Child's First Name: Madison Q. Child's Age: 4 Years Old DOMAIN: Physical Development 1.

Appearance and growth: She is 27 lbs and 2 ft. (25 inches) tall. Her body build is short with thin legs and small feet. Gross & Fine Motor Skills 2. Early in the morning Madison gets up brushes her teeth and runs to get ready for school. Then she walks outside to the loft and plays with her toys for at least five to ten minutes. She also likes to use the computer for the internet to play childrens games online. She knows how to on it, how to move the mouse to the internet, and also knows how to press letters "N" and "I" on the keyboard to get to Nick Jr.com children's website. Gross Motor Skills 1. Walks 2. Runs 3. Gets up 4. Plays Fine Motor Skills 5. Move the mouse. 6. Knows how to turn on the computer. 7. Knows how to press some letters on the keyboard. 8. Knows how to brush her teeth. 3. Does this child seem to prefer large or fine motor skill activities? Why do you say this? Yes this child does seem to prefer large or fine motor skills because her fine motor skills are more advanced than any four year old child I know. That she has a very quick study mind to remember how to do such things like turn on the computer or to even move the mouse to where she wants to go on the computer and to also even remember what letters to type to bring her to the website. According to (Martin & Fabes pg. 155) That the

fine motor skills are a very important impact on another domain of development, namely, coginitive development. That being able to grasp and reach for objects enables children to explore more throughly the properties of objects. 4. Describe the gestures and facial features used by the child to communicate? When she wants something she raises her hand like she's at school and waits to be called to ask for something. Sometimes when she wants to say something she will stand still and look up toward the ceiling with her eyes squinched. When she talks to her mom she gives a smile with her eyes squinted and her dimple on her left cheek showing. 5. Describe at least 4 indications of good health that you can see by observing this child. 9. That she is active such as; running, walking, going to the park, and also likes to help walk the dog. 10. She has a good healthy weight for a 4 year old. 11. That she has good brain functions at this age with remembering, thinking, asking questions, and with listening. 12. That her words are very clear when she speaks and that her vision is clear. Physical Development/Concluding Thoughts: Madison's physical development is hyper active, quick study learner or observer and can speak clearly. When it comes to her size and body she is small and short but according to (Martin & Fabes pg. 131) Infant boys and girls continue to grow rapidly during the first three years, and that their growth pattern are similar. Madison's weight is 27 lbs and her height is 2 ft tall, but the average weight and height of a 4 year old girl is 37 inches tall and 35.2 lbs according to the website http://www.disabledworld.com/artman/publish/height-weight-teens.shtml. Domain: Cognitive And Language Development 1. How does the child show curiousity? Is the child showing interest in a new situation? Describe a time when a child was curious. Madison's way of showing curiousity is when she listens in on someones conversation and then ask so many questions after. Yes, she does show that by doing one task such as; being on the computer and then logging off of it when hearing her parents talk about something like going to Disneyland. One time when her parents were talking about what gift to get her for her birthday she looked throught every bag in her parents room and opened up all the boxes.

