Virtual Child Summary 2
Once you have raised your virtual child through age 5, respond thoroughly to the following questions.
1. Describe your child’s language and cognitive development throughout early childhood. Discuss how his/her language and cognition has affected interactions with you by giving specific examples. Olivia has always seemed to be ahead in her language abilities, such as in vocabulary and in advanced thinking skills of creating sentences and understandings of what someone is asking. At three years old, Olivia scored above average in her skills of language comprehension and production. She could tell a detailed story about a picture, in which we thought we could continue to help her develop by reading aloud at home, talking about Olivia’s interests by broadening her vocabulary on the subject and going places that involve that area of interest. In cognitive development, she was becoming more skilled in logically placing shapes to where they would fit and in quantitative relationships. For example, she could show the difference between more or less and longer or shorter in relation to certain objects and classifications. She was also becoming more skilled in reasoning at this age of three. By the age of four in preparation for kindergarten, she was adequate in same sound words, such as picking out the vocabulary that rhymed from a list of words. She was developing her language and was adequate in this skill, in my opinion, since she was becoming more interested in reading and in learning more about different topics and words. She always wanted to know about everything around her. In her cognitive skills, the testing teachers thought it would be best to provide some stressful situations in education. This is so they could figure out if she could handle the new information thrown at her in preparation for kindergarten. She became very nervous and stressed out in some of these situations, which became a concern for me. I wanted to work more on her self-care skills
1. Describe your child’s language and cognitive development throughout early childhood. Discuss how his/her language and cognition has affected interactions with you by giving specific examples. Olivia has always seemed to be ahead in her language abilities, such as in vocabulary and in advanced thinking skills of creating sentences and understandings of what someone is asking. At three years old, Olivia scored above average in her skills of language comprehension and production. She could tell a detailed story about a picture, in which we thought we could continue to help her develop by reading aloud at home, talking about Olivia’s interests by broadening her vocabulary on the subject and going places that involve that area of interest. In cognitive development, she was becoming more skilled in logically placing shapes to where they would fit and in quantitative relationships. For example, she could show the difference between more or less and longer or shorter in relation to certain objects and classifications. She was also becoming more skilled in reasoning at this age of three. By the age of four in preparation for kindergarten, she was adequate in same sound words, such as picking out the vocabulary that rhymed from a list of words. She was developing her language and was adequate in this skill, in my opinion, since she was becoming more interested in reading and in learning more about different topics and words. She always wanted to know about everything around her. In her cognitive skills, the testing teachers thought it would be best to provide some stressful situations in education. This is so they could figure out if she could handle the new information thrown at her in preparation for kindergarten. She became very nervous and stressed out in some of these situations, which became a concern for me. I wanted to work more on her self-care skills