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Anticipatory Child Development

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Recommended: Infancy and toddlerhood cognitive development

In assessing the relation ship between J, who is 4 and his cargivers, his mother and father, the relationship seemed healthy and normal. It was obvious in looking around the apartment that there were many age appropriate toys and books lying around, it was obvious when he would get frustrated or upset that both his parents were meeting his emotional needs, parents got along well and demonstated affection openly otard one another, J was affectionate with his parents and with his older brother (5 years old), and J seemed comfortable and excited to have me in his house to play and observe him. J’s mother was attentive to his needs for snacks and drinks and when snack time was over J just excepted it and carried on without whining or tantrums. …show more content…

(2012). Anticipatory guidance for cognitive and social-emotional development: Birth to five years. Paediatrics & Child Health, 17(2), 75–80.

According to Dosman & Andrews (2012) Anticipatory guidance for cognitive and social-emotional development: Birth o five years, at the age of 4 a child developes more self control over aggression and other impulses, and gains a gender role and sense of self beyond immediate family. He should start to acquire knowledge of social expaecations and have the ability to distinguish between what is real and pretend. In the area of language and literacy he should show intrest in words, be able to point out letters and make rhymes with words. In regards to problem solving, he should be able imitate behaviour and have the abilty to express probems and feelings. Attachemnt wise he should begin to understand family traditions and do things for himself independently as he is able. Regarding sexual development, he should have curiosity between boys and girls. Socially he should have friends and many oppurtunits to play with others. At four years of age he should be given appropraiate …show more content…

He was very good at sharing his toys with me and asking his parents and brother if they would like to join. J was able to follow and give smple instructions but he definatly had a particular way he wanted it done and was bossy and defiant if it was not done his way. At one point I was confused at what he was asking of me and so I built the bridge “wrong” he knocked it over but felt bad and gave me a hug then wandered off th get an instruction book on how he wanted me to bulid the bridge. J stayed intrested in this activity for 45 minutes and he helped me until the bridge was complete. These are all indicators of healthy social- emotional development in a 4 year old. His mother expressed to me that she was not concerned with his abilty at 4 years old to dress himself or do chores. J’s mother made several comments alluding to the fact that he had plenty of time to be big and she was going to kieep him as her baby for as long as she could. When I asked J’s mom about what she thought about being the only women in a house full of men (husband and 2 sons) she responded that they were very open in their different sexuality with the boys and sshe still bathed with her 4 and 5 year old sons and that she had no issues with them seeing her naked. Gender was not an issue in their house,

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Both boys were able to respond in complete sentences. Their responses were appropriate and in separate settings both showed some developmental skills above their current age (Asher was able to replicate with objects and name a pyramid, and state that it was used in building. Benji was able to not only manipulate a book appropriately, but had developed the skill of rhyming as was apparent when his teacher asked him to complete sentences in the lullabies. Both boys appeared to be at grade level in their fine and gross motor skills. Both utilized a thumb finger grasp to pick up objects from the table and floor.

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Social development in children is of utmost importance, it shapes children to become social beings and do what is socially acceptable in their communities or society as a whole. Conclusion In the above assignment we discussed the four domains of development separately which are physical, cognitive, personality and social development with regards to school readiness.

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Real Life Application There are many characteristics a parent can expect from their child, but there are also many characteristics they cannot understand. Some of the characteristics you will most likely see in a young child at the age of four is communication with peers, compliance, and trust. One example is when the child communicates with peers, especially during make believe play. It is said that during also believe play children are able to interact longer (Haupt Winter 2017).

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The Active Child Theme: Infant Cognitive Development Katherine Pita Florida International University DEP 2001 Cognitive development is the process that leads to the emergence of the ability to think and understand (Siegler, DeLoache, Eisenberg, & Saffran, 2014). This process involves the “development of thinking and reasoning” (Siegler et al., 2014, p.15) throughout childhood, including the growth of capabilities such as “perception, attention, language, problem solving, reasoning, memory, conceptual understanding, and intelligence” (Siegler et al., 2014, p. 131). Children contribute to their development through self-initiated activity even before they are born, by practicing breathing and digestive processes and exercising

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The first part of the study involved observing child K’s motor and fine motor skills in her home. First, I would observe her motor skills. To get her more excited, I decided to play with her and her sister. At 4 years of age, child K should be enjoying the movements of hopping, jumping, and running while be more adventurous than they were at 3 years of age (Santrock, pg. 158, 2012). Obviously, at age 4, she has already learned how to walk and run on her own.

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He starts to solve more complex problems and forms mental images for things, actions, and concepts. He also can solve more problems in his head by performing mental trial and error instead of having to manipulate objects physically. For example putting building blocks together and knowing how to attach them instead of not building it right. In addition, his memory and intellectual abilities develop and the sense of time becomes more evident. For example, a mother would tell her child, “ You could play a game after you finish eating.”

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Through this knowledge, the teacher can presume how children of a particular age group will act, what they are capable of doing and what they are not likely able to do. Consequently, the teacher can devise activities rather confidently by taking all these aspects into consideration. At this stage, the teacher can take advantage of the windows of opportunity for the child’s growth. In other words, the teacher benefits from the sensitive period of a child’s development to provide him with enriching activities; the best period for the child to learn and develop further. In addition, what the children learn should be relevant to their environment and life experiences.

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