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Language & Communication Development (pg 106)

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Language & Communication Development (pg 106)

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Emotional Development & Temperment and Personality (pg. 110)

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Emotional Development & Temperment and Personality (pg. 110)

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Behaviours associated with cognition, moral development and cognition (pg. 118)

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Behaviours associated with cognition, moral development and cognition (pg. 118)

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Attachment

Sensory experience(likes and dislikes)

Understandings (boundaries yes no personal space)

Self-concept (sense of self and identity)

Relationships (falls into attachment)

Physical touch (appropriate and inappropriate)

Physical development ( potty training interest in their own and others )

Physical play (dramatic play story lines)

Punishment and rules (do they act them out during dramatic play and are they age appropriate)

Being private

Awareness of own body and bodies of others

Asking questions (age appropriate questions and responses)

Gender roles ( in dramatic play and their day to day

Significant language

Freud's psychosexual stages

Social behaviours

Fears

Maggie

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It involves appreciation of the significance of people and things, nature, and finding meaning to life.there are those parents and educators who are concerned about an increasingly materialistic society that takes us away from spiritual experience, and they want greater emphasis on spirituality. as an educator I would observe their interest to their culture, interest in interacting and engaging with other people.

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It involves appreciation of the significance of people and things, nature, and finding meaning to life.there are those parents and educators who are concerned about an increasingly materialistic society that takes us away from spiritual experience, and they want greater emphasis on spirituality. as an educator I would observe their interest to their culture, interest in interacting and engaging with other people.

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Body awareness & curiosity such as physical touches, play, sensory experiences, self-concept, and questions; self care and privacy; gender identity; family/social influence and relationships; emotional responses such as attachment's or fears; understandings such as physical developments, punishments, rules and languages.

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Observe interactions with others. Knowing their culture and first language. Their words may not be just words it may be emotional responses to experiences. Listen for disorganized crying, tuneful vocalizations, turning to source of sound, babbling, sounds that are associated with language imitating, generating consonant sounds, vowels, intonation, demonstrating primary emotions in sounds and body language, showing distress with loud noises, referring to herself, labelling objects.

Observe how the child responds to 2 way conversations? Do they soothe to soothing sounds, do they smile back, do they use body language appropriately? Do they imitate as a response and do they use it again later?

Set up an opportunity for imaginative dramatic play, dance parties and singing and sit and listen, and write it down, and/ or video them.

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-Observation in Natural Contexts: Play based, dramatic play, and peer interactions

-Focused Observations: Imitation and Repetition, Listening for Language Use, and Response to Questions

-Recording and Documentation: Language samples, anecdotal records, and checklists and rubrics

-Using Developmental Milestones and Frameworks: Language samples, anecdotal records, and checklists and rubrics

-Engaging in Interactive Activities: Language samples, anecdotal records, and checklists and rubrics

-Assessing Non-Verbal Communication: Body language and gesture and eye contact/attention

-Building a Relationship with the Child: Body language and gesture and eye contact/attention

-Collaborating with Families: Body language and gesture and eye contact/attention

~Shaina

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Document children's progress and milestones

Watch how children interact with each other.

Encourage physical activity

Doing active observation by playing with the children and monitoring how they use their bodies and how their coordination is

Offer sensory activities so children can enhance their senses.

Collaborate with families, and find out how their physical activity is at home

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Emotional Development, Temperament and Personality List of Observations:

Inter-actions with other children,

Observe behaviour if aggressive,

Language what and how saying,

Pay attention to feelings and how managing them,

Body language,

Shift attention, focus, and acknowledge sensitivity,

Reassurances,

Responses to new situation's

Label emotions

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what to observe:

Spiritual experiences: quietly watching a river, meditation, prayer, altered consciousness, ritualized experience, peace, joy, just being, a sense of safety, sense of belonging, sense of esteem, conscious awareness, visions, seeing in the future.

Relationships: demonstrates love, attachment, empathy, social referencing during play, reciprocal connection, seeking relation or dialogue, setting aside personal desires for others, signs of respect, relationships with elders and grandparents, hugging, physical proximity, dependence/independence, separation/individuation, gift giving, advocating for others, inclusion of others in play (gender/cultural diversity), relational consciousness, reciprocal dignity

Intellect/philosophy/meaning making: handling objects, gazing, imitating, asking deep insightful questions of other children/adults, reflecting, concrete and abstract thought, applying logic, using problem solving, analyzing and using critical thinking, animism, asking for information, understanding parallels and analogies (and making them), understanding different ways of knowing

Aesthetics: awe, wonder, beauty, wholeness, unity, simplicity, transcendence, individuality, playfulness, calm, balance

Social responsibility: caring, altruism, connection to others, pro-social skills, helping, advocating for something important

Social responsibility: caring, altruism, connection to others, pro-social skills, helping, advocating for something important

Social responsibility: caring, altruism, connection to others, pro-social skills, helping, advocating for something important

Imagination: symbolic ideas, fantasy, play, dramatic play, drawing, telling stories, having flexible ideas about the truth (not lies), stories within a different reality, creative play

Interests: some examples are cultures, religions (and why there are different ones), why things happen, relationships, growth, the natural world, collections of things, keeping personal objects in secret places, having and sharing secrets

Spiritually derived attitudes and dispositions: resilience, humility, reverence, insight, intuition, calmness, happiness, openness to opportunity, compassion, listening, inner wisdom, open to intuition, risk taking (prepared to take a leap of faith to do something new), morals, ethics, gratitude, forgiveness, patience, sense of freedom, “fantastic” experience, past-life experience, recognition of the divine

Fears: some examples are nightmares, dreams, sounds, loss of control, incompetence, dragons, fire, clowns, school, bullying, being shamed

Loss (note reactions): death, life cycle, separating, temporary partings, mislaying objects

Sacred things in everyday life (and the way they are handled): sacred objects, ownership of special objects, symbolic treasures, images, photos of loved ones, comfort objects, holy items, things that are blessed, clothing that smells of a particular person

Emotional expression: language use (which language/how it is used) delight, wonder, curiosity, motivation, caring, contentment, triumph, delight, sensitivity, vulnerability

Rituals and routines: patterns in play, comforting sequences, demonstrating learned cultural/religious practices, domestic patterns (e.g., meals)

Whole world: eco-responsibility, respect for the world, world peace, advocating for causes

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Starting points for observation of Growth and Physical Development.

As an infant we can watch their physical development by observing if they can do different things such as holding their head up, roll over, scoot across the floor. We can also observe their gross motor and fine motor skills by offering different toys or items for them to play with and see what they are able to do.

When observing the infant while playing do they use their hands to grasp, point, hold items and are they able to have control over their movements.

With other ages of children you want to offer them toys and items that require them to use their fine motor and gross motor skills and observe their skills in using them.

As there is a connection between intellect, emotions and physicality you want to offer the child things that they show interest in. If they show interest in climbing then you can offer climbing structures and observe them while they climb. You will observe their growth in this part of their development if you keep their interests.

By encouraging children to play in different ways you can observe how they move whether it be fine motor activities or gross motor activities.

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-Cognition involves the processes of knowing, thinking, and understanding.

-Symbolisms, including language, are important signs of cognition

-Deliberate exploration allows babies to build basic ideas

-Many schemas form early learning

-observe the external signs

-interpret a baby’s understanding as they cannot tell us what they are thinking.

-learning by doing

-the doing needs to be rich and stimulating

-observe children exploring the outside world as well as indoors