Child Development Visit
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Child Development Visit
Date: November 25th
Time: 6:45-7.30 pm
Age: 4 years 2 months
Place: Jack's house
People present: Jack and I
Aims and planning:
For this visit I plan to visit Jack during his bedtime to study his
bedtime routine. I thought this would be a good visit to do as it
involves physical, intellectual, social and emotional development and
these should be easy to observe throughout this visit. First I will
make sure this visit is convenient with Jack's mum and find a suitable
day. I will go around Jack's house 15 minutes before his bedtime
routine starts so I can speak to him about his day and again get him
comfortable with being with me (as visits are only every month Jack
may be a bit shy as first). Firstly I will ask Jack to say goodnight
to his Mum and Dad, we will then walk up the stairs and at this time I
will be observing the way he does it. At the top of the stairs I will
ask Jack's Mum to put a line of any sort across the landing to see can
follow this line. I will then go in Jack's room with him and ask him
to put his pyjamas on. Whilst he is doing this I will observe his
ability to get undressed and undressed by himself. When Jack is
changed I will ask him to choose a book and I will read this book to
him asking him questions as I go along. Throughout the visit I will be
seeing how Jack finds it being with me and not his Mum at bedtime.
When Jack is asleep I will tell Jack's Mum and Dad how the visit went
and say goodbye.
I expect Jack to be able to run up the stairs in adult fashion as he
should of improved since visit one. I expect him to be able to walk
along the straight line maybe only wobbling once on the way.
How to Cite this Page
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Child Development Visit Intellectual Development Emotional Development Stairs Visits Sure Routine Goodnight
Jack should be able to 'follow story books with eyes and identify
words and pictures'. I expect him to do this as his Mum said in the
introductory visit he like books a lot.
I will look to see if jack is showing any emotion towards the book
such as laughter as in visit one he did not show much emotion but in
visit two he did. I expect him not to show many emotions towards the
book as I think it will be several months until he learns to show his
emotions towards things such as books. I expect Jack to be a bit upset
when he finds out his Mum or Dad are not putting him to bed but I am
not sure as his emotions have alternated in visits 1 and 2.
I expect Jack to be a bit upset at first as his Mum or Dad are not
putting him to bed and he is used to them doing so, but as soon as he
gets upstairs he should be fine, as he doesn't usually mind being with
me in other visits.
These expectations correspond to the norm stated in 'Child Development
- birth to 8 years' by Carolyn Meggitt and Gerald Sunderland and
'Child Care and Development-4th edition' by Pamela Minett.
I organized with Jack's Mum for the visit to be on a Thursday, and the
time I said she agreed with. I arrived at Jack's house at quarter to
seven in the evening and he knew what was going to happen, as his Mum
must of told him. This was fine though as she said he was fine with
Jack run up the stairs as I expected and run past the straight line
that had been put down at the top of the stairs. I asked him to come
back I told him what to do. He walked along the line and run straight
to his bedroom where I asked him to change into his pyjamas ready for
bed. At first he started playing with a bucket of toys but when I
asked him again a bit more firmly he did it straight away. He took his
clothes off but then couldn't get one of his socks off and he asked me
to help. He then had trouble doing one of his buttons up as I watched
him but he didn't ask me to help he carried on concentrating.
Jack chose what book he wanted and it was a 'Thomas the Tank Engine'
one. In the story one of Thomas' friends crashed and Thomas helped
pull him back to the wok yard to get fixed. Jack spoke a lot
throughout the book, saying things such as ' look what he's done' and
words such as 'silly' and 'plonk' and he turned each page for me when
I had finished it. When I finished to book I closed it and Jack opened
it back up pointing at pictures telling me about them.
Jack gasped when Thomas' friend crashed in the book even though he had
read it many time before. He recognized that the train that crashed
was crying and told me then he made crying noises to show me what
Jack was comfortable with me throughout the visit and didn't seem to
mind me putting him to bed. He spoke to me a lot throughout the visit
about the book and his nursery school and seemed to enjoy the book I
read to him.
