Child Study Report Essay

IntroductionEarly peasanthood educators play an important role in observing, recognizing, and financial backing small fryrens outgrowth (Charlesworth, 2014). In this report, squirt E has been chose to be observed with assorted observing methods including racecourse record, anecdotal record and learning story. Child E is a 3 historic period old boy. His commence is a New Zealander, and his m new(prenominal) is from China. He is the only tyke in his family. Child E loony toons not speak Chinese but only side, this is out-of-pocket to the reason that both his p arnts speak English at home and his mother does not want him to learn Chinese.Child E was born in New Zealand and he dose not know much about Chinese cultural. He attends at the center five days per week. His mother often drops him in the morning around 10am and the father picks him up around 6pm. Moreover, small fry E has just been transferred from the toddler room to the pre-school room two weeks ago. Child E and I know each(prenominal) other in the toddler room. In my report, I will tenseness on natural and socio-emotional developments and link them with development theories and concepts. I will also discuss how these two do of imports inter-related to the sisterrens holistic development.Read more Factors that influence child development essay physiologic DevelopmentPhysical development is an essential domain that is extremely important for childrens development. The physical development of child E gage be seen in all the thoughtfulnesss. G. Stanley Hall and Arnold Gesell developed Maturation theory. According to the theory, maturation and ripening occur together and they are interrelated. In another word, while a child is physically suppuration up, the nature and quality are changing as well. Growth is what happens maturation is how it happens (Gordon and Browne, 2014). Furthermore, Gessell transferred his ideas of maturational process into the developmental milestones. The milesto nes indicate a childs ability achievement at a certain bestride (Petty, 2010). The developmental milestone is a useful tool for early childhood teachers due to the reason that teachers can know what a child should achieve at specific ages. This can help teachers to plan and mechanism learning experiences for children. Also, the physical growth and development are closely related to childrens essential wellness and wellbeing(New Zealand Tertiary College NZTC, 2014).The physical experience supports childrens motor skills development. Using touching as an model, in musing one, child E patted the teacher and other children to get their attention. Instead of hitting or grabbing hardly, he patted gently. Child E experienced and developed the skill of controlling his motor when touching other people. Moreover, it is accentuate in Te Whriki (Ministry of Education MoE, 1996), although there is a pattern of learning and development, teacher should see each child as an individual and all (prenominal) child follows their own rate of development. Thus, the physical development is not always predictable.To further explain this, in observation one, the action of poking shows the skill of using fair and rough motor. Child E and children J both can poke with the brush well, but their ages are different. In observation three, all the children joined the activity (musical statues) are 3 or 4 years old. They have different levels of balancing skills. In addition, Freuds psychosexual stages also indicate deferent stages main development. He stressed the daily events and experience help childrens physical development in every stage (Berger, 2001). Child E is learning and growth his physical skills in every day life. withal the theories discussed above, there are also some other factors that influence childrens physical development. communicable penning is the internal factors, and there are external factors include nutrition, exercise, affectionate-cultural context, fami ly care and health care services (NZTC, 2014). Genetic factors have impacts on many areas of development. In observation two, child E asked for more food for thought is an example of his bodys natural needs. amicable-cultural factor plays a significant role in the physical development. A childs family vale and believe will influence the child. For instance, in observation two, child E left all the vegetables and only ate the rice and meat. Teachers already talked to his mother about this, and his mother believes the child know what to eat or not. She dose not want to encourage him to eat more vegetables.Instead, she asked teachers to ready child E more meat. I also found that in the morning, when child Es mother drops him at the center, E often has a chocolate muffin or other food high in sugar and fat as his breakfast. A current New Zealand research (Theodore, Thompson, Wall, Becroft, Robinson, Clark, Pryor, haywire & Mitchell, 2006) found that anunhealthy diet would lead probl ems like diabetes, obesity, asthma and heart disease in preteen children, which will influence them a life-long time. Also, an unhealthy and unbalanced diet would cause undernourished problem of children. It has a huge impact on childrens physical development (Berk, 2013).The physical development is closely associated with other development domains. In terms of cognitive development, while children develop their fine and gross motor skills, the head is stimulated and developed as well (Gordon & Browne, 2014). Take observation three as an example, while child E was finding his balancing with the motor skills, he also used his brain to control his gross and fine motor. Moreover, in the activity, he also used words like move and stop with his physical movements. His language learning was encouraged as well. Also, physical development inter-relate in relation to childrens mixer and emotional development, which will be discussed later.Social and emotional developmentThrough all the q uaternary observations, child E showed his