Developmental Case Study

8/7/2019 Developmental Case Study

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Developmental Discoveries

A Developmental Case Study by Jenny Duffy



An Opportunity for Learning

I had the privilege and joy of spending time with the 3 and 4-year old groupto study these inventive, enthusiastic, bright children. Normally, I work in the

nursery so it was exciting for me to become more acquainted with a different age

group and discover the many things these children are capable of.

I have observed these children in 10 areas of development, observing what

they can do at this stage in their life, and predicting what they will be able to do

next. In the following pages are summaries of each area of development along

with photos, quotes and observations of how the children demonstrate their

capabilities. Through spending time with these children I have learned that they

are capable of so much and it would be a shame to underestimate them.

An Opportunity for Learning

I had the privilege and joy of spending time with the 3 and 4-year old

group to study these inventive, enthusiastic, bright children. Normally, I work inthe nursery so it was exciting for me to become more acquainted with a

different age group and discover the many things these children are capable of.

I have observed these children in 10 areas of development, observing

what they can do at this stage in their life, and predicting what they will be able

to do next. In the following pages are summaries of each area of development

along with photos, quotes and observations of how the children demonstrate

their capabilities. Through spending time with these children I have learned that

they are capable of so much and it would be a shame to underestimate them.



Fine Motor Development




Fine Motor skills describe a childs use of small muscles usually in co-

ordination with the eyes but also including movement of the lips and tongue, the

head, toes, and foot-eye co-ordination. Between ages 3-5 children develop theseskills at a rapid pace, though time, patience and plenty of practice is certainly still

required.

Small muscle skills include ocular motor control which is the ability of the

eyes to follow and focus on an object in the field of vision. Hand-eye co-

ordination is a small muscle skill in which the hands perform tasks guided by the

eyes requiring precision in placement, direction and spatial awareness. Similar to

this is foot-eye co-ordination in which the eyes help guide the feet to execute

activities. Fine Motor skills include manual dexterity allow manipulation of the

hands and fingers for neat handwriting, drawing, typing, etc. Stereognosis, the

ability to use recognize unseen objects through using the sense of touch, and then

tactile perception allowing the brain to interpret information from the finger tips

to the brain, are also a part of fine motor skills that are developed in early

childhood.

Some examples of tasks that involve small muscle skills are: zipping and

unzipping, using locks and keys, doing puzzles, using scissors, making isolated

finger movements like playing the piano, turning pages in a book, tying shoe laces,

writing legibly, and anything that requires small, accurate hand and finger

movement.

Childhood is a critical time for developing fine motor skills which the child

will use for the rest of their lives and to perform necessary functions.

Some well-known activities used for developing fine motor skills are:

manipulating objects such as play-dough, playing with puzzles, feeding lace


Fine Motor skills describe a childs use of small muscles usually in co-ordination

with the eyes but also including movement of the lips and tongue, the head, toes, and

foot-eye co-ordination. Between the ages 3-5 children develop these skills at a rapidpace, although time, patience and plenty of practice is certainly still required.

Small muscle skills include ocular motor control which is the ability of the eyes to

follow and focus on an object in the field of vision. Hand-eye co-ordination is a small

muscle skill in which the hands perform tasks guided by the eyes requiring precision in

placement, direction and spatial awareness. Similar to this is foot-eye co-ordination in

which the eyes help guide the feet to execute activities. Fine Motor skills include manual

dexterity allowing manipulation of the hands and fingers for neat handwriting, drawing,typing, etc. Stereognosis, the ability to use recognize unseen objects through using the

sense of touch, and then tactile perception allowing the brain to interpret information

from the finger tips to the brain, are also a part of fine motor skills that are developed in

early childhood.

Some examples of tasks that involve small muscle skills are: zipping and unzipping,

using locks and keys, doing puzzles, using scissors, making isolated finger movements like

playing the piano, turning pages in a book, tying shoe laces, writing legibly, and anything

that requires small, accurate hand and finger movement.

Childhood is a critical time for developing fine motor skills which the child will use

for the rest of their lives and to perform necessary functions.

Some well-known activities used for developing fine motor skills are: manipulating

objects such as play-dough, playing with puzzles, feeding lace through beads, picking up

objects with clothes pins, etc.



Evan is able to push the spokes through the wheels to create his own structure.



4-year old Miriam holds down the paper as she presses the glue tip onto it.

Evan is fitting the small pizza pieces and toppings together. As Evan continues to

mature he will be able to use his small muscles to make even more precise

movements.

When Max was zipping his

coat he didnt pull the zipper

all the way to the top.

All the way to the top, Max,

keep going! I said.

Max replied, But I cant zip i

all up because one time I

accidently choked me!



Max was sticking these action figures into the clapping hand. At first he asked forhelp but when I encouraged him to try again, he discovered that was able to hold

the hand open by himself while using the action figure in his other hand.

Whats Next: The children will be able to button-up their coats and zip

and unzip independently. They will hold a writing instrument with more

ease the way that an adult would. They will also be able to fit smallobjects together with more precision, improving in their hand-eye

coordination.

Max was sticking these action figures into the clapping hand. At first he asked for

help but when I encouraged him to try again he discovered that he was able to

hold the hand open by himself while using the action figure in his other hand.



Gross Motor Development




Gross Motor skill development is a childs ability to use large muscles for

movements such as crawling, running, and jumping, which require the use of

more than one body party.

