Cd101 - My Child - a Case Study

I) MY CHILD

The child I observed was a young boy by the name of Julian. He was wearing a green shirt with a long white sleeve undershirt. He wore green cargo pants with red shoes and has a shaved head. His skin was light brown and looked of Mexican descent. He was very skinny and looked to be around the height of two feet which is pretty ideal for the standard height of a two-year old. The room that I was observing in was the Sticky Bears room. It had a less than ten toddlers with only a few instructors to look after them.

II) BIOSOCIAL/PHYSICAL

Julian seemed to be very aware of his surroundings. He was not only standing in one place but in fact was trying to be much involved with the playplace as possible. Julian did not seemed to be clumsy when it comes playing with others. He looked like he knew what he was doing for most of the observation and passes all the obstacles that faced him when he climbed the play equipment. That, alone, shows that Julian has a really good sense of spatial awareness. Julian also shown use of his fine motor skills when he had to solve puzzles by placing the shapes into the correct holes. Julian seemed to be matured in terms of his cephalocaudal development as he makes use of his upper body for most of the observation than the lower half.

In my observation, Julian took some magnets out of the cabinet and walks back over to the big board where he then sticks all the magnets on the board trying to make a picture out of it. This shows use of his bilateral skills because Julian used his upper body independently from his lower body. Julian also shown exhibits of spatial awareness and really good eye-hand-foot coordination when he uses both of his hands to sit down on the floor and to get back up, he grabs onto the counter near him to assist him.

III) COGNITIVE DEVELOPMENT

Julian, according to Piaget, is in his preoperational stage. With that said, children in this stage think more symbolically and become more imaginative. Julian further prove Piaget’s stages of cognition through his actions. Julian showed signs of tertiary circular reactions when he wanted to know how to clean his hands. Instead of using the sink’s faucet, Julian used the water from his water bottle to wash his hands and saw they gave the same result of clean hands. The next thing Julian does is deferred imitation otherwise known as pretend play. When Julian took the play food out of the pantry, he began to pretend he was cooking food for his friends who were patiently waiting for him to finish. Julian most likely learned this from home where he can watch his parents cook for their friends.

Julian seemed to have a very limiting language barrier for he did not speak as much as I’d like him too. The only time he did speak was towards the end where they all sang to clean up. Once the instructors all sang