross Motor
Stands on one foot for 10 seconds or longer
Hops; may be able to skip
Can do a somersault
Can use a toilet on her own
Swings and climbs
Fine Motor
Can draw a person with at least 6 body parts
Can print some letters or numbers
Copies a triangle and geometric shapes
Uses a fork and spoon and sometimes a table knife
Cognitive Milestones
Counts 10 or more things
Knows about things used every day, like money and food
Language Milestones
Speaks very clearly
Tells a simple story using full sentences
Uses future tense; for example, “Grandma will be here.”
Says name and address
Social and Emotional Milestones
Wants to please friends
Wants to be like friends
More likely to agree with rules
Likes to sing, dance, and act
Is aware of gender
Can tell what’s real and what’s make-believe
Shows more independence (for example, may visit a next-door neighbor by himself [adult supervision is still needed])
Is sometimes demanding and sometimes very cooperative
Step C: Summarize the Development Observed for Each Child
Summarize what you observed about each child for all three areas of development. Be as thorough as possible (including milestones and what you also observe that isn’t captured in the selected milestones in the checklists).
Cameron’s Developmental Summary
Physical Development
(gross and fine motor and movement – what did you see that wasn’t captured in the checklists?)
Cognitive and Language Development
(thinking and communication)
Social and Emotional Development
(interactions, social and self-awareness, expression of feelings, and self-control )
Alexis’s Developmental Summary
Physical Development
(gross and fine motor and movement – what did you see that wasn’t captured in the checklists?)
Cognitive and Language Development
(thinking and communication)
Social and Emotional Development
(interactions, social and self-awareness, expression of feelings, and self-control )
Step D: Analyze a Specific Milestone
Choose one specific milestone you observed either child meeting (in any area, on any checklist) to look at more closely (for example, “More likely to agree with rules”)
What milestone did you choose?
Why is this milestone important?
(What does it show us about the child’s development? What does it now allow the child to do? What is coming next?)
What is something that could be a positive influence on how and when this milestone develops?
(what would support this milestone)
What is something that could be a negative influence on how and when this milestone develops?
(what could undermine this milestone?)
Step E: Make a Connection to a Theory
Theories help guide us to understand children’s growth and development. The key theories in Child Development were introduced in Chapter 1 and revisited in later chapters, where appropriate. Connect something you observed to a theory we have covered in class.
What theory are you making a connection with?
Where is this theory discussed in the book? Provide the chapter and page number.
How does what you observed illustrate this theory?
Part Two: Reflection
Reflect on this experience by answering each of the questions
How was this experience different than seeing these children in person? (consider both benefits and drawbacks)
What do you still have questions about in terms of early childhood development? What else do you wish you could have seen in action?
This resource by Jennifer Paris is licensed under CC BY 4.0
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