There are two principles that control physical growth and also govern the

development of gross motor skills. Head to toe development refers to the way

that the upper parts of the body develop starting with the head and then

continuing with the lower parts. The second principle is trunk to extremities in

which head control is gained first followed by the shoulders, upper arms, and

hands. Next, upper body control is developed and then followed by the hips,

pelvis and legs.

The development is of gross motor skills will be of great help to a child in

their development of fine motor skills, as well as living a healthy, active life.

Gross motor activities can help children establish balance and major muscle

coordination through bike riding, jumping from one place to another and walking

on a balance beam. Children also develop body awareness, realizing that certain

postures and movements are advantageous in what theyre trying to accomplish

as well as spatial awareness in regards to their body position in relation to other

objects or people. Children also learn when to speed up and slow down when

running around. Another important function that children learn through Gross

motor development is laterality which is the sense of right and left directions.

Gross Motor development can be encouraged through active play like

running, climbing and jumping, through sports, as well as board games.


Gross Motor skill development is a childs ability to use large muscles for

movements such as crawling, running, and jumping; which require the use of more

than one body party.

There are two principles that control physical growth and also govern the

development of gross motor skills. Head to toe development refers to the way that

the upper parts of the body develop starting with the head and then continuing with

the lower parts. The second principle is trunk to extremities in which head control is

gained first followed by the shoulders, upper arms, and hands. Next, upper body

control is developed and then followed by the hips, pelvis and legs.

The development is of gross motor skills will be of great help to a child in their

development of fine motor skills, as well as living a healthy, active life.

Gross motor activities can help children establish balance and major muscle

co-ordination through bike riding, jumping from one place to another and walking

on a balance beam. Children also develop body awareness, realizing that certain

postures and movements are advantageous in what theyre trying to accomplish as

well as spatial awareness in regards to their body position in relation to other

objects or people. Children also learn when to speed up and slow down when

running around. Another important function that children learn through gross motor

development is laterality which is the sense of right and left directions.

Gross Motor development can be encouraged through active play like

running, climbing and jumping, and through sports, as well as board games.



Ok, now I ju

fell!- 4-year old

Andrea

Upon discovering this long board in their ball pit, it

wasnt long before the 3 and 4-year olds decided

they needed to walk the plank and test out theirbalance. When walking across the board, the

children kept excellent balance. It was when they

would try to turn around that they ran into some

challenges. Im sure their boots created some

difficulty in this also. As the children mature they

will become more skilled at using their bodies and

knowing how to maneuver themselves in smaller

motions to make more precise, careful movements.



While playing outside, the children showed a great variety of gross motor

movement. They jumped, twirled around, ran across the yard, climbed jungle

gyms and climbed the steps of the tall slide.



When 3-year old Mia throws, she mainly uses her forearm. As Sophia matures shewill discover that she could throw balls farther and with more accuracy by

bending back her wrist and rotating her upper body while throwing.



The 4-year olds were using these wide steps to slide down on sleds. The children

were able to pull each other in the sleds and give themselves a push while sitting

in the sled. The children can crawl on their knees, leaning their upper bodies

forward to reach for something. As the children continue to develop they will be

able to also use the stance of standing with bents knees, and become more skilled

in moving their upper body to reach for objects.

The 4-year olds were using these wide steps to slide down on sleds. The children were

able to pull each other in the sleds and give themselves a push while sitting in the sled.

The children can crawl on their knees, leaning their upper bodies forward to reach for

something. As the children continue to develop they will be able to also use the stance

of standing with bents knees, and become more skilled in moving their upper body to

reach for objects.



Jenny, look Im up here in the tower! You can come up

here too! 4-year old Eric- a confident climber!

Whats Next: As the children refine their large muscle skills they will be

able to jump rope, hope for long distances even on one foot, run on tip

toe, use the stairs independently, throw balls overhead, and throw a

ball with more force and accuracy. They will also be able to move their

legs and upper body to better catch a ball coming toward them



Cognitive Development



Cognitive Development Cognitive development is the formation of thought processes including the

ability to solve problems, use memory, language, and make decisions. We give

much credit for our information about childhood cognitive development to thebiologist and psychologist Jean Piaget who through his observations concluded

that children arent less intelligent than adults, they simply think differently.

Jean Piaget suggested that children make sense of the world around them

through four developmental stages: sensorimotor, preoperational, concrete and

formal. According the Piaget play is essential to brain development. Piaget also

suggested that children use adaption assimilation, accommodation, and

equilibration, when gaining, processing and organizing new information.

Preschool children form a theory of mind which is a naive understanding of

connections between thoughts, beliefs, and behaviours. Theory of mind

progresses in three phases. Typically, in 2-year olds is the awareness of desires,

the communication of wants and likes and the understanding that desires are

related to behavior in themselves and others.

3-year olds can understand the difference between the mental world and

physical word, knowing that an object that is only being thought about or wishedfor isnt really present and cant be seen or touched. They also use demonstrate

an understanding of different mental states as they use mental verbs such as

think, wish, remember, etc. At this age, children still emphasize desires as the

main reason for behavior.

At age 4, children understand much more about how mental states affect

behavior, and how behavior is based on beliefs, even if those beliefs arent right.

Cognitive development involves many aspects of a childs perspective andthinking. Children demonstrate their level of cognitive development when they

follow instructions, tell a story or explain why something happened, ask

questions, problem solve and talk about things that they remember.