2. When they are challenged some children will stay with an activity for a long time. Give an example of the length of this child's attention span. When Madison got home from school one day she was excited about coming home to use the computer to play online games and before her mom was going to let that happen she had to do some homework. Her homework that her mom gave her was to match the color of the shapes she had to fill in. So she worked on her homework for about 20 to 25 minutes then when her mom turned on the computer Madison's attention went straight to the computer. She didn't finish her homework and stayed on the computer longer than her doing her homework. 3. Watch and describe how the child participates in problem solving. Did the child learn by trial and error or by another approach? Was the child supported by another child or an adult? The way Madison participates in a problem solving is when her neighbors came over for play date. Her neighbors daughter name is Gracey and she is oone year older than Madison. Gracey and Madison were playing princess with a tent and their tent was the princess castle. So right after they fixed up the tent to make it look like a pretty castle they ended up fighting, crying, and yelling about who the princess was going to be between the bpth of them. Madison's mom then comes to them to stop the fighting and tells them "Why don't you girls take turns being the princess?". So then Gracey lets Madison go first and they stopped fighting. In my opinon Madison learned by another approach because she was supported by her mom and her mom helped stop the fighting that was going on by suggesting that they take turns then to fight about it. 4. Look for evidence of symbolic representaion. Did the child use one object to represent another? When it comes to Symbolic Representation it means the use of mental symbols to represent objects according to (Martin & Fabes pg. 172). The evidence I found was when her mom gave her a hard boiled egg in a tapped up shoe box. Madison first picked up the box and got familiarized with it. She shook it and then saw a little opening on the side of the box. She looks in it and sees the hard boiled egg. Madison then tries to put her hand in the box to get the egg, but the opening was too small for her hand to fit. So, she uses both her index and middle fingers to push down the top and the bottom to widen up the little opening. Then she reached in again one more time and was able to reach for the egg and take it out of the box. Yes. 5. Give a example of a child using classification or seriation in an activity or in play. One day she was at the park and was playing in the grass. She picked flowers and brought them to her mom. Her mom then asked her which flower was the tallest and

which flower was the shortest? So, she layed them all down and hesistated on what to do next. She slowy started to pick up a flower and lay it down from tallest to shortest, but with little help from her mom. 6. Describe an example of the child showing centration in his/her thoughts or actions. When she was using the computer for a while since she got out of school and stayed sitting their playing while her sister called her to come eat. Madison ignored her sister when she was calling her and then when her sister came up to Madison she turned off the computer screen. Madison then started to scream, cry, and throw a tantrum. When her sister walked away she turned the screen back on and continued playing. Madison ignores her family when she is focused on what she wants to do and when she can't have her way she throws an attitude. 7. Cite an example of egocentric thinking. Egocentric thinking is when you believe something and think everyone else should too, or you think because you think or feel something, everyone else does to. An example is when a child hides in plain view under a blanket but sincerely believes they are missing. they think because they can't see you, that you can't see them. Cited from wiki.answers.com http://wiki.answers.com/Q/What_are_some_examples_of_egocentric_thinking#ixzz1upN 0IUav 8. How does the child describe object(s) she/he sees, or hears? Quote the child directly. When Madiso looks in the mirror and sees herself she describes herself as a pretty girl. A pretty girl with pretty teeth, pretty hair, big eyes, small feet, short legs that are small, and that her skin is light. 9. Listen carefully to the child's sentence length and vocabulary and look for examples of overregularization. When she talks to her parents she sometimes repeats the word or the sentence two or three times and she also stutterds at the beginning of her sentence when she repeats it. She also says sentences like "I broked my toy" or "I bitted my tounge" or I "I ated my food". 10. Listen carefully to a child's sentence length and vocabulary and list the parts of speech which you have heard him/her use. Give example/s (in quotation) of the child's sentence. Madison tells her mom about what she did at school today. She says, "Mom I-I-I

went to the playground and palyed with my friend Mariah on the swing.". She uses Noun, Verb, Preposition, and Adjective. Cognitive/Language Development Concluding Thoughts: When it comes to language for Madison she is at the learning process age to speak better and to learn what the words mean. She is a very smart little girl with a bright mind and heart. When she wants something she goes for it by speaking, to basically ask. When it comes to solving problems she listens to what her mom says or remembers what her mom did to help her solve a problem. So for example she is in a coversation problem about painting a rainbow. The teacher gives her the same amount of color paint on her plate for each color she needs. In her mind she is thinking that this amount of paint can make a rainbow. So, she paints the sky blue and the sun yellow when she started to do her rainbow she ran out of blue and yellow paint. The teacher then comes back and gives her a little more blue and yellow. I would say that if she focuses on more than one dimension the amount of paint to make a rainbow, how high, and how long? According to (Martin & Fabes pg. 368) Children in the concrete operational stage have the ability to think about both the length and the height of the clay, rather than focusing on only one dimension. Domain: Social and Emotional Development 1. Did the child express intense feelings with words? Describe an accident. What other means did the child use to express his/her feelings? Yes. Madison was sitting at the dinner table waiting for her mom to come down stairs. When her mom came down stairs Madison asked her to make her some hot coaco because she cold. So after her mom made the hot coacoa and she put it on top of a hand towel so that Madison wouldn't get burned. While her mom was washing the pot with the other dishes Madison wanted to wipe her nose because it was running. So, she pulled the handtowel and the hot coacoa was knocked over and it spilled on her. She screamed "Ouch! Mommy it burns!" and she sometimes cries silently first and then gets loud in the end. 2. Which of the following types of play did the child spend time in? Provide and example(s). * Unoccupied, * onlooker, * solitary, * parallel, * associative, * cooperative. (Parten's Theory of Play) Madison spends most of her play time in associative play which means (Martin & Fabes pg. 329) play in which various children engage, but with different goals. When Madison was at school I observed her and her classmate Mariah coloring in their coloring books. Madison started talking to her classmaate Mariah about what color she wanted to use for her elephant and she complimented Mariah's flower and said that it was pretty. They talked about their coloring books, the colorful crayons or markers or color pencils

