The Developing Toddler

Topics: Developmental psychology, Jean Piaget, Child development Pages: 6 (2273 words) Published: November 13, 2013

The Developing Toddler
The purpose of this essay was to observe the everyday experiences a child has and how it is an illustration of theories and concepts of child development. To also have a better understanding of how these theories and concepts take important role in the child’s life through-out the play years. The observation took place at Ramona Elementary School in their preschool for disables students on November tenth, two thousand-eleven. The children observed were Hunter at four years old, Seannia at three and half years old, Caleb at four years old, and Curran at three years old. The preschool environment is very well set up. There are three adults to four children. The adults are clam with the children giving them time to think and act for them self’s. The room is clean and accommodation for all people. Physical growth refers to the increases in height and weight and other body changes that occur as a child matures. Hair grows; teeth come in, come out, and come in again. It's all part of the growth process. A child’s body is always changing. Weather is growth in the body or growth in the brain. Most of the development is by the growth of fine Motor Movements use the small muscles of the eyes, fingers, toes, wrists, lips and tongue. The small muscles work with both the large muscles to develop movement. They are often for used communication purposes, both functional and expressive. This is seen when hunter, is coloring over a leaf to make an impregnation of a leaf on a piece of paper. He uses hi fine motor skills to hold down the piece of paper, and to rub the crayon across the paper. This is important because it helps the child grow physically, but also opens up new doors for the brain to learn. The child learns the shape of a leaf, the color, and so much more. Jean Piaget, who is the psychologist credited with forming the Theory of Cognitive Development in the late 1920s, created a list of what children at each stage are capable of, and what they are not capable of. He found that a preschooler’s thought process does not always make sense, and they are not capable of going back through their thought process to see if all of the steps made sense. He also found that once a preschooler has made a decision, it is very difficult, if not impossible to change their mind. Preschoolers are able to speak in complex sentences, but do not completely understand cause and effect. Piaget found that preschoolers are egocentric, and they believe that everyone sees the world as they see it. Preschoolers often will only pay attention to one aspect of an event. Children of preschool age have a difficult time judging amounts. For example, a preschooler does not realize that if you put a certain amount of candy is a big jar, and then take the candy out and place it into a smaller jar, the amount of candy does not change. Preschoolers are capable of learning. Where Piaget took the view that the child was like a scientist, discovering and inventing the world anew for themselves, Vygotsky’s view was of the child as an apprentice, benefiting from the accumulated experience of the culture by which he is surrounded. Vygotsky took a social-cultural approach. Children do not start afresh, learning everything for themselves; they can draw on the accumulated wisdom of previous generations. According to Vtgotsky children learned because their mentor did the following; present challenges to the child, offer assistance, provide instruction, Encourage motivation to the child. This was seen in my child observation; Hunter was given a task to copy a pattern of colorful blocks. He looks at the block for a minute or two, puts the sample, and picks up his own blocks. He puts the first three blocks together right, then puts the last half in the wrong order. The teacher then show what he did wrong by comparing the sample and he work together. She points and says each color out loud to him. When she gets to the mismatch, she tells him that...

Cited: Berger, Kathleen Stassen. the Developing person . 2009.
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