Cognitive Development Cognitive development is the formation of thought processes including the

ability to solve problems, use memory, language, and make decisions.

We give much credit for our information about childhood cognitive

development to the biologist and psychologist Jean Piaget who through his

observations concluded that children arent less intelligent than adults, they

simply think differently.

Jean Piaget suggested that children make sense of the world around them

through four developmental stages: sensorimotor, preoperational, concrete and

formal. According the Piaget play is essential to brain development. Piaget alsosuggested that children use adaption assimilation, accommodation, and

equilibration, when gaining, processing and organizing new information.

Preschool children form a theory of mind which is a naive understanding of

connections between thoughts, beliefs, and behaviours. Theory of mind

progresses in three phases. Typically, in 2-year olds is the awareness of desires,

the communication of wants and likes and the understanding that desires are

related to behavior in themselves and others.

3-year olds can understand the difference between the physical world and

mental world, knowing the difference between an object that is present and an

object that is only being thought about or wished for. Children also demonstrate

an understanding of different mental states as they use mental verbs such as

think, wish, remember, etc. At this age, children still emphasize desires as the

main reason for behavior.

At age 4, children understand much more about how mental states affectbehavior, and how behavior is based not only on desires but also on beliefs, even

if those beliefs arent right.

Cognitive development involves many aspects of a childs perspective and

thinking. Children demonstrate their level of cognitive development when they

follow instructions, tell a story or explain why something happened,

askquestionse, etc. problem solve and talk about things that they remember.

As educators it is important to be knowledgeable and aware of whatcognitive stage children are in so as to better understand them, set realistic



cognitive stage children are in so as to better understand them, set realistic

expectations and to help promote further development.

We can support cognitive development by using board games and memory

games, giving clear instructions for children to follow, prompting and helpingchildren to problem solve and creating activities that require this.

Ask questions, etc.

As educators, it is important to know what cognitive stage children are in so

as to better understand them, set realistic, achievable goals, and to help promote

further cognitive development.

We can support cognitive development by using board games and memory games,

giving clear instructions for children to follow, prompting and helping children to

problem solve and providing opportunities for children to practice their problem

solving.



4-year old Evan was drawing some circles on the board. After he drew

the smaller circle he created a ring around it. It was hard to tell if he wanted

that bigger ring to connect all the way through or not. Either way I think he

did a wonderful job demonstrating his understanding of what a circle is.



The teacher showed the children how to make their Valentines Day LoveBugs. She gave verbal instructions and showed step by step with an example that

she had made. The children were able to follow these instructions although when

it came time to glue on certain parts, several of the children asked the teacher or

their peers what they were supposed to do. As the children continue to develop,

their attention span will improve and their memory will become sharper.

The teacher showed the children how to make their Valentines Day Love

Bugs. She gave verbal instructions and showed step by step with an example that

she had made. The children were able to follow these instructions although when it

came time to glue on certain parts, several of the children asked the teacher or their

peers what they were supposed to do. As the children continue to develop, their

attention span will improve and their memory will become sharper.





Evan incorporated the chair into the construction of his tower and turned

some of the boards a different way. During this self-initiated play, Evan was

experimenting, testing and using problem-solving skills to build a tower that

would stand. What awesome perseverance!

Whats Next: As the children continue to develop intellectually they

will begin to understand that stories have a beginning, middle and end, they

will begin drawing recognizable objects, understand categories and become

more attentive. According to Piagets theory of cognitive development, thechildren will continue in the preoperational stage until about 7-years old.

The children will continue to be interested in role-play and will be able to

use objects to represent something else.



Perceptual Development




Perceptual development takes place when a child uses their senses to

gather information about their environment. This sensory input helps children to

decide what information from their environment is significant to them. Filteringthis information helps children to be able to attach meaning to objects and

events.

Perceptual development allows a child to be able to socialize, develop a

sense of self-awareness and hand-eye co-ordination. Perceptual development

also contributes to a childs emotional response, memory, acquisition of language

and knowledge and self-preservation. If a child is not able to perceive, it is

impossible for them to have a real sense of who they are and how they fit into the

world. Our perception of the world around us is what triggers us to respond in

different ways, making perception a key factor in the way that children and adults

behave.

Perceptual development can be encouraged by preparing an environment

and activities that are rich in sensory experiences. Perceptual development can

be supported also through activities such as moving or tapping to the beat of

music, playing Simon Says, skipping, and throwing, and catching and trapping

objects.


Perceptual development takes place when a child uses their senses to gather

information about their environment. This sensory input helps children to decide

what information from their environment is significant to them. Filtering this

information helps children to be able to attach meaning to objects and events.

Perceptual development allows a child to be able to socialize, develop a sense

of self-awareness and hand-eye co-ordination. Perceptual development also

contributes to a childs emotional response, memory, acquisition of language and

knowledge and self-preservation. If a child is not able to perceive, it is impossible for

them to have a real sense of who they are and how they fit into the world. Our

perception of the world around us is what triggers us to respond in different ways,making perception a key factor in the way that children and adults behave.

Perceptual development can be encouraged by preparing an environment

and activities that are rich in sensory experiences. Perceptual development can be

supported also through activities such as moving or tapping to the beat of music,

playing Simon Says, skipping, and throwing, and catching and trapping objects.



These bins with plastic dinosaurs, stones and sand give the children an

opportunity to feel some different textures and therefore feed their sense of

touch.



