Angelica’s Socio-emotional Development
The video clip presented shows that Angelica is making improvements in her socio-emotional development. The video starts when Angelica is walking towards the shelf. She is trying to reach for a book in the shelf. It is evident from her actions that she has some little experience picking books from this particular shelf. However, she lacks the strength and skills of holding the book. She struggles with the heavy book and succeeds to lift it from the shelf, but she is overwhelmed by its weight. The first book falls, but she is determined to pick it. Her emotional development is demonstrated when the book hits her face. Angelica can withstand slight pain and continue with her activities without breaking down. She demonstrates that she is capable of controlling her emotions, even when she encounters unfavorable events. It is a clear demonstration that she is developing her emotional strength to encounter challenges in life as she grows. As Fawcett (2009) notes, the emotional development of a child is very important, especially at a stage when it is starting to walk and learn how to speak. The video demonstrates that Angelica’s emotional development is satisfactory and with proper guidance, she can become a young girl who is capable of controlling her emotions.
According to Jackman, Beaver, and Wyatt (2015), social development is another important domain of child development. In this video clip, there is a clear demonstration that Angelica is also making impressive social development. She is able to recognize the voice of the caregiver in the midst of other sounds in the room. She responds to these sounds, struggling to make a speech but has difficulty in doing so. Brodie (2013) says that there are cases when a child is completely unable to appreciate the presence of other people within their environment. It demonstrates poor social development of the child. However, Angelica is very different. She appreciates the presence of the caregiver by not only trying to talk but also engage them in a play. She looks at the caregiver with a smile as she guides her in choosing the right book. She is very eager to respond to every sound that the caregiver makes and the composure of her voice is very satisfying. For a moment, she seems to be listening to what the caregiver is saying. According to Brodie (2013), one way of developing social skills is the ability to listen to others. Being able to listen to others allows one to know what they are thinking and how they view specific things. The ability of Angelica to be quiet when her caregiver is talking shows that she is developing strong social skills. As she reads a story in the book, Angelica is very keen, and she even smiles once in a while.
The two documents presented also shows that Angelica is making positive progress in her socio-motional development. The interview with the father shows that back at home, Angelica is emotionally stable. She is also social and likes interacting with her elder siblings. This is confirmed by her primary caregiver at her early childhood care center who says that she is social and likes being around other children. At times she breaks down when uncomfortable, but she generally is a composed child.
Nathan’s Physical, Cognitive, and Socio-Emotional Development
According to Brodie (2013), monitoring a child’s physical, cognitive, and socio-emotional development is very important, especially during the preschool stage when any disability can be detected. It is possible to monitor these domains of development by observing the works of a child either in a classroom setting or in the field. In the case study about Nathan, it is possible to determine his development in various domains by looking at his work. Physical development of Nathan is demonstrated by his ability to draw figures that make sense. It is clear that Nathan has physical strength that enables it to hold the drawing pencil and develop a figure that represents what he has been observing. At 4 years, the physical strength of Nathan, as demonstrated in his drawing, is satisfactory and shows that he is having a normal growth. The rationale for this argument is that a 4-year old child can only make a sensible drawing if it has the physical strength to hold and control the drawing pencil. Nathan’s drawing shows that indeed he has that strength.
Nathan’s cognitive development is also clearly demonstrated in the drawing. It is clear that he is an above-average student, and the rationale for this argument is demonstrated in various ways. The information processing capacity and conceptual skills of Nathan are shown in the drawing in terms of proportionality. He knows that he is physically smaller than the mother, and that is demonstrated in the drawing. Although he finds it challenging to give the exact proportions in the drawing, his level of intellect is high enough to remind him that an eye cannot be bigger than the head. Nathan is also intelligent enough to know that in the background there are buildings and objects, and his drawing is demonstrating these objects. It is also impressive that he is capable of showing facial expressions in his drawings. One can easily tell that he was so happy being at the aquarium. It is also impressive that using the letters of the alphabet, he was able to spell out his name.