strong affable skills and he was eager to communicate with others. A childs social and emotional development is affected by both biological nature and the purlieu surrounds him or her. The different genetic factors and the other external factors influence children behave differently (NZTC, 2014). Building a positive kind with children is essential for supporting emotions in young children. Supporting childrens emotions in a caring and social context can help the early childhood children to build a secure attachment descent (Berk, 2013). It is stated in Te Whriki (MoE, 1996), children will show their confidence only when they have built up the sense of belonging and secure at an environment. In observation one, child E chose to take a chair and plenty right next me. He is new to the pre-school environment, so he felt a little sec of insecure.He knows me from the toddler room a long time ago, so he feels emotionally safe and comfort aro und me. According to John Bowlbys young children feels more lucky around the person they attached to (Berger, 2001). Turning to Sigmund Freuds theory, he considered personality as a severalize part of every childs development. Hebelieves a newborn baby is governed by the id, which is the lineage of desire and motives that we born with (Berger, 2001). Erik Erikson further developed and modified Freuds psychoanalytic perspective of development.Erikson sees the surrounding high society as an important factor for every child. He believes that children develop from the interaction with surrounding environment, and a child and his/her environment have influence on each other (Berk, 2013). Most importantly, he added the parent-child relationship as a new interactive aspect. As we talked above, in the physical development part, child Es mothers believe obvious has an impact on child Es ingest habits. In the second observation, child E left all the vegetables in the bowl. This might be due to the reason that his parents allow him to choose what to eat at home.Different from both Freuds and Eriksons view, learning theorists emphasize the role of external forces in childrens social and emotional development. behaviourism and social learning theory are the two most well-know learning theories. Behaviourism theory focuses on childrens behaviour and it sees culture as a key element of childrens learning. Behaviourism believes that environment can stimulate and elicit childrens responses (MacNaughton, 2003). From the four observations, child E was responding to his surrounding environment a lot. He was developing through interacting with his teachers, peers and toys in the environment. In the first observation, the teacher in pre-school room set up the painting activity to provide opportunities and encourage children to explore.Child E then chose to join the activity. E saw child Js action and copied it. This is how child E learned from his surrounding environment. Soc ial learning theory is closely linked with Behaviourism. It is because that socialization involves learning about how to behave in a social group. In social learning theory, children are active learners. They develop an understanding of self-awareness and social roles. Modeling, imitation, observation and self-efficacy are the main concepts of this theory.Children will then find out their abilities of doing a task. When they believe that they are serious at the task, it is more likely they can overcome the difficulties. Otherwise, they could give up easily (Crain, 2000). In observation 2, child E was trying to keep balance. When he found out that balancing is little bit hard and his peers said he was out, hestopped trying and felt emotionally uncomfortable. In the contrast, observation 3 shows that he was confident at building the station. Thus, when he needs to rebuild it, he did not give up.Same as physical development, Social and emotional development is also inter-related to ch ildrens holistic development. It is emphasized in Te Whriki (MoE, 1996) that a holistic curriculum is the development of a whole child in both individual and socio-cultural aspects. All the observations show how socio-emotional development and physical development happened in child Es daily experience together. If E is emotional unwell, his physical development could be effect. confabulation is an irreplaceable part of socio-emotional development, either verbal or non-verbal. Language skills are practiced through social experience. Cognitive domain is also influenced by socio-emotional development. Childrens brain is stimulated through interacting with others (Berger, 2001). Spiritual development is also a core part of holistic development. Children build up their sense of wondering and firmness through social communication.ConclusionTo sum up, I have discussed two developmental domains through analysing four observations. Child E has achieved a big improvement in both physical an d socio-emotional developments. Moreover, all the developmental areas inter-related with each other, together, create a holistic curriculum for early childhood children.Reference listBerger, K. S. (2001). The developing person through the life span (5th ed.). New York, NY Worth Publishers.Berk, L. (2013). Child development (9th Ed.). Upper attach River, NJ Pearson Education.Charlesworth, R. (2014). Understanding child development. (9th ed.). Belmont, CA Wadsworth, Cengage Learning.Crain, W. (2000). Theories of development Concepts and applications (4th ed.). Upper Saddle River, NJ Prentice-Hall.Gordon, A., & Browne, K. (2014). Beginnings and beyond Foundations in early childhood education (9th ed). Belmont, CA Wadsworth Cengage Learning.MacNaughton, G. (2003). Shaping early childhood Learners, curriculum and contexts. Berkshire, UK Open University Press.Ministry of Education. (1996). Te Whriki He whriki mtauranga m ng mokopuna o Aotearoa/Early childhood curriculum. Wellington, New Zealand Learning Media.Petty, K. 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