Lev Vygotsky's Six Developmental Milestones

Developmental Case Study
Suwimon Panalak Martin
Liberty University March 7, 2014

Introduction As children grow, learn, play and behave, educators, teachers, parents and caregivers often find themselves wondering about children developmental skills, both the children themselves and toward others. They seem to have interest in the questions to children that are children having normal development, delayed or advanced? It is important to know and understand the developmental milestones and be aware of the problems so children can be supported and offered the intervention if need. The bible provides a framework for Christian teacher 's character and actions that teachers can nature kindness,
All areas of growth are knitted together in mutually supportive network creating the uniqueness of each child. Teachers learn what makes each child special, what they look like when the children move their bodies or change their expressions. The observant teachers read through the way they express the "whole child" (Gordon & Browne, 2013, p. 67). To define the "whole child", observant teacher uses six developmental domains to express how children grow and develop, which are developmental of social-emotional, physical, cognitive, language, cultural identity and creativity. In this development case study mainly focuses on three developmental domains in each participant, which
Vygotsky emphasized the importance of adult guidance in promoting cognitive achievements. Children 's learning involves the acquisition of information from others and deliberate teaching. Development occurs as the child internalizes, be able to think and solve the problem without the help of others, this ability is called self-regulation. There are three key concepts in Vygotsky theory, which are a zone of proximal development (ZPD), scaffolding and private speech or self-talk. As Montrez being observed, he clearly shows one of the key concepts of Vygotsky theory, Private speech or self-talk. There are many times when he is working on play dough, puzzles and building blocks, he usually talks himself out loud about his plan in what to do next. When thought and language first merge, children often talk to themselves. Self-talk serves an important function in cognitive development. By talking to themselves, children learn how to guide their own behavior through complex maneuvers (McDevitt & Ormrod, 2013, p. 217) and self-talk increases when children are performing more challenges task. Language development in children age three to seven years is tied with their thoughts, during these years, children talk aloud to themselves. After a while, self-talk becomes internalized so he children