Jyllian Gutierrez CD 125 Tues/Thurs 11:00 am Toddler Observation Description of Child: Maya is a year old and 9 months. She is wearing brown pants, a pink sweater and had short dark brown hair. Her eyes are somewhat almond shaped and the color brown. Maya has a fair skin color and looks about two feet tall. She is a very active and playful baby.
Stages of Child Development CCP 815 Assignment #1: Observation of Group of Children Location: Shelly Bay Park (Playground) I observed 4 children, 3 girls and 1 boy at play on the playground at Shelly Bay. The youngest girl appeared to be around 4 years old. She had on red shorts, a red tee shirt, a red and white scarf hanging around her neck, and white sneakers. For this observation I will refer to her as “Red.” Another little girl appeared to be about 5 years old. She wore a rust top, denim Capri’s and sandals.
I chose to do my observation on a nine month old boy named CB at Celebration Children’s Center. As I first observed the children in the classroom, I noticed this child right away. CB was a very large, solid boy for his young age of nine months. At the time of observation he towered over the tallest of the other children by four inches. CB is mulatto with very curly light brown hair and green eyes.
1-3 Years By their first birthday, most babies have learnt the basics of movement and being mobile by either sitting, rolling, shuffling or crawling around. Some babies have even started standing with little or no support, and some are even walking. They use their hands for pointing, waving, feeding themselves and holding small objects. They will also enjoy playing with a ball and at this stage want to climb on everything or anything. By the time they have reached the age of three, a child’s fine motor skills will be used with a lot more control and they are able to hold a pencil and turn the pages of a book.
For my childhood observation study, I chose to ask one of my co-workers for permission to study her son. My co-worker’s son, who I will continue to refer to as Sam, is a Caucasian five year old male. Considering that my co-worker and I are pretty close and that I am familiar with her son, I thought that this would be a perfect way to study a child versus studying a child that I am not familiar with. I spent two hours per week over the span of four weeks with her son. Although the observation occurred during the time that we bowled in a league each week, the observations were just enough to get the necessary information needed to write this paper.
She just asks him what he wants. Holden, having heard a little kid incorrectly singing a poem by Robert Burns, simply answers this. “Anyway, I keep picturing all these little kids playing some game in this big field of rye and all. Thousands of little kids, and nobody's around that's big, I mean-except me. And I'm standing on the edge of some crazy cliff.
OBSERVATION OF A CHILD Observation of a Child Project 1 Observation: Name of Child: We will call this boy CGL. Age of Child: 3 Years old Gender: Male Where Observation Took Place: The observation took place at CGL’s home in the living room. When Observation Took Place: The observation took place on May 23, 2013 at about 7:30 pm until about 9:00 pm. Other People Present: CGL’s mother and cat were present. I chose to observe three (3) year old CGL in his natural and familiar surroundings of his home to get more of an understanding of just how he is progressing throughout his early childhood cognitive developing stages.
According to Census 2000, about 28 percent of Somalis are between the ages of 6 and 17 (unfortunately, single year of age is unavailable). Interestingly, the Census counted 2,675 Somalis ages 6 through 17, a difference of 66 from the school enrollment figures for 1999-2000. Using this age group as a proxy for school age population gives a multiplier of 3.6. Using the multiplier and the number of Somali-speaking children enrolled in Minnesota’s schools (2,609 in 1999-2000 and 4,196 in 2000-2001) gives a range for 2000 of 9,300 to 15,000, again a range that includes the count in Census 2000. The range is wider than is desired, but given the dearth of data, the estimate and the Census count seem reasonable.
The Poudre School District Early childhood program at Kruse Elementary School is where I decided to do my observation. It is a preschool classroom with children between the ages of 3-5 years old (Play Years). There is a total of 16 students, one lead teacher, a paraprofessional and a speech therapist. I began my observation at 8:50 am when the children were beginning to arrive in class. From the very beginning a four year old boy I will call John, came right into the classroom, put his lunch bag on the book shelf and then went directly to his cubby where he took of his coat and placed it on the hook.
IDEA assures that every child with disabilities receives services. Part C is intended for children, birth to 2 years of age and Part B is intended for children, 3 to 21 years of age. However in Section 619 in Part B is specifically targeted towards children ages 3 to 5 years of age. Part C services develop Individualized Family Plans (IFSP), where as Part B services develop Individualized Education Plan (IEP). Both plans include parents in the decision making.