2-year old Jared is dancing with a scarf to fiddle music, partaking in a

sensory experience as he moves to the sounds that he hears.



Touch the dog! 4-year old Eric called out to his friend beside him. After

his friend pet the soft fur, Eric turned the page feeling more animals. He began to

stroke another dog.

I said, That dog is a cocker spaniel, to

which Eric replied, no its not!

Then what kind of dog is he? I asked.

Fluffy! A fluffy dog! Eric answered with a

big smile. Eric had very positive things to say about what he was touching.

Me- How did it feel when Amy

painted that heart on your face?

Max- It felt good!

Whats Next: In order to form responses to sensory stimulation and gain an

understanding of self and the world, the children will need experiences rich in

sensory as they continue to develop. As children attain more experience using all of

their senses the will become more mature in their sensor rocessin .



Emotional Development




Emotional development can be described as a childs ability to express their

feelings about themselves and about other people and things, as self-concept and

self-esteem is formed.

Feelings of competency and inferiority seem to be characteristics that

arent necessarily preset inside of us, but are learned through the support and

challenges we receive growing up. Erik Erikson a German psychoanalyst believed

that what happens to us externally has a great impact on the development of our

sense of self

Erikson and his wife organized life into 8 stages extending from birth to

death, each stage having a crisis to be overcome. If the crisis is overcome this

results in healthy development, whereas if the crisis is not overcome this results

in an unhealthy personality and sense of self.

A young child doesnt measure their self-worth necessarily by their

accomplishments, but how much the people in their lives respond and care for

them. Children with a healthy self-esteem feel that the important adults in their

live accept and care about them.

As care givers we want to encourage our childrens emotional

development so that they may be able to build healthy relationships with their

peers and manage their emotions effectively.

Healthy emotional development can be encouraged by responding to a

childs needs and encouraging independence and initiative-taking. The

understanding and acceptance of emotions can be incorporated into lessons using

stories that involve characters displaying their emotions, as well as group

discussions and activities that involve naming and talking about emotions,promoting healthy ways to regulate emotions. Children need guidance in how to

respond to their emotions and the emotions of their peers. Gentle guidance

during conflicts can provide a great source of comfort, validation and learning for

a child.


Emotional development can be described as a childs ability to express their

feelings about themselves and about other people and things. As self-esteem is

formed so is self-concept.

Feelings of competency and inferiority seem to be characteristics that arent

necessarily preset inside of us, but are learned through the support and challenges

we receive growing up. Erik Erikson a German psychoanalyst believed that what

happens to us externally has a great impact on the development of our sense of self.

Erikson and his wife organized life into 8 stages extending from birth to death,

each stage having a crisis to be overcome. If the crisis is overcome this results in

healthy development, whereas if the crisis is not overcome this results in an

unhealthy personality and sense of self.

A young child doesnt measure their self-worth necessarily by their

accomplishments, but how the people in their lives respond and care for them.

Children with a healthy self-esteem feel that the important adults in their life accept

and care about them.

As care givers, we want to encourage our childrens emotional developmentso that they may be able to build healthy relationships with their peers and manage

their emotions effectively.

Healthy emotional development can be encouraged by responding to a childs

needs and encouraging independence and initiative-taking. The understanding and

acceptance of emotions can be incorporated into lessons using stories that involve

characters displaying their emotions, as well as group discussions and activities that

involve naming and talking about emotions, and promoting healthy ways to regulate

emotions.

Children need guidance in how to respond to their emotions and the emotions

of their peers. Gentle guidance during conflicts can provide a great source of

comfort, validation and learning for a child.



When Eric told the teacher to go away and leave us alone, he was sent in time

out. The teacher first spoke to him and then left him to sit there. He sat with his

head down, frowning. After less than a minute he was biting on his finger nail and

looking around the room.



Don approached Eric asking him if he was okay and why the teacher was mad at

him. Eric replied that he didnt know. I didnt hear Eric express any feelings to the

teacher or Don about what had taken place.



Jenny, today Im going to my grammys house! announced 4-year old Miriam.

Oh, yeah? How do you feel when youre at your grammys house? I asked.

Happy! she said.

Why do you feel happy? I asked her.

Because I get to play with my dolls over there and eat ice cream and Grammy plays with

me, Miriam replied with a smile.



Kyle keeps standing there! Miriam called out.

You seem pretty upset about that, Miriam, I said.

Yeah, because me and Reena are trying to play, she replied.

Do you think you can tell Kyle this in a nice way? I asked her.

Kyle, me and Reena want to play here. Please go stand somewhere else, she

said. Kyle then walked away to another group of children.

Whats Next: As the children continue to develop emotionally they will enter the stage of

ego development outcome in which they strive to take initiative. This may result in the

children creating play situations and trying out leadership roles in their play. They will also

increase in their ability to show concern and empathy for others. The children will

continue to build their self-esteem based on the care that they receive from the adults in

their life.



Social Development



Social Development

Social development is a childs ability to relate to others. Social

development is important so that children may learn to interact with others in

ways that are socially-acceptable allowing them to form healthy relationships andto involve themselves in social situations in a comfortable way. As a child

develops language skills, this enhances their ability to interact with others and

become more involved with the people around them.

Social development at the preschool age involves learning how to share

toys, take turns and follow rules. Social development includes learning about

gender roles, being able to differentiate between genders, and learning the

typically expected behavior of boys and girls.

