Child Development and Early Learning ECE202

1.Introduction

This report takes a developmental approach to focus on the development process of Karly who is 12 months old by assessing and analysing her development across domains. From the observations and assessments such as the ASQ filled out by her parents and educators, the report analyses her assets and more importantly the areas that need enhancement. It also reports on Karlys development in comparison to the developmental milestones of children in her age bracket once again taking into account factors such as family background, ECE enrolment, particular interests, and more. Furthermore, there are practical suggestions that can help to promote fine and gross motor development, language and social-emotional development of Karly, based on early years education principles and developmental theories.

2.Context for the Child

Karly is 12 months old and attends an ECE centre. The centre has a projector to enhance the areas of development of a child as wanted. She is having her parents, and, as we have seen before, although they are not just involved but are participating actively in the education process. Depending on the aspect of the family culture she knows how essential it is and therefore reads books and discovers nature. This positive home environment means that in her response to the world outside the home, she can only be as active as possible. Thus, in this sense, Karly is exposed to a variety of cultures at the ECE centre through play-based learning. Her attention is piqued by this, especially by the portion that discusses the interactive activities that include fellows more. Based on this observation, it may be inferred that she likely enjoyed working on some of the group projects, which enhanced her learning and acquisition of certain knowledge. Karly is given a plethora of materials to work with and practice with, which allows her the freedom to practice, debate, justify, and other strategies like a bird.

However, some variables might affect her learning process. A lesson plan for peer interaction and self-employed mechanics was also useful to introduce into Karlys class because. Despite the fine motor control, there are a few more areas where Karly needs some help. Also, improving her speaking skills, and greater verbal communication at home and in class can also contribute to her further development of expressive language. The environment also has implications for learning more about Karly. Interaction with parents and children during the joint participation in special focused workshops, and attendance at story time in the library can supplement her development. In this regard, this paper will examine how the ideas of family, school and even the community interventionist will form a way of ensuring that whenever possible, the potential of Karlys early childhood development and learning is met.

3.Summary of Developmental Milestones for a 12-Month-Old (Karly)

3.1.Physical Development

In the physical domain, gross motor skills appear as many infants start walking or start taking their initial walking steps which develop more control of balance and coordination (Hua et al. 2022). Gross motor skills also improve and children in this stage may be able to pick objects, switch objects from one hand to the other, as well as use the pincer grasp (Hua et al. 2022).

3.2.Cognitive Development

As for cognitive development, 12-month-old babies are curious and problem-solvers. Cognitive map, with childrens learning being centred on trial and error while being conscious of cause-and-effect relationships. Cognitive milestones such as object permanence where a child learns that an object is still there even when it is out of sight becomes well developed at this age and children at this age may even engage in simple games such as peek-a-boo (Van Beekum et al. 2022).

3.3.Socio-emotional development

Infants develop more attachment behaviours and get distressed when separated from familiar caregivers. They engage in social play, react to their name and sometimes, know basic gestures like waving goodbye (Van Beekum et al. 2022).

3.4.Language Development

Speaking at this age entails the use of a few simple words like mama or dada and an increase in the childs vocabulary in responding to simple instructions. It progresses from babbling to more speech-like words and infants develop gestures such as pointing (Fuschlberger et al. 2024).

4.Discussion of Observations

4.1.Sensorimotor Exploration and Mobility

In the first observation, Karly engages in sensorimotor exploration by interacting with wooden blocks, showcasing her fine motor skills and emerging mobility. This aligns with the EYLF framework which emphasizes children's learning through play and exploration (ACECQA 2022).

4.2.Sensory Engagement and Fine Motor Skills

Karly's sensory exploration and fine motor skills are evident during her interaction with custard in the dining room. This aligns with the EYLF's focus on children's physical well-being and their capacity to explore and engage with the environment (ACECQA 2022).

4.3.Social and Emotional Development

Karly's social interactions, such as watching and smiling at older children playing outside, and her participation in group activities, such as clapping during a music session, highlight her social and emotional development. These observations align with the EYLF's focus on children's sense of belonging, being, and becoming, emphasizing their social and emotional well-being and their connections with others (ACECQA 2022).

4.4.Emotional Attachment and Separation

Karly's emotional attachment and response to separation from her father at the preschool entrance provide insights into her emotional development and attachment theory, emphasizing the importance of secure attachments in early childhood (Deneault, Hammond & Madigan 2023).

