Age of child: 18 months old

What appropriate developmental milestones did you observe in the child you selected?

Milestones observed: gross motor, fine motor, and language and social skills are developmentally appropriate and on track.

No developmental delay was noted.

The 18-month-old child I observed is developing appropriately. He walked independently throughout the classroom and climbed the indoor ladder numerous times. He marched and moved his arms as he followed the leader around the playground. He played "catch" with me and unsteadily walked on top of the alligator heads. He danced and swayed to the songs played throughout the day. I observed his fine motor skills as he held the crayon and scribbled on the large paper. He used his fingers and the spoon to scoop up his chicken salad. He brought books over to me and turned the pages as I read. He enjoyed the one book that had pull tabs which he pulled. His language is still developing, but he can string 1-2 words together. He pointed to his cup, signed "more" and said "mmm water." He would get frustrated, but once the teacher named the emotion, he could repeat and understand the feeling. He enjoyed being around the other children. Sometimes, he would play directly, like when he and his classmates took turns throwing me the ball. He knew when it was his turn to throw the ball. He also understood the directions that the teacher gave him. The activities and interactions I had with him, demonstrated that he is progressing developmentally and meeting the milestones for his age group.

*Turns the pages in the book one at a time

*Scribbled on the big cardboard, tried to draw a house

*Able to use the spoon to feed himself

*Able to put large puzzle piece in the right slot

*Independently climbed the ladder of the indoor fort/slide

*Marched and followed the leader

*Threw the ball in the play area

*Danced and swayed to the music

*Slid down the slides and got up

• Parallel played working on the puzzle block with classmate on the floor

• Picked up baby with a blanket and brought it to me to swaddle

• Teacher said the word "sad" which child after his classmate took the doll away.

• Marched in line laughing while following the leader

  
  

*Followed command when teacher asked him to put the doll in the bin

*Was able to mimic the "blowing" during the 3 Little Pig story time

*Pointed to his nose and mouth

*Recognized and said his friends name when he came into the room

*Not walking- Gross motor

*Not pointing to show things- Social, Cognition

*Not being able to push a wheeled toy- Gross motor

*Not trying to communicate either verbally or through sign language- Language

*Inability to feed themselves finger foods- Fine motor

The day care center teacher read the 3 Little Pigs and acted out several of the scenes. She used puppets and the surrounding to demonstrate the story line. As a result, the children were engaged and actively acted out the different scenes with her.

Premoral or preconventional stage. The teachers gave consequences if a child was misbehaving. For instance a young child forcefully pulled a truck away from another child. The teacher went to the offending child and explained why that was not appropriate behavior. She also explained that the action caused his classmates feelings to be hurt and sad. As a result, the offending child gave the toy back and patted the crying child on the arm.

At one point, the child had difficulty figuring out how to put a puzzle piece back in its place. Instead of putting in for the child, the teacher asked him if it was the right piece. The child put the piece down and picked up the correct piece. He was able to put the puzzle piece correctly. Once he did it, the teacher clapped and the child was satisfied and smiled.

The toddler group was very active.

Safety measures included:

*Gates were installed at each doorway, which helped contain the children in a central area. At this age, they walk and explore.

*The toys in the room were plentiful and large, with no small pieces present. Children at this age put things in their mouths and could choke.

*The coat/bag rack was installed permanently into the wall. It will not fall over if the children accidentally pull on it or climb on top of it.

A recommendation would be to place flexible cushioned molding around the base of the windows that the children cannot remove. They had a cushion, but it was easily removable. Some of the children almost bumped their heads.

Cognition: I read a story to a group of children. I asked questions to encourage them to make a connection between the animal and the animal sound (for example, dog: bark). The kids enjoyed the story and were engaged.

Moral ethical: The child grabbed the other child's ball while playing outside. I corrected and explained why his action made his classmate sad. The child demonstrated he understood what happened.

Psychosocial: The child was upset because another was sitting at the table. There was another seat available, but he wanted to sit in it. He was expressing his autonomy.

Allowing the children time to figure out or redirect that other seats or toys are available is an area for improvement.

*It will be important to maintain eye contact and help them try to understand what is going on and allow them to ask questions. If possbile, allow them to touch the stethoscope or other equipment.

*It will be important to also help the child express themselves by using easy, descriptive words to acknowledge their feelings like nervous or scared.

*It will also be important to gauge the child's individual development. Although there were a couple of children the same chronological age their development differed. It will be important to include,speak and observe the parents interaction with their child to understand the best way to communicate and care for their child.