Child Study Report Essay

IntroductionEarly puerility educators play an important role in observant, recognizing, and supporting electric s perk uprrens ontogeny (Charlesworth, 2014). In this report, minor E has been chose to be observed with different observing methods including running record, anecdotal record and instruction story. pip-squeak E is a 3 years old boy. His plump outher is a smart Zealander, and his pay back is from China. He is the only fry in his family. Child E paneling non speak Chinese but only English, this is due to the occasion that some(prenominal) his p bents speak English at home and his m separate does not postulate him to learn Chinese.Child E was born in wise Zealand and he dose not know much about Chinese cultural. He attends at the center five days per week. His m new(prenominal) much drops him in the morning around 10am and the father picks him up around 6pm. Moreover, fry E has just been transferred from the tot room to the pre-school room dickens weeks ago. Child E and I know each other in the toddler room. In my report, I leave focus on sensible and socio- activated instructions and amour them with conk outment theories and concepts. I will in addition discuss how these two do master(prenominal)s inter-related to the childrens ho totalic development.Read much Factors that influence child development leavenPhysical DevelopmentPhysical development is an essential domain that is highly important for childrens development. The corporal development of child E bottom be seen in entirely the observations. G. Stanley Hall and Arnold Gesell developed Maturation theory. consort to the theory, maturation and growth occur together and they be interrelated. In another(prenominal) word, while a child is physically growing up, the nature and calibre are changing as well. Growth is what happens maturation is how it happens (Gordon and Browne, 2014). Furthermore, Gessell transferred his ideas of maturational off rate into the developme ntal milestones. The milestones indicate a childs ability exertion at a certain age (Petty, 2010). The developmental milestone is a useful tool for previous(predicate) childishness teachers due to the reason that teachers mickle know what a child should achieve at specific ages. This bunghole help teachers to plan and implement learning experiences for children. Also, the physical growth and development are near related to childrens essential wellness and wellbeing(New Zealand Tertiary College NZTC, 2014).The physical experience supports childrens motor skills development. Using sense of touch as an example, in observation one, child E patted the teacher and other children to get their attention. Instead of hitting or grabbing hardly, he patted gently. Child E experienced and developed the skill of controlling his motor when touching other people. Moreover, it is disturbed in Te Whriki (Ministry of Education MoE, 1996), although there is a word form of learning and develop ment, teacher should see each child as an soulfulness and every child follows their own rate of development. Thus, the physical development is not always predictable.To further explain this, in observation one, the action of prod shows the skill of using fine and gross motor. Child E and children J both can poke with the brush well, but their ages are different. In observation three, all the children joined the activity (musical statues) are 3 or 4 years old. They constitute different levels of balancing skills. In addition, Freuds psychosexual stages in addition indicate deferent stages main development. He stressed the daily events and experience help childrens physical development in every stage (Berger, 2001). Child E is learning and developing his physical skills in every day life.Besides the theories discussed above, there are also some other factors that influence childrens physical development. Genetic chasten is the internal factors, and there are impertinent factors include nutrition, exercise, amicable-cultural context, family care and health care services (NZTC, 2014). Genetic factors have adverts on many areas of development. In observation two, child E asked for more food is an example of his consistences natural needs. Social-cultural factor plays a significant role in the physical development. A childs family vale and opine will influence the child. For instance, in observation two, child E left all the vegetables and only ate the rice and meat. Teachers already talked to his delineate out about this, and his mother believes the child know what to eat or not. She dose not want to encourage him to eat more vegetables.Instead, she asked teachers to maintain child E more meat. I also build that in the morning, when child Es mother drops him at the center, E often has a chocolate muffin or other food high in sugar and fat as his breakfast. A current New Zealand research (Theodore, Thompson, Wall, Becroft, Robinson, Clark, Pryor, Wild & Mitchell, 2006) found that anunhealthy diet would lead problems like diabetes, obesity, asthma and heart malady in unfledged children, which will influence them a life-long time. Also, an unhealthy and disturbed diet would cause undernourished problem of children. It has a huge impact on childrens physical development (Berk, 2013).The physical development is closely associated with other development domains. In terms of cognitive development, while children develop their fine and gross motor skills, the brain is steamy and developed as well (Gordon & Browne, 2014). Take observation three as an example, while child E was finding his balancing with the motor skills, he also use his brain to control his gross and fine motor. Moreover, in the activity, he also used words like move and stop with his physical movements. His manner of speaking learning was encouraged as well. Also, physical development inter-relate in sexual intercourse to childrens loving and unrestrained devel opment, which will be discussed later.Social and emotional developmentThrough all the four observations, child E showed his unfaltering social skills and he was eager to communicate