Big Dicker

Topics: Time, Child development, Developmental psychology Pages: 5 (1545 words) Published: June 11, 2013
Luis Ramos
Child 11
Prof. Henry
Monday/Wednesday 9:35am

Child Study

A. Introduction
The student I observed is a young preschooler named Hunter. He is about 37" inches tall and about 25 pounds in weight. He has brown hair and medium brown eyes. He wears glasses for reading and distance. He's polite, cooperative, and enjoys socializing with his fellow classmates during free time. In this report you will see the student's different daily task in the following areas such as physical presence development, Language Communications Cognitive Development and connections with others. I will also discuss his abilities, disabilities, social and non-social acts, as well as his strengths and weaknesses. Hunter is a high functioning student who is very active. He is able to do a lot of things his age for example, run, ump, color, speak short sentences and he understands his surroundings. I observed him through the days of 10/16 – 10/31. He is on track for his age developmentally.

B. Biosocial Development: Physical Description and Motor Skills

His physical development is good for his age (Henry 2012). Hunter is 3 years 5 months, weights 25lbs with a height of 37inches. Hunter is able to walk, swing each arm in tandem with the opposite leg, and maintain his balance. He can climb stairs, he puts one foot on each

tread with no support but goes down steps using two feet on each tread with no support. He can also Jump from a 12-inch height with the feet together or with one foot in front. Hunter is able to hop on one foot two or three times, kick a ball forward and pedal a tricycle. His fine motor skills includes him feeding himself with a spoon or fork, washing and drying his hands, building a tower of nine to ten blocks and unbuttoning buttons within his reach. When I observed him he was doing arts and crafts, hunter traced a giraffe with a pen he was able to hold the pen in his hand and trace the dotted lines on the paper. He also cut, colored and glued paper of a clown holding balloons. He was able to cut out the circles and color then he was able to name the colors asked

C. Language Communication
Hunters language skills are also on track. He is able to make verbal requests, discusses real situations that are going on around him, pretends to write, makes up stories and he enjoys looking at and listening to colorful picture books. Hunter is able to answer simple questions, identify colors, describe the use of common objects such as cars or spoons, repeat sentences and use verbs that end in "ing,"(Berger2012) He is a very talkative 3 year old. On one of the observations I sat down near him as he tried reading one of his books. Hunter read “It looked like spilt milk”. After Hunters teacher asked him what the book was about, Hunter was able to tell her what the story was about since he had read the book before. He is able to speak short sentences. While I was sitting near him and his teacher, Hunter was telling his teacher a story of how he went to visit his cousin somewhere far away. When Hunter was solving a puzzle, Hunter express emotion, when the teacher said play time was over he said “No no,

more time please, I like this puzzle” with his eyebrows lifted and his mouth wide opened knowing he only had a few minutes left with the puzzle. During outside play Hunter and 3 of his friends were playing “superheroes” Hunter chose to be Batman and his friends picked different characters. 10 Minutes into the game Hunters friend, James wanted to be Batman. Hunter said “ok James, you can be Batman, ill be superman this time” Hunter and James communicated with each other to avoid an argument.

D. Cognitive Development
Hunters Cognitive skills are also very good. He is able to count objects to 12 it doesn’t matter what the objects are or even if they are the same size. He can also name all the primary colors. Hunter does not really understand the concept of time other...

Cited: Berger, Kathleen Stassen. The Developing Person Through Childhood and Adolescence. Worth Publishers, Incorporated, 2012.
Sandra Anselmo, Wanda Franz (1995). Early Childhood Development:
Prenatal Through Age Eight, 2nd edition. West Virginia University.
Professor Tony Henry: Class Lectures
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