Social development can be encouraged in early childhood through

opportunities to play and interact with peers. Dramatic play is a great opportunity

for children to engage themselves in imaginary roles and respond to each other

through different scenarios and roles.

Social Development

Social development is a childs ability to relate to others. Social

development is important so that children may learn to interact with others in

ways that are socially-acceptable, allowing them to form healthy relationshipsand to involve themselves in social situations in a comfortable way.

As a child develops language skills, this enhances their ability to interact

with others and become more involved with the people around them.

Social development at the preschool age involves learning how to share

toys, take turns and follow rules. Social development includes learning about

gender roles, being able to differentiate between genders, and learning the

typically expected behavior of boys and girls.

Social development can be encouraged in early childhood through

opportunities to play and interact with peers. Dramatic play is a great

opportunity for children to engage themselves in imaginary roles and respond to

each other through different scenarios and roles.



The girls were in the housekeeping station putting their baby to bed, when Aaron

came and joined them. The girls stepped back as Aaron lowered the baby into the

cradle and then kissed the baby on the forehead.



Jessica and Miriam were pretending to be sisters and shop together. During this

role-play, Jessica took on the name Rosie for herself.

These boys

chose to play

together unde

the table. It isvery typical fo

3 and 4-year

olds to gravita

toward two o

three friends

rather than

involving

themselves in

larger groups.



While making the Love Bugs, somehow a conversation about blood-sucking

spiders had emerged between Max and Eric.

Spiders can suck on you and suck your blood out, Max declared.

No, they cant, Eric said.

Yeah, some do! They can suck your blood. Eric, some spiders suck blood! Max

insisted.

Ok, I dont know the spiders that suck your blood, Eric said.

But its not all of them, and I dont know where they are, Michael said.

As children involve themselves in social settings, they have the opportunity to

converse and learn new information from each other.

Whats Next: As the children continue to develop socially, they will learn how to better

practice self-control. They will begin to practice co-operative play and turn-taking. They will

show more interest in the gender differences and may prefer to only play with their own

gender. According to Piagets theory of the stages of development, the children will enter

into the intuitive phase where conversation becomes less egocentric and more sociable.



Language Development




Language development is the childs ability to understand and use

language. Language development in the first five years is essential to the

development of communication and language, and is a precursor for successacademically as well as in social settings and relationships. Vygotsky believed that

language plays a central role in mental development, and as language skills are

built so is a childs symbolic system that helps in their understanding of the world.

Language development begins

In the process of language development there are two basic categories of

language. Receptive language comes first and is the ability to hear and

understand words. Expressive language is the ability to use words to

communicate. When discussing language delays and disorders they are typically

categorized as a receptive disorder, expressive disorder or a combination of both.

When it comes to language, there is a wide range of normal development

as each child progresses at their own pace, though language is typically developed

in predictable sequences.

Books are a great tool for building vocabulary as the adult and child can

discuss the pictures together and the child can learn new words.


Language development is the childs ability to understand and use language.

Language development in the first five years is essential to the development of

communication and language, and is a precursor for success academically as well

as in social settings and relationships. Vygotsky believed that language plays a

central role in mental development, and as language skills are built so is a childs

symbolic system that helps in their understanding of the world.

In the process of language development there are two basic categories of

language. Receptive language comes first and is the ability to hear and understand

words. Expressive language is the ability to use words to communicate. When

discussing language delays and disorders, they are typically categorized as areceptive disorder, expressive disorder or a combination of both.

When it comes to language, there is a wide range of normal development as

each child progresses at their own pace, though language is typically developed in

predictable sequences.

Books are a great tool for building vocabulary as the adult and child can

discuss the pictures together and the child can learn new words.



Alisha has just recently turned 2.

She has gone from saying one

word to stringing several words

together to make sentences and

ask questions. When an educator

had turned off the radio in the

room, Alisha demanded, Hey,

turn that noise back on! She

imitates words and sounds but

she also produces her own. As

Alisha continues to acquire

language, her vocabulary will

increases and her pronunciation

will improve.



This 4-year old girl announced that she was writing her name. She is taking her

early understanding of how symbols represent sounds, and applying this to the

writing of her name. As she continues to learn how to read and write she will gain

more understanding about the alphabet, and by 5-years old she will most likely be

able to recognize more words and begin spelling short words. As she continues to

develop in her language skills, she will learn about vowels, consonants, and

phonics.

This 4-year old girl announced that she was writing her name. She is taking her early

understanding of how symbols represent sounds, and applying this to the writing of her

name. As she continues to learn how to read and write she will gain more

understanding about the alphabet, and by 5-years old she will most likely be able to

recognize more words and begin spelling short words. As she continues to develop in

her language skills, she will learn about vowels, consonants, and phonics.



The children will often take books off of the shelf, flipping through them bythemselves or pointing out things on the pages to their friends. By the time a child

is 3, they understand that printing or writing conveys information. Typically by the

age of 4, they recognize their name and a few other familiar words.

To another childs mom, Aaron said, My moms bigger than you!To another childs mom, Aaron said, My moms bigger than you!

Did Alisha Leaved already?-Max asked an educator at the end of the day.



4-year old Reena is from Israel. Her family just moved here 6 months ago. When

Reena first began attending the daycare she spoke only Hebrew, but now she has

learned a lot of English. She can speak in complete sentences, ask and answer

questions, and list off vocabulary when asking her what something is. She continues

to speak Hebrew at home with her family, but at the daycare she speaks almost

entirely in English.

