OBSERVATION REPORT 1 PHYSICAL DEVELOPMENT CHECKLIST NAME: CAROLINE TAMBUNAN NUMBER: 32545 SEGI NUMBER: SCSJ-0013648 GROUP: IMD001/201208 DOCUMENTS ENCLOSED: * TITLE PAGE * RECORDING OF OBSERVATION CHECK LISTS * EVALUATION * PERSONAL REFLECTION * BIBLIOGRAPHY ETHICAL STATEMENT I declare that this work is my own and the work of others is acknowledged by quotation or relevant referencing. I declare that this work has not been copied from another student(s) past or present
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ASSIGNMENT #5 – Observing Children at Play Purpose: To observe young children at play‚ make anecdotal notations of their play‚ evaluate their fine motor‚ gross motor development‚ and level of social interaction demonstrated through play situations. Procedure: 1. Choose a preschool child between the ages of 3 – 5 years. Observe the child on two separate occasions for 30 minutes. Do not interact with the child you will be busy taking observational notes. 2. Following each observation‚ use your anecdotal
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CHILD DEVELOPMENT OBSERVATION PORTFOLIO ____________________________________________________________________ OBSERVATION AGE METHOD OF AREA OF NO.RANGE OBSERVATIONDEVELOPMENT ------------------------------------------------------------------------------------------------------------------------ 1.6 MONTHS CHECKLISTPHYSICAL DEVELOPMENT ------------------------------------------------------------------------------------------------------------------------ 2.2-3 YEARSNARRATIVELANGUAGE
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REQUIREMENT IN PSYCH 25 (Blueprint for Children Ages 4.1-5 years) Submitted by: Adolfo‚ Mary Grace G. Villagonzalo‚ Garlyn Joy D. CONTENT OUTLINE I. INTRODUCTION II. PURPOSE OF THE EXAMINATION III. DESCRIPTION OF THE TARGET AUDIENCE IV. EXAM FORMAT AND ITEM TYPES V. TEST INSTRUCTIONS VI. ADMINISTRATION AND SCORING VII. SOURCES I. INTRODUCTION All children go through different stages of development. An infant or very young child will play alone happily. If another child wanders
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Gross Motor Skills and Fine Motor Skills Are Important Terms For You and Your Child Gross motor and fine motor skills are important terms in a child’s development. Understanding what those terms mean are very important and a key to your child’s successful progression. Gross motor skills are movements of the large muscles in the body; such as arm and leg muscles. These types of movements are easier for a child to control and usually develop faster then fine motor skills. Some of the movements that
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Your baby’s fine motor development is crucial. He/she needs to learn to use his/her hands well in order to manipulate toys and to acquire self-help skills such as feeding and dressing. Babies who have good vision explore their environments from the very beginning by using their sight. They learn to coordinate their eye and hand movements so that they can soon manipulate a variety of toys and use their hands well. The beginning of "reaching" occurs with a baby’s eyes. Babies who are blind or visually
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Motor Skill Development Growth changes significantly during elementary. Most of these changes can be attributed to the changes in the skeletal‚ muscular system and some body organs. Most children grow an average of 2 to 3 inches per year. By the age of 11 girls stand 4 feet‚ 10 ¾ inches‚ while boys stand 4 feet‚ 9 inches in height and both girls and boys gain between 5 and 7 pounds in weight. In addition to height and weight changes children began to gain muscle mass and start to lose baby
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When I first walk into the childcare they children was in circle time. I sat at a round table to watch how the children interact with the teacher. It was this one child who stood out to me‚ her name is DW she was sitting by herself as if she didn’t want to participate with the other children. The teacher would go sit by DW and talk to her to try to get her to interact with her peers. So as they transition from circle time to block area DW would go get the blocks off the shelf and pour them on the
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Environmental factors effecting motor skill development Child development is defined as to how a child ables itself to complete more difficult tasks as they grow in age. Development is often confused with growth‚ which refers to a child’s tendency to grow bigger in size. Parents can become concerned easily when a child’s developmental skills take longer then the “normal” or when pressures of milestones are not satisfied “on time”. Developmental milestones are functioning tasks or skills that should occur at
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its own. Motor development (consisting of similar reach-to-grasp movements‚ goal-directed movements‚ proprioceptive sensitivity‚ and even neuromotor development in general) continues to develop throughout childhood and adolescence. Several studies have been done to evaluate at what age certain abilities develop‚ and also at what age they improve in accuracy. In a study by Largo‚ Caflisch and Hug (2001)‚ children between the ages of 5 and 18 years were timed during 10 distinct motor tasks of varying
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