Child Observation During Child Development

According to Vygotsky, the basis for learning lies within social interaction and communication. It is when a child is able to communicate, either verbally or non-verbally, that they understand the world around them through copying and internalizing new concepts. An example of this is what Vygotsky called cooperative or collaborative dialogue, when a “more knowledgeable other” assists the learner with a task. Although it sounds like a relatively basic idea, other psychologists at the time, notably Piaget, placed the source of learning within the person and not related to the people around them. As Orlando Lourenco illustrated in the article “Piaget and Vygotsky: Many resemblances, and a crucial difference,” the key difference between the two leading psychologists of the early twentieth century was the importance of the surroundings of the child.

I did my observation after the children had a recess period and came inside for a snack and play time. While observing the male child it was obvious to see where he was in cognitive, moral, psychosocial, and physical development. In the first ten minute of observation, the children had just come back from recess to have a snack. The five year old male child proceeded to the sink and washed his hands.

This theory aids social workers in comprehending situations or behaviours and allows them to understand what could have happened or what might come about in the future. For example, a key theory used in Social Work, particularly child protection is (Bowlby, 1980) theory of attachment. This is made reference to in the book “Psychology” by (Hewstone, Fincham and Foster, 2005, pg128-129). (Bowlby, 1980) believed that a child’s relationship with its main guardian “prompts the development of inner working models.” They further state that (Bowlby, 1980) believed that the progression of these “inner working models” caused a “schema” to form on how responsive their guardian is to giving them their care.

Lev Vygotsky’s sociocultural theory stems from the idea that our cognitive development is heavily dependent on our social interactions with others. Vygotsky categorizes children’s elementary mental functions as attention, sensation, perception, and memory. It’s his theory that through engagement with the people in their environment, these elementary mental functions will be molded into higher level mental functions that are guided by the more experienced, intelligent people, also known as an MKO (more knowledgeable other), around them such as a parent or a teacher at school. These interactions between child and a more experienced person is what the child internalizes and uses as a basis for developing their behavior and transitioning to higher mental functions. These higher mental functions result in the blossoming of independence in work and thought, using cooperative and collaborative discussion as a catalyst.

Vygotsky believed that language development was due to the process and influence of culture. Vygotsky therefore believed that cognitive development was derived from conversation and dialogue with society especially from the input of more knowledgeable others. This contrasts Piaget who believed that cognitive development is a result of interaction with one’s environment. Vygotsky described the differences between elementary and higher mental functions as elementary level functions being naturalistic behaviours which we develop through experience, whereas higher mental functions are not acquired though experience, but through leaning i.e. Paying attention memory,

Over the years in work with children and families, have applied and used the following theories and practices: • applied theoretical frameworks that explain certain aspects of the world (e.g., social systems theory, human development theory, non-oppressive theory, social development theory and attachment theory). • Used perspectives frameworks, which offer lenses through which to view client situations (e.g., strengths perspective, ecological perspective, and diversity perspective). • employed practice theories and models to guide practice (e.g., crisis intervention, empowerment model and cognitive behavioral

Also, they both had some interest in philosophy. Their views help enhance the similarities and differences providing in their theories. The first theorist introduced is Piaget and his theory was based on “the understanding of how children and adolescents think and learn” (198). The second theorist introduced is Vygotsky and his theory was influenced by Karl Marx’s proposal “that historical changes in society have significant impact on how people think and behave” (215).

The purpose of this paper is to analyse my observations of a child’s development that I was able to observe. This paper is about child observation on different domains such as Physical Development, Language Development, Cognitive Development and Social and Emotional Development. In this study, I have chosen, running record, event sampling and anecdotal recording as my tool in my observation.

The classroom is very comfortable and is furnished with three round tables, chairs, couches, pillows on the carpet and a play area with different toys that is very comfort and safety for the children. The day I went to do my observation was on April 13, 2017 there was one teacher, two teachers aides, the social worker, the director and 16 kids in the room. The observation was on April 13 and began at 1:00PM and ended at 2:00PM. I was sitting next to the play area in the carpet where I could observe the child from.

Include comments on the child’s development, knowledge, skills Interpretations should reflect your understanding of the young children’s stage of development observed.

Erasmus Mundus Master in Social Work with Families and Children 4th edition - 2016-2018 1st Semester Name: Rojika Maharjan 1. Social work has evolved with different “theories in social work”; either concepts derived from other social sciences such as psychology or sociology or “theories for social work” which are the core philosophy of social work practice specified to give a professional purpose and approach to practice (Healy, 2014). a) Regarding the context of children and families, system theory and strength theory are appropriate. i)

Within the field of social work, we use numerous frames of developments including the theories of Skinner, Watson, Bandura, Pavlov, Piaget, and Beck. Social workers use the different theories for assessing the cognitive functioning of different individuals and to assess group and family interactions. Through these developmental theories, social workers

Development theories have been researched and defined over the years by numerous researchers including Piaget, Erickson and Skinner. These theories assist to explain human behaviors by outlining how humans interacts and/or react to certain stimuli. Using a development theory can assist a social worker to help their clients meet their own goals based on how that client interacts and sees the world. By picking a developmental theory to guide their principles, social workers can assist in problem solving, therapy and crisis intervention depending on their level of expertise. Piaget’s Theory of Development Jean Piaget proposed human go through various stages in learning how to think as they develop from infancy into adulthood (Zastrow, Kirst-Ashman, 2018, p. 129).

Piaget’s Theory of Cognitive Development Cognition is a process where different aspects of the mind are working together that lead to knowledge. Piaget’s cognitive development theory is based on stages that children go through as they grow that lead them to actively learn new information. Cognitive change occurs with schemes that children and adults go through to make sense of what is happening around them. The change that occurs is activity based when the child is young and later in life correlates to mental thinking. Piaget’s stages of cognitive development start from birth to adulthood

Child care programs present a critical opportunity for the promotion of child development. The optimal development of children is considered vital to society and so it is important to understand the social, cognitive, emotional, and educational development of children. Increased research and interest in this field has resulted in new theories and strategies, with specific regard to practice that promotes development within the school system. In addition, there are also some theories that seek to describe a sequence of states that compose child