To install StudyMoose App tap and then “Add to Home Screen”
Save to my list
Remove from my list
Early childhood educators play a crucial role in observing, recognizing, and supporting children's development (Charlesworth, 2014). In this report, we focus on Child E, a 3-year-old boy born in New Zealand to a New Zealander father and a Chinese mother. Child E is the only child in his family and primarily speaks English due to his parents' language choice at home. He attends a childcare center five days a week, where his mother drops him off around 10 am, and his father picks him up at approximately 6 pm.
Recently, Child E transitioned from the toddler room to the preschool room. In this report, we will examine Child E's physical and socio-emotional development, linking these aspects to relevant developmental theories and concepts while emphasizing their interconnectedness.
Physical development is a fundamental domain crucial for a child's overall development. Child E's physical development can be analyzed through various observations using different methods, including running records, anecdotal records, and learning stories. One prominent theory related to physical development is Maturation theory, initially proposed by G.
Verified writer
Proficient in: Biology
5 (204)
“ She followed all my directions. It was really easy to contact her and respond very fast as well. ”
Stanley Hall and Arnold Gesell. According to this theory, maturation and growth are interconnected processes. As a child physically grows, the nature and quality of their development change (Gordon and Browne, 2014).
Gesell's ideas on maturational processes have been translated into developmental milestones, indicating a child's expected achievements at specific ages (Petty, 2010). These milestones are valuable tools for early childhood educators to plan and implement appropriate learning experiences. Furthermore, physical growth and development significantly impact a child's health and well-being (New Zealand Tertiary College [NZTC], 2014).
Physical experiences, such as motor skills development, play a vital role in a child's overall growth.
Child E's actions, as observed in the first instance, demonstrate his ability to control his motor skills when gently patting others for attention, rather than hitting or grabbing forcefully. It's essential to recognize that each child's physical development is unique, as emphasized in Te Whāriki (Ministry of Education [MoE], 1996).
For example, Child E and Child J both exhibited proficient poking skills in observation one, despite their age differences. Additionally, children aged 3 or 4, as seen in observation three, displayed varying levels of balancing skills. Freud's psychosexual stages also emphasize how daily experiences contribute to a child's physical development (Berger, 2001). Child E continually develops his physical skills in his daily life.
Beyond developmental theories, several factors influence a child's physical development, including genetic makeup, nutrition, exercise, social-cultural context, family care, and healthcare services (NZTC, 2014). Genetic factors impact multiple aspects of development, while social-cultural influences, as observed in Child E's eating habits, can shape a child's dietary choices. Child E's mother's preference for his diet, including high-sugar and high-fat foods, reflects the role of cultural beliefs and practices.
It is worth noting that unhealthy diets during early childhood can lead to long-term health issues, such as diabetes, obesity, asthma, and heart disease (Theodore et al., 2006). An unbalanced diet can also hinder a child's physical development (Berk, 2013).
Physical development is closely intertwined with cognitive development, as the development of motor skills stimulates brain growth (Gordon & Browne, 2014). In observation three, Child E not only worked on his motor skills but also used language to communicate his actions, promoting language development. Physical and socio-emotional development also share strong connections, which will be explored further in the subsequent section.
Throughout the four observations, Child E demonstrated strong social skills and a willingness to engage with others. A child's social and emotional development is influenced by both biological factors and their environmental surroundings, leading to individual differences in behavior (NZTC, 2014). Establishing positive relationships with children is essential for nurturing their emotional well-being, as children exhibit confidence when they feel a sense of belonging and security (Te Whāriki, MoE, 1996).
Child E's choice to sit beside someone familiar in observation one reflects his need for emotional security, having known the observer since their time in the toddler room. John Bowlby's attachment theory underscores the comfort children feel around those they are attached to (Berger, 2001). Sigmund Freud's id-driven personality theory and Erik Erikson's psychosocial development theory highlight the importance of early experiences and relationships in shaping a child's development, including dietary habits and emotional responses (Berger, 2001).
Contrary to these psychoanalytic perspectives, learning theories emphasize the role of external influences in social and emotional development. Behaviorism and social learning theory are notable in this regard. Behaviorism underscores the impact of the environment on behavior and sees culture as a critical element in children's learning (MacNaughton, 2003). Child E's responses to his environment in the observations illustrate his active learning through interactions with teachers, peers, and toys.
Social learning theory, closely related to behaviorism, emphasizes children as active learners who develop self-awareness and social roles through modeling, imitation, observation, and self-efficacy (Crain, 2000). Child E's experiences in the second observation, where he encountered challenges in balancing, reveal how self-efficacy and emotional responses are interconnected. When he perceived himself as capable, he persisted, while a lack of confidence led to frustration.
Both physical and socio-emotional development are interconnected, impacting a child's holistic development. Te Whāriki (MoE, 1996) underscores the importance of a holistic curriculum that encompasses individual and socio-cultural aspects of a child's development. All four observations highlight the simultaneous occurrence of socio-emotional and physical development in Child E's daily experiences.
In conclusion, this report has examined the physical and socio-emotional development of Child E through the analysis of four observations. Child E has made significant progress in both domains, demonstrating the interrelatedness of various developmental areas. The observations have highlighted the importance of recognizing the unique development of each child while considering the influences of genetics, culture, and environmental factors on their growth and well-being. Nurturing both physical and socio-emotional development is essential for promoting a child's holistic development.
Child Observation Report: Physical and Socio-Emotional Development. (2016, Aug 20). Retrieved from https://studymoose.com/document/child-study-report
👋 Hi! I’m your smart assistant Amy!
Don’t know where to start? Type your requirements and I’ll connect you to an academic expert within 3 minutes.
get help with your assignment