Socio-emotional development is also important for a child’s development (Wortham & Hardin, 2016). In his drawing, one can easily tell the level of Nathan’s emotional development. Nathan was very happy to be at the aquarium, and he demonstrated this by the smile. It would be expected for a child of his age to be happy at such sites. However, the expression in the mother’s face shows that she was not as happy as Nathan was, but she pleased that the son was happy. Nathan was intelligent enough to detect this fact, and expressed it in his drawing. From the drawing, it is also possible to identify aspects of social development. Nathan loves his mother so much and enjoys her company. In his drawing, the two are not just walking side by side, but also holding hands. He is not just pointing at the fish but also looks directly into the mother’s eyes, as shown in the drawing. It shows that there is a unique bond between the mother and child and the son appreciates this bond. As Friedman (2011) says, preschool children, find comfort in the company of their parents and the drawing of Nathan shows that he was indeed very comfortable.
Analysis and Recommendations
Angelica’s physical, cognitive, and socio-emotional development
At nine-months-old, Angelica is showing impressive physical development as shown in the video clip. According to Brodie (2013), the motor development of a child who is below twelve months may help in determining whether or not they have an impediment to their physical development. In the clip, it is clear that Angelica is registering an impressive motor development. She can walk very fast on all four limbs and she sits very comfortably without any support. Using objects around her, she is able to stand with ease, which is good given that she is only nine-months-old. Her body size is proportionate to her age and it is apparent that she is not suffering from any physical disorder. According to Gronlund and James (2013), observing the physical strength of a child may also help in determining whether or not they are developing normally. In the video clip, it is clear that Angelica is physically strong in a manner that is proportionate to her age. She comfortably lifts a book from the shelf, and although she finds it challenging to control it fully while it is in her hand, the demonstrated strength is satisfying given her tender age. Her ability to control her hands and legs is satisfactory, especially her movements on the floor. Her father also confirms that Angelica is physically active at home. She moves around most of the time while in the house, unless she is sick.
Angelica is also showing impressive cognitive development. It is apparent that at nine-months she can understand her environment. She knew where the bookshelf was. She crawls to the bookshelf and heads straight for the books. She is not fully aware of the physical dangers that such objects may pose, but she demonstrates some level of intelligence by dropping the book away from her when the weight becomes overwhelming. It is a sign that she has started developing a sense of self-protection against known causes of harm. In the clip, it is clear that Angelica is developing information processing skills. She is very keen when her caregiver is talking to her. In fact, most of the cases she stares at her caregiver during such conversations. It shows that she has started processing information, trying to make sense out of them. Language learning is another important aspect of cognitive development (Wortham & Hardin, 2016). When spoken to, Angelica tries to respond, though her speech is not fully developed. The fact that she waits till her caregiver has made her statement before responding shows that she is making impressive development in learning the language. In the report given by the father, it is evident that she has developed an interest in music. She can differentiate good music from other sounds and responds well to songs she is familiar with back at home. Her conceptual development is still low as would be expected of a nine-year-old child.
Angelica’s socio-emotional development is also impressive as demonstrated in the video and the information given by her father and the caregiver. Her father reports that she is very social and loves being in company of her other siblings. Unless she is uncomfortable, she always remains calm and jovial when she is with the family members. This is confirmed in the video clip. She is very composed and interacts very well with the caregiver. She comes out as a child who socializes with people easily. It is clear that the caregiver is enjoying her company. The video clip also shows that Angelica is someone who does not easily break down emotionally. In her report, the caregiver confirms that unless she is very uncomfortable or in pain, Angelica always remains composed and in control of her emotions.
Recommendations
Angelica is a promising young girl who is showing impressive physical, cognitive, and socio-emotional development. However, she can register more impressive growth if the caregiver and her family members can closely coordinate when giving care to her. The most important thing will be to collect and share information about Angelica in a way that would allow the caregiver to handle her in the same manner as the parents and other siblings do at home. The following are the recommended ways that can be used to gather information from Angelica’s family about her development.
- A direct phone call to the parents is one of the most appropriate ways of gathering the needed information. There are cases when the caregiver may notice abnormal behavior exhibited by the child. The most appropriate action, as Fawcett (2009) advises, is to seek information about it immediately. A phone call is critical because an immediate answer can be obtained. In case the parents are also not aware of the abnormalities, then a concerted effort can be made by both parents and the caregiver to find an immediate solution.
- Regular interaction between the parents and the caregiver may be recommended. Sometimes it may be appropriate for the caregiver to regularly meet the parents to discuss the development of Angelica. It may be once every month if possible so that the caregiver can collect relevant information about the child. Through such regular meetings, any concerns can be effectively addressed by both parties at the right time to ensure that the child is protected from any harm that may be physical, social, or psychological.