Whats Next: As the children continue to acquire language, their

vocabulary will increase and they will be able to memorize how to write

their name along with other short words. They will also gain an

understanding of vowels, consonants, and phonics.

Since Reena is just acquiring the English language

she says some pretty cute things. When she was

colouring I heard her saying very enthusiastically tothe other children, I did the red! I did it!



Creative Development



Creative development

their ideas and feelings about the world in ways that are visual. Creative

development also involves the way a child develops in their use of imagination.

Creative development is a reflection of cognitive development as children areable to form ideas, think innovatively and problem solve.

A childs emotional health is nurtured and reflected when they can create

something that expresses their feelings and experiences. Creative experiences

give children the opportunity to cope with their feelings and to explore. When

children engage in creative play whether its creating art, role-playing,

storytelling, etc they are also able to learn about themselves. What children can

learn and discover about themselves is vital to their development.

Creativity in children can be encouraged when we discern what areas to

relinquish control in so that children can take the initiative and have the freedom

to be spontaneous. As educators we want to inspire perseverance and encourage

children to see a task through until completion. The emphasis should be on the

process rather than a finished product. Innovative answers and unique

approaches should be welcomed and encouraged.

A creative atmosphere should be provided for the children with open-ended materials and equipment that invites children to pretend and role play.

Large blocks of time should also be given so that children have time to create, and

to develop ideas in their role-playing. Creative games like story-telling should also

be incorporated to encourage creativity.

Creative development

Creative development is the ability in which a child learns to communicate

their ideas and feelings about the world in ways that are visual. Creative

development also involves the way a child develops in their use of imagination.

Creative development is a reflection of cognitive development as children are able to

form ideas, think innovatively, and problem solve.

A childs emotional health is nurtured and reflected when they can create

something that expresses their feelings and experiences. Creative experiences give

children the opportunity to cope with their feelings and to explore. When children

engage in creative play whether its creating art, role-playing, storytelling, etc they

are also able to learn about themselves. What children can learn and discover aboutthemselves is vital to their development.

Creativity in children can be encouraged when we discern what areas to

relinquish control in so that children can take the initiative and have the freedom to

be spontaneous. As educators we want to inspire perseverance and encourage

children to see a task through until completion. The emphasis should be on the

process rather than a finished product. Innovative answers and unique approaches

should be welcomed and encouraged.

A creative atmosphere should be provided for children along with open-ended

materials and equipment that invite children to pretend and role play. Large blocks

of time should also be given so that children have time to create, and to develop

ideas in their role-playing. Creative games like story-telling should also be

incorporated to encourage creativity.



While making Valentines Day love bugs, the teacher told the children to put the

googly eyes in the centre of the heart. When it came time for Max to place the

googly eyes on his love bug he put them on the antennas. He asked me if it was

okay to put them on the antennas, and I told him I thought this was a really good

idea.



While learning about hibernation the children created some colourful bears and

werent limited to using traditional animal colours.



The children used felt, pom poms and sparkles to build their own snowmen.

These 3 and 4-year old girls put on some scarves and pretended to be mothers,

helping each other out with the babies.



The 3 and 4-year olds enjoy dressing up and trying out different roles. Play

provides a safe place for them to experience and make decisions while testing out

what its like to be someone or something else.



During group time, the educator invited the children make a story by each

contributing their own idea about what would happen next.

These girls were ve

involved in making

cakes out of snow.

Jessica was very mu

the leader in this

asking the girls if th

remembered to pu

the eggs in and

reminding them th

the cakes need to

bake for 20 minute

loved this creative

idea and it gave me

idea for an activity

with my toddlers.



Some of the other children pretended to be super heroes.

Whats Next: As the children continue to develop in their creativity they

will enjoy creating and telling stories, especially ones about themselves.

They will engage in more elaborate and complex dramatic play. They may

become more particular and detailed when creating something or doing

artwork.



Spiritual/Moral Development



Spiritual development

Spiritual development is connected to a childs efforts to understand the

meaning and causes behind experiences in life. Generally, spiritual development

involves developing beliefs about a higher power.

Developmental psychologist James W. Fowler proposed a series of six

stages of faith/spiritual development which extend from the development of

trust, and gaining knowledge of spiritual matters through teaching and

participation in religious activities during childhood and then reflection,

reconstruction, and adoption of beliefs in early adulthood.

Spiritual development effects a childs beliefs and feelings about

themselves, the world they live in and in deciding what is right and wrong. Role

models who have a certainty and strong foundation of beliefs can help children to

grow spiritually and to attach meaning to spiritual practices and traditions.

Spiritual development can be cultivated by including and incorporating

children into religious events and traditions. Children can gain knowledge about

spiritual matters through stories and real-life examples that provide teachable

moments. Although children

Equally important as spiritual development is moral development. Moral

development is the ability to learn the difference between right and wrong and to

understand how to make the right choices. Lawrence Kohlberg created a theory

of the stages of moral development which is also closely related to Piagets

beliefs. Both propose that young children view authority figures like parents and

teachers as ones who set rules that must be followed, and good behaviour is a

way of avoiding punishment. Children practice good behaviour so that they wont

get in trouble, rather than out of a desire to do the right thing. Children do

understand the difference of good and bad behaviour, which is a foundation for

more complicated moral thinking in the future.

