In the preoperational phase of development, the child begins to engage in make-believe, pretend, or symbolic play. There are two stages of symbolic play, and they include symbolic play role and a simple action of pretend or play with objects. …
The first child that I observed was a boy. The boy was aged 8 years, and he lived in a suburban area. The family lived in an apartment, which had a spacious compound used for play and various outdoor activities. The observation took around 10 minutes, and it entailed checking how the child played with his peers and parents. In the first three minutes, the boy was grossly engaged in role-play. In this instance, the boy was pretending to be a pirate who had captured a ship containing treasure loot. The boy together with his friends had turned the table upside-down to be used as the ship. In order to make the event more realistic, he wore costumes that represented a pirate.
The ship was captured and all the treasure loot taken by the pirate. After the pirate had taken the loot, he sank the ship using bombshells. The children made the sound of the bombs and the pirate was chanting victory songs. The children in the “captured ship” fell down to symbolize the capsizing of the bombed ship. The “pirate” was seen to be very happy after a successful mission. However, a few seconds later, government authorities appeared and arrested the pirate for causing havoc to sea-travellers. Immediately, the mood of the pirate changed to sadness to illustrate the loss of the treasure loot.
In the next three minutes, the boy in a group of others began playing dance revolution. In this game, the boys competed against each other for who could dance better. Each boy was given thirty seconds to show his skills. A popular song was played, and each boy was supposed to dance to the tune of the song. Though sophisticated, each child was seen to be enjoying what was happening. The winner of the event was given a dummy cup.
The boy isolated himself from the group designing a house using sticks and pieces of paper. The manner in which the boy designed the house was amazing. He created the blueprint and began putting the sticks in their right place. However, the boy left what he was doing immediately and went to the backyard. In the last two minutes, the boy went to play with his parent (father). The father of the boy was painting a picture in the backyard. The child took his drawing book and crayons and began imitating what the father was doing. It is evident from the observation that the child was particularly keen to what the father was doing. The ease of use of the crayons on the drawing book indicated a considerable growth of the child in terms of fine motor skills. From the observations, it seemed that the child was very comfortable both when playing alone and with others. In all the plays, the boy showed some level of sophistication in the way he played and interacted with the group and his father. The second child was a girl aged six years. The girl also lived in a suburban area and just like the first child; they lived in an apartment that possessed a spacious compound. Like in the first case, the girl was observed for close to ten minutes and it involved checking how the girl played, that is, alone and with others. The girl child was deeply involved in playing with her doll. For a better part of the observation time, the girl remained in one place. At the first, the girl was seen bathing the doll. It is important to state that the girl even checked the temperature of the bath water to see if it was optimal for bathing the doll. Immediately after bath, the girl combed the hair of the doll and made small braids on the doll’s head. Though the braids were not very good, the girl showed some level of skill probably acquired from the parent. The doll was dressed in neat clothes, and it was placed on its beds. After a minute, the girl picked the doll and began cooing the child as if it was crying. After the “supposed child” had slept, the girl was seen making some food for either her or the doll. At this stage, the girl went to pick something (ice cream) from the kitchen. The girl picked the ...
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(“Introduction to child development Essay Example | Topics and Well Written Essays - 2500 words”, n.d.)
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(Introduction to Child Development Essay Example | Topics and Well Written Essays - 2500 Words)
“Introduction to Child Development Essay Example | Topics and Well Written Essays - 2500 Words”, n.d. https://studentshare.net/education/97883-introduction-to-child-development.
The growth of a child, from early childhood to young adulthood, encompasses a period when many biological, emotional and psychological changes occur and this is a crucial time for them. This is why there are theories being advanced regarding child development and the best ways on how to achieve the goals of helping a child develop from dependence to independence or autonomy.
The education system of England comprised of nursery, primary, secondary and tertiary education. In 1873, initial kindergarten (pre-schooling system) was established in Safford to provide basic education, bathing facilities, meals, rest, recreation and parental education for kids.
According to the paper child development theories are divided in number of classes depending on how the theories are articulated. Some theories are called grand theories; they try to explain every aspect of a child’s development. Others are mini theories that focus on a limited number of aspects on the child development process, which includes the social growth or cognitive growth theories.
The study of child development is dominated by the theories of two key psychologists - Piaget and Vygotsky. Other theories have been developed but they usually have foundations based upon these key theories. It was Piaget who first noted that children were not just miniature replicas of adults, but in fact were different in the ways in which they thought about and interpreted the world.
According to the paper the dependence of the child comes from a sense of protection and security; this sense is necessary in a child’s life for its social and emotional upliftment. The child needs a strong base to know the society and the environment where it is living in and the child finds this strong base in its mother.
To hide his identity, I will name him child A. The child is a pupil from one of the schools where I am undertaking my study. The child lives with his mother and sister. Child A is not a native English speaker. He migrated into the country two years ago from France. He speaks
78). The child has been attending pre-school for some time and has registered multiple developmental changes, which can be categorized as personal and social development as well as the advances in language (Barnes 2004, p.