4.5.Participation in Group Activities

Karly's active participation in group activities, such as clapping and engaging with music, reflects her social and emotional development and her sense of belonging within the ECE setting (Jordan & Sumrall 2023).

5.Discussion Of Parent Questionnaire

The document is a part of an Ages and Stages Questionnaire, Third Edition (ASQ-3), a development screening tool used in the assessment of a babys progress in certain domains. It asks for individual details including the babys name, date of birth, gender, and the connection of the person completing the questionnaire (e.g., the parent, guardian, or teacher). The ASQ-3 is consistent with early childhood development theories, including Vygotskys Social Development Theory, in which learning is through social activities and Piagets stages of cognitive development, which determine the childs ability to solve problems independently (Saracho 2021). These include communication, gross motor skills, fine motor skills, problem-solving skills, and personal-social skills in the questionnaire which is in line with the learning domains of EYLF V2 (Department of Education 2022). For instance, gross motor questions are used to determine physical health while fine motor tasks are used to determine and promote cognition and motor health (Hua et al. 2022). Reasoning and personal social cues attach to the learning outcomes identified under EYLF with emphasis placed on children being confident and involved learners as well as having a strong sense of identity (ACECQA 2022).

The form also provides an opportunity for a caregiver to voice a worry or suspicion that a baby is at developmental risk, complementing the EYLF where assessment is made based on the needs of the child and tailored to assist in a way that is most beneficial to him achievement of developmental milestones (ACECQA 2022; Department of Education 2022).

6.Discussion Of Educator Questionnaire

A baby's developmental growth is evaluated in five major categories using ASQ-3. Communication, fine and gross motor abilities, problem-solving, and personal and social skills are among them. They include activities like walking, picking up tiny things, obeying instructions, and solving simple problems. To demonstrate the baby's progress, they must observe the infant when they complete these tasks and answer with "Yes," "Sometimes," or "Not Yet." The form provides areas for tracking any issues with the child's behaviour, eyesight, or medical history in addition to facts about the infant and the caregiver. Additionally, the document includes recommendations for further behaviour based on the baby's score, which is assigned using a scoring system.

6.1.Developmental Insights and Theories

Several of these observations are consistent with the developmental milestones for the regulation of motor skills and or /communication. For instance, ergonomic tasks such as the ability to walk, under the category of Gross Motor, are important for physical development whereby what Piaget terms as sensorimotor stage is considered. Vygotsky speculated on how motor and cognitive skills are related, and in Fine Motor, the emphasis on precise movements such as grasp directly aligns with this postulation (Saracho 2021; Hua et al. 2022). EYLF has its basis in the comprehensive development of early childhood education focusing on physical well-being, speaking and thinking (ACECQA 2022). Another strength of the ASQ-3 is that it can help the caregivers use it in determining whether the child is on track or not in different domains that need early intervention where necessary (Rispoli, Norman & Nelson 2021).

7.Critical Analysis of Observations and Questionnaires for Karly

7.1.Comparison of Observations and Questionnaires

As per the observations of the parent as well as the educator, it is evaluated that the child named Karly is on track in terms of gross motor development like crawling and attempting to stand while supported. These aspects were observed to be more or less on par with physical developmental milestones for her age. However, a few inconsistencies emerged with her fine motor development. Promoting the use of hands for grasping objects, the educator pointed out that Karly seems to be in the early stage of pincer grasp but the parent observed that Karly can use it proficiently during feeding and playing. This may be a result of the different environments where Karly is involved, it could be home where she is more comfortable and willing to perform as opposed to the learning institution setting where she could just have adapted to the environment (Gibson, Van Der Merwe & Coetzee 2024).

7.2.Similarities and Differences

Reliability in terms of surveys and observations is shown by reports on social-emotional development. Karly demonstrates structured attachment styles, such as enjoying social games like peek-a-boo and turning to her mother for consolation when she's upset. As opposed to what the educator saw while the child was in the ECE environment, the parent said that Karly showed greater signs of separation anxiety at home. This discrepancy could be explained by Karly's ongoing adjustment to the unfamiliar early learning setting, where she is surrounded by numerous caregivers and peers who could divert her attention from her anxiety (Tamblyn et al. 2023). Still, one significant disparity exists, i.e., that is the area of language acquisition. The parent and educator concurred that Karly uses such simple words as mama and dada. The parent also said that Karly sometimes says two-word phrases, a feature that the educator has not noticed yet. This could be due to the variation in the amount of time a child spends with a teacher at home to the time a child spends in a group with the teacher at an ECE centre (Jordan & Sumrall 2023).

