This case study requires you to select one or a mixture if you feel this is needed of the developmental theories either Piaget, Erikson and discuss how the child you observe aligns with the theory.

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You will be participating in a Kinder-gym session at a Gym Sports location this semester. You will have a hands-on experience observing, interacting with, and assessing a child in their own environment with children between the ages of 0 and 5 and their supervising guardian.

The purpose of undertaking this observation and engaging with ONE child is to develop an understanding of how to communicate with a child and their guardian. To conduct this type of assessment you will need to understand the expected level of development and behaviour at the child’s age. You can use your readings and text to support this knowledge development.

Remember developmental theory and developmental milestones are two distinct topics that can often overlap and should be discussed separately.

Please review the lecture material for further information and use these helpful Links on Child development and Milestones.

https://www.cyh.com/library/child_health_record_full_2020.pdf

https://www.acecqa.gov.au/sites/default/files/2018- 02/DevelopmentalMilestonesEYLFandNQS.pdf

Word count: 2000 words

This case study requires you to select one or a mixture if you feel this is needed of the developmental theories either Piaget, Erikson and discuss how the child you observe aligns with the theory. You will also be required to discuss the expected developmental milestones for this child and determine whether what you

observed aligns with what was expected. It’s not about diagnosis of a developmental delay but only to observe and discuss your findings based on the content covered in class and your readings.

Write and present your essay using the following headings:

Introduction: A brief overview of what you intend to discuss in the main body of your essay. State which developmental theorist you will be discussing and briefly justify your choice.

Discussion:

  • Provide an overview of your chosen developmental
  • Did the age of the child align with what your chosen theorist stated as age appropriate? Why/why not?
  • What are the normal expected developmental milestones for the age of the child that you observed?
  • Did the age of the child align with what is expected in their development milestones? Why/why not?
  • Outline ways in which you tried to develop rapport and communication with the child and their caregiver. Does the literature support your techniques? Why/why not?

Conclusion: A summation of your main discussion that does not introduce any new information or topics.

References: Should include at least 10 credible and contemporary references presented in the Harvard style as per the Adelaide Nursing School Style Guide. These must be effectively applied to support your discussion.

Appendices (if used): Each appendix should be clearly labelled and only used if necessary.

I observed a 2.5 year old female child in a kinder gym. She was in the company of her mother

She is the youngest, has 2 older brothers. She sleeps very well at night and she has always had a good appetite. She is a very active and jovial child

Physical what I observed

  • Walks, runs, climbs, kicks and jumps easily
  • Uses steps one at a time
  • Squats to play and rises without using hands
  • Catches ball rolled to her and walks into a ball to kick it
  • Jumps from low step or over low objects
  • Attempts to balance on one foot and was successful
  • Avoids obstacles
  • Able to open doors
  • Stops readily moves about moving to music
  • self-feeds using utensils and a cup

Social

  • She played with other children

Emotional

  • shows strong attachment to her mother
  • shows distress and protest when a parent leaves and wants that person to do things for them
  • may be less likely to willingly share toys with peers
  • demand adult attention

Cognition

  • builds a tower of five to seven objects
  • lines up objects in ‘train’ fashion
  • recognises and identifies common objects and pictures by pointing
  • enjoys playing with sand, water, dough; explores what these materials feel like, rather than making things with them
  • uses symbolic play, g. uses a block as a car
  • shows knowledge of gender-role stereotypes
  • identifies a child in a picture as a boy or girl
  • engages in make-believe and pretend play
  • begins to count with numbers
  • recognises similarities and differences
  • imitates rhythms and animal movements
  • is becoming aware of space through physical activity
  • can follow two or more directions

Language

  • uses two or three words together
  • ‘explosion’ of vocabulary and use of some correct grammatical forms of language
  • refers to self by name and often says ‘mine’
  • asks lots of questions
  • uses pronouns and prepositions, simple sentences and phrases
  • labels own gender
  • copies words and actions
  • makes music, sings and dances
  • likes listening to stories and books

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