with others. A childs social and emotional development is affected by both biological nature and the environment surrounds him or her. The different genetic factors and the other external factors influence children serve differently (NZTC, 2014). Building a positive consanguinity with children is essential for supporting emotions in young children. Supporting childrens emotions in a caring and social context can help the early childhood children to build a secure attachment consanguinity (Berk, 2013). It is state in Te Whriki (MoE, 1996), children will show their confidence only when they have built up the sense of belonging and secure at an environment. In observation one, child E chose to take a chair and set right next me. He is new to the pre-school environment, so he snarl a little slice of i nsecure.He knows me from the toddler room a long time ago, so he feels emotionally safe and pacifier around me. According to John Bowlbys young children feels more flourishing around the person they attached to (Berger, 2001). Turning to Sigmund Freuds theory, he considered temperament as a key contribution of every childs development. Hebelieves a newborn baby is governed by the id, which is the source of lust and motives that we born with (Berger, 2001). Erik Erikson further developed and modified Freuds psychoanalytic vista of development.Erikson sees the surrounding society as an important factor for every child. He believes that children develop from the interaction with surrounding environment, and a child and his/her environment have influence on each other (Berk, 2013). Most importantly, he added the parent-child relationship as a new interactive aspect. As we talked above, in the physical development part, child Es mothers believe obvious has an impact on child Es ta ke in habits. In the second observation, child E left all the vegetables in the bowl. This might be due to the reason that his parents hold him to choose what to eat at home.Different from both Freuds and Eriksons view, learning theorists emphasize the role of external forces in childrens social and emotional development. behavioristic psychology and social learning theory are the two most well-know learning theories. Behaviourism theory focuses on childrens behaviour and it sees culture as a key element of childrens learning. Behaviourism believes that environment can stimulate and elicit childrens responses (MacNaughton, 2003). From the four observations, child E was responding to his surrounding environment a lot. He was developing with interacting with his teachers, peers and toys in the environment. In the first observation, the teacher in pre-school room set up the painting activity to provide opportunities and encourage children to explore.Child E then chose to join the ac tivity. E saw child Js action and copied it. This is how child E learned from his surrounding environment. Social learning theory is closely linked with Behaviourism. It is because that socialization involves learning about how to behave in a social group. In social learning theory, children are active learners. They develop an understanding of self-awareness and social roles. Modeling, imitation, observation and self-efficacy are the main concepts of this theory.Children will then find out their abilities of doing a task. When they believe that they are good at the task, it is more likely they can overcome the difficulties. Otherwise, they could slip by up easily (Crain, 2000). In observation 2, child E was hard to keep balance. When he found out that balancing is little bit hard and his peers said he was out, hestopped trying and matte up emotionally uncomfortable. In the contrast, observation 3 shows that he was confident at building the station. Thus, when he needs to rebuild it, he did not give up.Same as physical development, Social and emotional development is also inter-related to childrens holistic development. It is emphasized in Te Whriki (MoE, 1996) that a holistic curriculum is the development of a whole child in both individual and socio-cultural aspects. All the observations show how socio-emotional development and physical development happened in child Es daily experience together. If E is emotional unwell, his physical development could be effect. Communication is an irreplaceable part of socio-emotional development, any verbal or non-verbal. Language skills are practiced with social experience. Cognitive domain is also influenced by socio-emotional development. Childrens brain is stimulated through interacting with others (Berger, 2001). Spiritual development is also a core part of holistic development. Children build up their sense of wondering and wisdom through social communication.ConclusionTo sum up, I have discussed two development al domains through analysing four observations. Child E has achieved a big forward motion in both physical and socio-emotional developments. Moreover, all the developmental areas inter-related with each other, together, effect a holistic curriculum for early childhood children.Reference listBerger, K. S. (2001). The developing person through the life span (5th ed.). New York, NY worth Publishers.Berk, L. (2013). Child development (9th Ed.). Upper Saddle River, NJ Pearson Education.Charlesworth, R. (2014). Understanding child development. (9th ed.). Belmont, CA Wadsworth, Cengage Learning.Crain, W. (2000). Theories of development Concepts and applications (4th ed.). Upper Saddle River, NJ Prentice-Hall.Gordon, A., & Browne, K. (2014). Beginnings and beyond Foundations in early childhood education (9th ed). Belmont, CA Wadsworth Cengage Learning.MacNaughton, G. (2003). Shaping early childhood Learners, curriculum and contexts. Berkshire, UK Open University Press.Ministry of Educati on. (1996). Te Whriki He whriki mtauranga m ng mokopuna o Aotearoa/Early childhood curriculum. Wellington, New Zealand Learning Media.Petty, K. (2010). Developmental milestones of young children (1st ed.). St. Paul, MN Redleaf Press.NewZealand Tertiary College,(2014).Life Span Studies 2 study guide. Auckland, New Zealand New Zealand Tertiary College.