23003021
Content’s page Add page numbers
Content page Page 1
Child Development Report Page 2 – 14
Introduction Page 2 – 3
Ethical issues Page 4
Background and factors Page 4
Physical Development Page 4 – 6
Physical recommendations Page 6 – 7
Social and emotional development Page 7 – 10
Social and emotional recommendations Page 10 – 11
Communication and cognitive development Page 11 – 12
Communication and cognitive recommendations Page 12 – 13
Conclusion Page 13 – 14
Reference List Page 14 – 16
Observation One – Appendix 1 Page 17
Observation Two – Appendix 2 Page 18 – 20
Observation Three – Appendix 3 Page 21
Letter Consent – Parental – Appendix 4 Page 22
Letter of Consent – Setting – Appendix 5 Page
1
,23003021
Child Development Report
Introduction
All children reach their developmental milestones at a different rate, this is because of
factors that include the unique DNA and genes that the child receive from their parents, the
environment the child develops in and the overall health of the child (Genetic Support
Foundation 2019). At some point in a child’s life, they will reach their developmental
milestones, the age of the child when they reach their developmental milestone could be
right according to the developmental norms. The child could also be developing at a quicker
or a slower rate according to the developmental norms. Children could be developing as
predicted in areas of their life, developing slower in some areas, and developing quicker in
other areas (Hayes et al 2017). Developmental norms are the characteristics of a child or the
way a child behaves that is seen typical for their age. Health professionals use the
developmental norms to determine whether a child is developing normally according to
their age. Developmental norms are certain behaviours including a baby saying their first
word between the age of ten and fourteen months or a toddler being able to hold an object
by the age of eighteen or nineteen months (Holmes 2020). Observations take place is early
childhood education settings and are an important factor of the early childhood curriculum
as it helps childhood practitioners build a better understanding of the children they are
working with and build better relationships with children they are observing by being able to
understand the child’s emotions and skills in different scenarios (Palaiologou 2016).
2
, 23003021
Childhood practitioners observe children by watching them closely looking at how they
interact and play alone or with others. Through observation childhood practitioners can
begin to understand how children learn and develop. By watching children closely
practitioners are able to learn how children develop socially, emotionally, intellectually, and
physically (Neaum 2019). There are different types of observations that can be used a
childhood stetting, a written record is a formal record of everything the child says and does
(Pearson 2014), a time sample is where an observation is recorded every five minutes over a
set amount of time usually several hours (Brodie 2013), a checklist observation is a list of
tasks a child should be able to do at their age and once the child performs the tasks the task
gets ticked off and an event sample is where the time a child performs a certain behaviour is
recorded and observed (Instructure 2016). Before observing a child, it is important to think
about what area of development to focus on and after the observation is complete, factors
that might impact the child’s development and recommendations to help the child’s
development need to be thought about. When observing a child, have an open mind and
view the child as a complete stranger so that when observing the practitioner observes what
the child does not what they know the child can do but has not done. After an observation it
is important for the practitioner to be able to interpret the observation and think of
solutions to any developmental problems they have spotted during the observation (Tax
2017). There are child development theories that when a child is being observed the
findings of the different theorists can be seen during the observation. Observations can be
used as evidence to back up a theory or used as evidence to prove a theory is wrong. Child
development theories can be used to provide a link between the way a child behaves in an
observation and why the child behaves that way in an observation (Newman et al 2020).
3
Content’s page Add page numbers
Content page Page 1
Child Development Report Page 2 – 14
Introduction Page 2 – 3
Ethical issues Page 4
Background and factors Page 4
Physical Development Page 4 – 6
Physical recommendations Page 6 – 7
Social and emotional development Page 7 – 10
Social and emotional recommendations Page 10 – 11
Communication and cognitive development Page 11 – 12
Communication and cognitive recommendations Page 12 – 13
Conclusion Page 13 – 14
Reference List Page 14 – 16
Observation One – Appendix 1 Page 17
Observation Two – Appendix 2 Page 18 – 20
Observation Three – Appendix 3 Page 21
Letter Consent – Parental – Appendix 4 Page 22
Letter of Consent – Setting – Appendix 5 Page
1
,23003021
Child Development Report
Introduction
All children reach their developmental milestones at a different rate, this is because of
factors that include the unique DNA and genes that the child receive from their parents, the
environment the child develops in and the overall health of the child (Genetic Support
Foundation 2019). At some point in a child’s life, they will reach their developmental
milestones, the age of the child when they reach their developmental milestone could be
right according to the developmental norms. The child could also be developing at a quicker
or a slower rate according to the developmental norms. Children could be developing as
predicted in areas of their life, developing slower in some areas, and developing quicker in
other areas (Hayes et al 2017). Developmental norms are the characteristics of a child or the
way a child behaves that is seen typical for their age. Health professionals use the
developmental norms to determine whether a child is developing normally according to
their age. Developmental norms are certain behaviours including a baby saying their first
word between the age of ten and fourteen months or a toddler being able to hold an object
by the age of eighteen or nineteen months (Holmes 2020). Observations take place is early
childhood education settings and are an important factor of the early childhood curriculum
as it helps childhood practitioners build a better understanding of the children they are
working with and build better relationships with children they are observing by being able to
understand the child’s emotions and skills in different scenarios (Palaiologou 2016).
2
, 23003021
Childhood practitioners observe children by watching them closely looking at how they
interact and play alone or with others. Through observation childhood practitioners can
begin to understand how children learn and develop. By watching children closely
practitioners are able to learn how children develop socially, emotionally, intellectually, and
physically (Neaum 2019). There are different types of observations that can be used a
childhood stetting, a written record is a formal record of everything the child says and does
(Pearson 2014), a time sample is where an observation is recorded every five minutes over a
set amount of time usually several hours (Brodie 2013), a checklist observation is a list of
tasks a child should be able to do at their age and once the child performs the tasks the task
gets ticked off and an event sample is where the time a child performs a certain behaviour is
recorded and observed (Instructure 2016). Before observing a child, it is important to think
about what area of development to focus on and after the observation is complete, factors
that might impact the child’s development and recommendations to help the child’s
development need to be thought about. When observing a child, have an open mind and
view the child as a complete stranger so that when observing the practitioner observes what
the child does not what they know the child can do but has not done. After an observation it
is important for the practitioner to be able to interpret the observation and think of
solutions to any developmental problems they have spotted during the observation (Tax
2017). There are child development theories that when a child is being observed the
findings of the different theorists can be seen during the observation. Observations can be
used as evidence to back up a theory or used as evidence to prove a theory is wrong. Child
development theories can be used to provide a link between the way a child behaves in an
observation and why the child behaves that way in an observation (Newman et al 2020).
3