Jack has improved from visit one and run up the stairs in an
adult-like way. He 'walked along a straight line' just wobbling a few
times as he should do at his age. He got changed with only a little
help getting one of his socks off. I did not expect Jack to have any
difficulty with these things, as he is a very active child as I have
found from my first two visits.
Jack followed the story and didn't get distracted he pointed out many
pictures and told me about them but he didn't seem to recognize any
words. This is slightly under the 'norm' for his age and I didn't
expect this as he loved books, he should be able to 'follow words with
eyes and recognize words'.
Jack knows what emotions are and laughed quite a lot but didn't show
them towards the book. I think Jack is too young to understand books
in that way anyway and maybe this was the wrong way to observe his
emotional development. One thing I did observe in this visit though
was Jack getting frustrated when he couldn't do up one of his buttons
on his pajama top this is the 'norm' for his age 'getting dressed
alone but needing help with things such as buttons and laces.' This is
because many children at Jack's age are learning new things and some
find things easier when they learn themselves.
Jack always enjoys being with me and this visit was no change. He was
very talkative as always and I think he is always going to be like
this towards adults. He has a lot of adult members in the family and
this might be why.
The 'norms in this evaluation correspond to the 'norms' stated in
'Child Development' byt 'Brennand, Fairclough, Hall, Nicholson and
Jack is always an active child so I would like to make my next visit,
again, very physical. In this visit he was above and at the 'norm' in
everything except intellectual development. He didn't recognize any
words in the book. I do not know why this is because he has many books
read to him and attends nursery 3 days a week and does a lot of
reading there. To have another look at books and words with Jack I
will include them in my next visit.
dren who are securely attached to their parents are provided a solid foundation for healthy development, including the establishment of strong peer relationships and the ability to empathize with others (Bowlby, 1978; Chen et al., 2012; Holmes, 2006; Main and Cassidy, 1988; Murphy and Laible, 2013). Conversely, young children who do not become securely attached with a primary caregiver (e.g., as a result of maltreatment or separation) may develop insecure behaviors in childhood and potentially suffer other adverse outcomes over the life course, such as mental health disorders and disruption in other social and emotional domains (Ainsworth and Bell, 1970; Bowlby, 2008; Schore, 2005).
More recently, developmental psychologists and economists have described parents as investing resources in their children in anticipation of promoting the children’s social, economic, and psychological well-being. Kalil and DeLeire (2004) characterize this promotion of children’s healthy development as taking two forms: (1) material, monetary, social, and psychological resources and (2) provision of support, guidance, warmth, and love. Bradley and Corwyn (2004) characterize the goals of these investments as helping children successfully regulate biological, cognitive, and social-emotional functioning.
Parents possess different levels and quality of access to knowledge that can guide the formation of their parenting attitudes and practices. As discussed in greater detail in Chapter 2, the parenting practices in which parents engage are influenced and informed by their knowledge, including facts and other information relevant to parenting, as well as skills gained through experience or education. Parenting practices also are influenced by attitudes, which in this context refer to parents’ viewpoints, perspectives, reactions, or settled ways of thinking with respect to the roles and importance of parents and parenting in children’s development, as well as parents’ responsibilities. Attitudes may be part of a set of beliefs shared within a cultural group and founded in common experiences, and they often direct the transformation of knowledge into practice.
Parenting knowledge, attitudes, and practices are shaped, in part, by parents’ own experiences (including those from their own childhood) and circumstances; expectations and practices learned from others, such as family, friends, and other social networks; and beliefs transferred through cultural and social systems. Parenting also is shaped by the availability of supports within the larger community and provided by institutions, as well as by policies that affect the availability of supportive services.
Along with the multiple sources of parenting knowledge, attitudes, and practices and their diversity among parents, it is important to acknowledge the diverse influences on the lives of children. While parents are central to children’ development, other influences, such as relatives, close family friends, teachers, community members, peers, and social institutions, also