Nathan’s physical, cognitive, and socio-emotional development
Nathan is now 4 years and his drawing shows that he is making positive physical, cognitive, and socio-emotional development. Physically, Nathan has demonstrated through his drawings that he is strong enough to hold and control the drawing pencil. According to Arce and Ferguson (2013), drawing, just like writing, requires physical energy for one to hold and control the drawing pencil. The drawing that was done by Nathan clearly shows that he has the physical strength to control the pencil. At 4 years, such physical strength is expected of him. The drawing is relatively good given his age. It is important to note that Nathan is often not enthusiastic when it comes to physical assignments. He is slightly slower compared with his other colleagues when it comes to physical exercise. The caregiver blames this weakness on attitude other than physical problems. According to the caregiver, this problem can be addressed if Nathan can change his attitude towards physical activities.
Cognitive development is another domain in which Nathan has registered impressive growth. In the dialogue between the preschool director and his mother, it is clear that he is an intelligent boy. The two are in agreement that he is very fast in grasping new information. Each day that he learns a new concept, he is eager to share it with his mother. It is a clear demonstration that he can retain new information and that is why he can share it with his mother. At school, the director also admits that Nathan is an above-average student when it comes to learning, especially on issues that are of interest to him. In the report given by the teacher, it is clear that Nathan has a special interest in new topics.
Socio-emotional development is one area that will need to be addressed to help Nathan develop self-esteem and to be in good terms with his colleagues at school. Nathan is very comfortable around people that he knows. However, he gets very uncomfortable around strangers. He is also shy when it comes to handling tasks in groups and this is affecting him socially, physically, and academically. In fact, the fact that Nathan is physically inactive compared with other students is believed to be caused by his problem interacting with other students. According to a report by Podmore and Luff (2012), when a child is unable to develop positive social relations with colleagues, then it may be difficult for it to develop both physically and emotionally because it will avoid the company of other colleagues. Emotionally, Nathan seems not to be having any major problems. He is able to control his emotions both at home and in school. At times he gets upset when things do not go as he expected, but he is also quick to resolve these issues as soon as they arise. When he is happy, he expresses it through laughter and smiles.
Recommendations
The observation made in the section above shows that Nathan is making physical, cognitive, and socio-emotional development as would be expected of a 4-year old child. His cognitive skills are impressive. However, something needs to be done about his socio-emotional and physical development. It is important to come up with other strategies that can help in gathering information from family members about his development. The following recommendations should be considered.
- Nathan’s mother should commit herself to make regular reports to Nathan’s preschool teacher about his socio-emotional development at home. It was noted that the mother was not fully aware of the problem his son has when it comes to interacting with other students. It is recommended that the mother should now start paying special attention to how his son interacts with other children of his age, especially when they meet for the first time. The mother should then compile a report about any changes noticed. The report can be delivered to the preschool teacher physically or electronically.
- The preschool teacher and Nathan’s mother can also maintain regular interaction through social media, especially Facebook. Using the Facebook, the two can talk about any issues of concern about Nathan. If there is specific information that the teacher might need from the parent, then the social media is a perfect way of getting the information. They can easily chat on Facebook platform whenever they are online. Nathan’s teacher may use this approach to gather any relevant information that can help him improve his physical and socio-emotional development both at school and at home.
References
Arce, E., & Ferguson, B. (2013). Curriculum for young children: An introduction. Belmont, CA: Wadsworth.
Brodie, K. (2013). Observation, assessment and planning in the early years: Bringing it all together. Belmont, CA: Open University Press.
Fawcett, M. (2009). Learning through child observation. London, UK: Jessica Kingsley Publishers.
Friedman, D. L. (2011). Creating an early childhood education portfolio. Belmont, CA: Wadsworth Publishing Co.
Gronlund, G., & James, M. (2013). Focused observations: How to observe young children for assessment and curriculum planning. St. Paul, MA: Redleaf Press.
Jackman, L., Beaver, H., & Wyatt, S. (2015). Early education curriculum: A child’s connection to the world. Melbourne, Australia: Cengage Learning.
Podmore, V. N., & Luff, P. (2012). Observation: Origins and approaches in early childhood. Maidenhead, Berkshire: Open University Press.
Wortham, S. C., & Hardin, B. J. (2016). Assessment in early childhood education. Upper Saddle River, N.J: Pearson.