During early childhood, children learn to differentiate between moral rules,

social norms and personal choices. Young children in the preoperational stage

begin to understand that they have a choice to make between right and wrong

Spiritual development

Spiritual development is connected to a childs efforts to understand the meaning and

causes behind experiences in life. Generally, spiritual development involves developing

beliefs about a higher power.

Developmental psychologist James W. Fowler proposed a series of six stages of

faith/spiritual development which extend from the development of trust, and gaining

knowledge of spiritual matters through teaching and participation in religious activities

during childhood and then reflection, reconstruction, and adoption of beliefs in early

adulthood.

Spiritual development effects a childs beliefs and feelings about themselves, the

world they live in and in deciding what is right and wrong. Role models who have a certainty

and strong foundation of beliefs can help children to grow spiritually and to attach meaning

to spiritual practices and traditions.

Spiritual development can be cultivated by including and incorporating children into

religious events and traditions. Children can gain knowledge about spiritual matters through

stories and real-life examples that provide teachable moments.

Equally important as spiritual development is moral development. Moral development

is the ability to learn the difference between right and wrong and to understand how to

make the right choices. Lawrence Kohlberg created a theory of the stages of moral

development which is also closely related to Piagets beliefs. Both propose that young

children view authority figures such as parents and teachers as ones who set rules that must

be followed, and good behaviour is a way of avoiding punishment. Children practice good

behaviour so that they wont get in trouble, rather than out of a desire to do the right thing.

Children do understand the difference of good and bad behaviour, which is a foundation for

more complicated moral thinking in the future.

During early childhood, children learn to differentiate between moral rules, social

norms and personal choices. Young children in the preoperational stage begin to understand

that they have a choice to make between right and wrong in a tempting situation. Moral

behaviour is mainly learned through direct observation and imitation but can also be learned

through stories that offer a lesson.



in a tempting situation. Moral behaviour is mainly learned through direct

observation and imitation but can also be learned through stories that offer a

lesson.

As educators we can foster moral development by recognizing and praisingthe right choices a child makes without labeling them as good or bad. Being

consistent in our discipline every time a child breaks a rule allows the child to

connect actions to consequences and to know that making a bad choice is not

sometimes okay.

As educators we can foster moral development by recognizing and praising the

right choices a child makes without labeling them as good or bad. Being consistent in

our discipline every time a child breaks a rule allows the child to connect actions to

consequences and to know that making a bad choice is not sometimes okay.



While making Valentines Day love bugs, Max dropped his pair

of googly eyes on the floor. He picked up one googly eye, but

Eric who was sitting beside him, dragged the googly eye away

from Max with his foot and nudged it under the leg of his

chair.

Hey, Eric has my eye! Max shouted. The educator who was walking by at the

time told Eric that he wasnt being nice to Max by doing that and that he needed

to give the googly eye back to Max. Eric didnt respond but looked down at the leg

of his chair, moving it off the eye. Max bent down and scooped it up and then told

Eric not to touch it again.

Aaron pointed to the tattoo on my arm, asking what it is. I explained to him about

how its a tattoo and how it cant wash off. Aaron then asked me if Jesus made

me that way. I told him no and that someone drew the tattoo on my arm. Aaron

has told me before that he has fun at church and he has Veggie Tale movies at

home, which are childrens movies that teach Bible stories.

Max began climbing

into this container of

mud. When I told him

not to because his

pants would get real

dirty, he still

proceeded to climb.

continued to tell Max

to not climb into the

container and it was

only when I told him

that if he couldnt

listen that he would

need to take a time-

out that he jumped

down from the

container.

Aaron pointed to the tattoo on my arm, asking what it is. I explained to him about how its

a tattoo and how it cant wash off. Aaron then asked me if Jesus made me that way. I told

him no and that someone drew the tattoo on my arm. Aaron has told me before that he

has fun at church and he has Veggie Tale movies at home, which are childrens movies that

teach Bible stories.



Reena, who is Jewish pointed to the tattoo on my arm which says Jesus and

asked me what it was. I explained how its like a drawing but cant wash off.

And what it say?she asked?

It says Jesus I told her.

Oh, Jesus who works here? she asked.

No, umm...I dont know how to say in Hebrew! I said, not sure how to explain.

Me- why do you like Dora the best?

Whats Next: As the children continue to develop spiritually they may show more

interest in religion by asking questions and even questioning what is told to them.

Based on James W. Fowlers theory of stages of spiritual development, the

childrens faith will mostly be rooted in imagination, and they will enjoy stories

that will extend their faith. Children may also use these faith-building stories as

answers to problems theyre concerned about such as parent relationships,

sickness and health, and other issues theyre facing. Morally, the children may

begin to show empathy based guilt when they break rules or have hurt someone.

According to Piaget, children will continue to consider rules as unchangeable and

to be followed to an absolute, rather than evolving or negotiable. According to

Kohlbergs theory of Moral Understanding, children will behave morally becausethey fear authority and wish to avoid punishment.

Me- And why do you like Dora the best?

Max- cuz Swipers in it. But the Christmas one is better because in the Christmas one

Swiper is good.



Physical Development




As children move out of infancy and into the preoperational stages their

growth slows down although great changes still take place. A childs body

becomes proportioned to look more like an adult as their arms and legs stretchout and to match their head and torso. Children typically grow from 2 to 3 inches

in height each year.

