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Classroom: Babysitting

Age of child: 4 years old

I observed a 4-year-old girl who displayed several appropriate development milestones for her age. She was able to make very simple sentences, which is typical for he development stage in language. Her ability to form simple sentences suggests her language development is progressing appropriately, though slightly on the simpler side.

There were no clear signs of delayed milestones, but her language use was on the simpler side, which may warrant monitoring to ensure continued progress. However she is on the shy side so what could have an effect

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Based on observation of the child, and comparison to age-appropriate milestones for the age group. Is the child developmentally appropriate? Provide rationale.

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Based on observation of the child, and comparison to age-appropriate milestones for the age group. Is the child developmentally appropriate? Provide rationale.

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Based on my observation, the 4-year-old child appears to be developmentally appropriate for her age. She was able to make simple sentences, play with others, follow directions, and use her hands and body to complete tasks like drawing and running. These behaviors match typical milestones for a 4-year-old

She showed good social skills by interacting with her brother and taking turns. Her physical skills were also appropriate, as she could move around easily and use her hands to hold crayons. Although her sentences were simple, they were still understandable and age-appropriate.

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Fine motor : holds crayons, draws simple shapes, uses scissors

Gross motor : runs, jumps, climbs, throws and catches a ball

Language : speaks in full sentences, tells simple stories, asks questions

Social : plays with other kids, takes turns, shows emotions

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Holding and using crayons or makers

Drawing simple shapes like circles and squares

Cutting with child-safe scissors

Copying some letters or writing their name

Putting together simple puzzles

Using a fork and spoon

Building towers with small blocks

Buttoning and unbuttoning clothes

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Running smoothly

Jumping forward

Hopping on one foot

Climbing without help

Catching a ball with two hands

Throwing a ball overhand

Pedaling and steering a tricycle

Balancing on one foot for a few seconds

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Plays with other children

Takes turns and shares

Shows interest in making friends

Pretend play

Shows a wide range of emotions

Expresses likes and dislikes

Follows simple rules

Seeks approval from adults and peers

Uses words to solve conflicts

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Speaks in full sentences

Tells stories about things they've seen or done

Ask lots of questions like "Why?"

Uses future tense

Names colors and some numbers

Can say first and last name

Pronunciation is clearer

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Erikson's Psychosocial Theory

Stage : Initiative vs. Guilt (age 3-6)

Theory : kids want to do things on their own and take initiative, like playing pretend or helping. If adults support them, they feel confident. If scolded too much, they feel guilty

While babysitting : let the child choose a game or help with a simple task, like putting toys away. Praise their effort, like "great job picking up the blocks." Avoid saying "you're doing it wrong" they might feel guilty for trying

Piaget Cognitive Development

Stage : Pre-operational Stage (age 2-7)

Theory : kids use imagination and learn through play. They are egocentric, see the world from their view only. They believe in magic and give life to objects, like animism.

While babysitting : play pretend games, like princesses, superheroes, cooking. Be patient when they don't understand someone else's point of view. Talk about their toys like they're "alive".

Kohlberg Moral Development

Stage : Pre-conventional - Obedience and Punishment

Theory : kids think something is "bad" if it gets them in trouble. They follow rules to avoid punishment, not because they understand fairness yet.

While babysitting : use simple rules and explain them kindly, like "we don't throw toys because someone could get hurt." Praise good behavior, like "thank you for sharing - that was kind." Avoid harsh punishment, just explain gently what behavior you want instead.

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At age 4, this child is in Piaget's Pre-operational Stage. This means she is learning through play, imagination, and asking questions.

How it was used in babysitting:

We did pretend play, like playing house and also pretending to be animals. This helps her use her imagination.

I asked her simple questions during play, like "what happens next?" This helps her practice thinking and problem-solving.

We worked on puzzles and matching games. This supports memory, attention, and learning cause and effect.

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At age 4, this child is in Kohlberg's Pre-conventional Stage. This means she is learning right from wrong based on rewards and avoiding punishment.

How I used when babysitting:

I encouraged her to share toys with her brother and I explained how it makes everyone happy when she does share. This helps her understand that sharing is good and can make her feel good too.

If she was upset and wanted to take a toy from her brother, I had to explain why it's important to ask first and be kind. This helps her learn the difference between right and wrong based on how others feel.

I praised her for following rules like cleaning up after playtime. This helps her understand that good behavior has positive outcomes.

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At the age 4, the child is in Erikson's stage : "Initiative vs. Guilt." This means she is learning to make choices, try new things, and be more independent.

How I used in babysitting:

I let her choose activities, like what game to play or what book to read. This helps her feel confident and in control.

I praised her when she tried new things, like drawing or building with blocks. This encourages her to take initiative and be creative.

If she made a mistake, I stayed calm and kind, not making her feel bad. This helps her feel safe and not guilty for trying.

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There were no safety concerns during the babysitting, as everything was for the most part childproofed and I was attentive to her activities.

One extra safety measure would be to set clear boundaries for where she can and cannot play, especially in areas with stairs or outside. This helps prevent accidents by keeping her in safe zones.

At age 4, children are becoming more independent and curious, which means they may explore areas without understanding the risks. They are also improving their motor skills, like running and jumping, so accidents like falls are more likely if they aren't supervised properly.

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Strategies Used :

Encouraging choice and independence (Erikson's Psychosocial Theory Initiative vs. Guilt) :

I allowed her to choose activities like what to play or what to color. This helped her feel confident and learn to make decisions

Engaging in pretend play (Piaget's Cognitive Developmental Theory Pre-operational Stage) :

We played pretend games, like playing house and pretending to be animals. This helped her use her imagination and learn through play.

Praise and positive reinforcement (Kohlberg's Moral/Ethical Theory Pre-conventional Stage) :

I praised her when she shared or followed rules. This helped her understand the difference between right and wrong based on rewards.

What Went Well :

I gave her choices, which helped her feel independent and confident.

I used praise to encourage good behavior and reinforce learning.

Areas for Improvement :

I could provide more opportunities for problem-solving activities, like puzzles, to boost her cognitive skills

I could try to give her more chances to practice resolving conflicts on her own with gentle guidance.

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1. Encouraging Choices and Independence (Erikson’s Psychosocial Theory): Just like I let the child choose activities while babysitting, I will offer children in the hospital simple choices, like which toy to play with or which book to read. This helps them feel in control and reduces anxiety

2. Encouraging Choices and Independence (Erikson’s Psychosocial Theory): I will use play to help children feel comfortable and understand their treatment, like using dolls to explain medical procedures. This can make the hospital experience less scary for them.

3. Positive Reinforcement (Kohlberg’s Moral/Ethical Theory): I will praise children for being brave or following instructions, reinforcing positive behavior, and making them feel good about their actions.