7.3.Discussion of Developmental Milestones

As postulated by developmental theories such as the sensorimotor stage by Piaget and the Zonal Proximity Development theory by Vygotsky, children at this age of 12 months, are mobile and gain knowledge through direct manipulation of objects and people (Saracho 2021). It was noted that Karly is developing appropriately in the majority of the mentioned developmental domains. In terms of the physical development for her age, all the motor development aspects like the gross motor development such as crawling and pulling to stand are well developed and the fine motor skills are also well developed though there is some variation in the way she grasps food with her pincer grasp (Gibson, Van Der Merwe & Coetzee 2024). For her age, Karly has shown adequate social and emotional milestones and seems to be developing a sense of attachment and recognition of social signals. She had improvements in her language skills but to determine her use of two-word phrases, perhaps, observations are required in school (Fuschlberger et al. 2024).

7.4.Why the Differences Exist

Differences in observation and questionnaires could be due to the disparities in the context and the amount of time spent with Karly. In this case, at home, the parent may spend more time with the child and has a better chance of observing her speech and motor development. On the other hand, in the ECE environment, the educator observes many children at once, which might dilute the intensity of observation. Karlys behaviour might also change with this level of comfort and hence may differ in school and at home.

8.Key Recommendations for Karlys Development

8.1.Support for Motor Skill Development

Karly may want more encouragement and help in this area even though there is some indication of her fine motor development and her usage of the pincer grasp. The educator mentioned that she struggles with fine motor abilities, which include holding items. They should start her on developmental exercises like bead stringing or finger painting so she can practice handling and controlling smaller objects (Gadre & Deshpande 2023). Attending neighbourhood playgroups or child development centres, where the kid participates in sensory play, might provide the youngster with additional assistance (Gadre & Deshpande 2023). Stacking blocks or ripping off papers may be examples of scheduling-related tasks that would help her become more confident.

8.2.Enhancing Language Development

Despite saying trivial words like mama and dada, Karly seems to need improvement in her language development, especially in terms of demonstrable growth of words that she comprehends. She occasionally used two-word phrases at home and therefore the parents feel that she is ready for more language development. Reading to Karly daily and helping her point at objects and naming them can help in her language development (Rivero et al. 2023). Local facilities partners such as libraries especially those that conduct toddler story time can also be useful (Jordan & Sumrall 2023). The educator can organise a set of activities such as interactive reading sessions, music, and songs that include repetitive word usage will help in building vocabulary and communication skills (Rivero et al. 2023).

8.3.Encouraging Social-Emotional Growth

Karly can be observed to exhibit healthy attachment but she has some features of separation anxiety at home. Social-emotional development can also be fostered by offering a safe and caring environment at the ECE centre. Establishing a structured pattern of interactions that will enable Karly to spend time away from the primary caregiver will make her confident (Tervahartiala et al. 2023). In her capacity as an educator, physical interactions through group development activities such as making towers or playing with sand can enable her to make friends (Tamblyn et al. 2023). Consultation with the community child psychology services can be of help to Karlys parents to overcome the effects of separation anxiety (Tervahartiala et al. 2023).

8.4.Supporting Gross Motor Development

Karly has a good level of physical development because she can stand and crawl, but she needs to participate in structured activities to help her develop her motor skills. Her motor abilities can be challenged by projects like obstacle courses, which require her to participate in activities that promote muscular activity (Zhou, Zhong & Liu 2023). Additionally, fostering partnerships with local parks and early childhood education centres that prioritize physical development is crucial (Zhou, Zhong & Liu 2023). The educator may organize exercises that will assist Karly increase her muscle strength and coordination so that she can eventually walk on her own, including rolling big balls and climbing low structures (Hua et al. 2022; Zhou, Zhong & Liu 2023).

9.Conclusion

The concern for developmental progress prescribed at 12 months shows that there is progress in developmental domains, which is apparent in Karly at 12 months in cognitive and social/emotional development. Observations and questionnaires ASQ have also exposed her strengths and spheres which require additional intervention. Therefore, although Karly appears to have well-developed gross motor skills and communication, she appears to have weaknesses in fine motor skills and, to an extent, expressive language. Thus, early childhood education is a process of an individuals learning throughout their early years with the focus on a comprehensive approach that enhances their development with the help of the family and available community services as well as deliberately designed learning activities. Following the developmental stages and EYLF that have been discussed, the proposed recommendations can facilitate Karlys further development.

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