Children begin to master new physical skills in the areas of gross and motor

development. Typically, girls develop faster than boys. Physical development

occurs in predictable stages but the rate and time varies for each child.

At the ages 2 and 3, children begin to run, jump, throw and catch. Children

at this age can mold materials, build towers out of blocks, use puzzles, and they

also begin showing a preference for using one hand more than the other.

At ages 3 and 4 children develop better upper body mobility allowing their

throwing and catching to become more quick and accurate. A childs whole body

coordination improves and they are able to pedal and steer a tricycle. At this age,

children are able to use zippers and snaps, stick pegs into holes and string beads.

At ages 5 and 6 children refine these earlier skills. They can regulate their

speed while running, walk up and down stairs independently, add spin to their

learning to play organized sports and participating in extracurricular activities. At

this age, children can do and undo buttons, use writing instruments with more

control and gain more independence in the area of self care such as combing hair,

brushing teeth and getting dressed and undressed.

Educators can support healthy physical development by teaching and

encouraging children about how to live a healthy life style. Educators should

model healthy eating and exercising as well as teach children about these thingsso that they may develop healthy habits that will extend into adulthood.


As children move out of infancy and into the preoperational stage, although

their growth slows down, great physical changes still take place. A childs body

becomes proportioned to look more like an adult as their arms and legs stretch out

to match their head and torso. Children typically grow from 2 to 3 inches in height

each year.

Children begin to master new physical skills in the areas of gross and motor

development. Typically, girls develop faster than boys. Physical development

occurs in predictable stages but the rate and time varies for each child.

At the ages 2 and 3, children begin to run, jump, throw and catch. Children at

this age can mold materials, build towers out of blocks, use puzzles, and also begin

showing a preference for using one hand more than the other.

At ages 3 and 4, children develop better upper body mobility allowing their

throwing and catching to become more quick and accurate. A childs whole body

coordination improves and they are able to pedal and steer a tricycle. At this age,

children are able to use zippers and snaps, stick pegs into holes and string beads.

At ages 5 and 6, children refine these earlier skills. They can regulate theirspeed while running, walk up and down stairs independently, add spin to their

throws and ride a bike with training wheels. Children at this age also enjoy learning

to play organized sports and participating in extracurricular activities. At this age,

children can do and undo buttons, use writing instruments with more control and

gain more independence in the area of self care such as combing hair, brushing

teeth and getting dressed and undressed.

Educators can support healthy physical development by teaching and

encouraging children about how to live a healthy life style. Educators should model

and teach children about healthy eating and exercise so that the children may

develop healthy habits that will extend into adulthood.



Aaron turned four years old a few months ago and he would often announce his

age and say that hes bigger than all the other kids down stairs. These

announcements have evolved into talking about body parts being bigger than

This is Aaron and his 2-year old brother Jared. Aarons arms and legs are quite

longer than Jareds and he has a slimmer torso. Also, Jared still has some baby fat

not only on his upper body but on his face as well, where Aarons face has thinned

out. As Jareds body matures he will lose his baby fat and thin causing him to look

more like a school-aged child than a baby. Aaron will continue to get taller

although this growth will become steadier, than his rapid growth during the

preschool years. As He approaches 5-years old he may begin losing some teeth.

Aaron turned four years old a few months ago and he would often announce his age

and say that hes bigger than all the other kids down stairs. These announcements

have evolved into talking about body parts being bigger than those of his peers. One

day when talking about his two-year old brother Jared, Aaron said I have more teeth

than Jared and when Jareds 3 then Ill be 5so Ill always be bigger than him.



If Jared ever wants to grow bigger than his brother, he needs to eat healthy food!



3-year old Mias advancement in fine motor skills helps her to be able to make

more delicate movements, fitting these pegs into the little holes.

Whats Next: As more birthdays are celebrated, the children will become taller

and slim out. They will most likely gain 4 pounds in weight and 2 inches in height

over the next year. The children should be involved in atleast 60 minutes of

active play on a daily basis, to support healthy physical growth.



In my own words

My time spent with the 3 and 4-year olds provided me with a direct look

into early childhood stages of development. These children are truly remarkable

and capable of so much.

As educators we want to do everything we can to help and support children

as they are going through so many changes and entering new stages of

development. It is crucial that we are knowledgeable about stages of

development so that we may incorporate this knowledgeinto our practice,

knowing what to watch and listen for.

We also must keep in mind, that while we may be able to predict what is to

come developmentally, we dont want to miss out on the magic before us as the

In my own words

My time spent with the 3 and 4-year olds provided me with a direct look into

early childhood stages of development. These children are truly remarkable and

capable of so much.

As educators we want to do everything we can to help and support children as

they are going through so many changes and entering new stages of development. It is

crucial that we are knowledgeable about stages of development so that we may

incorporate this knowledgeinto our practice, knowing what to watch and listen for.

We also must keep in mind, that while we may be able to predict what is to

come developmentally, we dont want to miss out on the magic before us as the

children demonstrate all of the new skills and abilities that they have proudly acquired

up to that moment. We want to be a continual source of encouragement, education

and love to our children, recognizing their individual needs and providing for them

based on where they are at.

Documentation and observations like these can help us to be intentional in our

practice and to better know our kids. I certainly enjoyed my visits with the 3 and 4-year

olds and look forward to get to know each of them even better!



Let the fun and learning continue!

Documents

Developmental Case Study