that they were going to use and they look like they were having a great time. 3. Describe 3 traits of temperament exhibited by the child. Cite behavior to support your descriptions. Does she/he seem to be a leader or a follower? 13. Approach-withdrawal: The degree to which a child accepts or rejects new people, objects or situations. (Martin & Fabes pg. 214) 14. Persistence: The amount of time a child devotes to an activity. (Martin & Fabes pg. 214) 15. Quality of Mood: The extent to which a child expresses positive or negative emotions. (Martin & Fabes pg. 214) For the first temperament that Madison exhibits is Approach-withdrawal. when her dad's coworkers came over for a visit she runs and hides behind the couch waiting until they leave. So, her dad ends up calling her to come say hi and she comes out from behind the couch ans stays really close to her dad away from his coworkers covering her face. To her they are strangers. For the second temperament is persistence. Madison stays on the computer for a very long time playing Nick Jr. games. She focuses on what games she plays and on how loud she wants the speakers to be because she likes the music to be playing while she plays. For the last temperament that Madison exhibits is Quality of Mood. Madison has her days when she is sad, mad, and happy depending on how she feels. When it comes to waking her up in the morning for school arouns 6:00am she gets angry. She yells, screams, and cries because she is tired and cranky. Then later in the day when the pick her up from school she is happy, full of energy, and also tired because of all the playing and activities they do at school. So, she had her mood swings just like everyone else. 4. What evidence do you see of the child acquiring initiative or guilt? Look for things such as creative play, unusual ideas, reaction to rules,conforming. Madison was playing with her toys in the living room and all her toys was scattered everywhere. While her mom was on the phone she came into the living room not knowing the toys were everywhere. She walked in and tripped over Madison's baby doll cart and fell on the carpet. Her mom yellled at her and told her to put her tosy away because Madison knows the rules about the toys. Madison then started to cry and she said that she was sorry. Eversince that day Madison felt guilty for what happened to her mom and she never brought her toys down to the living room again. 5. What dramatic play activity does this child seem to enjoy?

Playing hide in seek. She gets really motivated when palying this game because she is full of energy especially when she is running around. She enjoys this game with her family and she doesn't stop playing once they start the game. 6. What evidence did you observe for the development of gender awareness? That majority of girls are more affectionate than boys and that the boys are more string hearted than girls. 7. Does she/he accept responsibility for small jobs or does she/he attempt to avoid responsibility. Cite an example to suppot this inference. Madison accepts responsibility sometimes when she feels like it because most of the time she has her older sister picking up after her. One time she had all her toys in the loft and some of them downstairs her mom came home from work and told her to come pick them up. So, she picks up the toys from downstairs first then brings them upstairs and puts them away, but she leaves them falling down one another. The fact is that she took responsibility for her mess and put them away. 8. Describe a situation where the child shows empathy for another child. Madison felt sad when she came home from school because her friend Mariah got hurt on the swing. She told her mom that she saw Mariah swinging and her jacket got caught on the chain then when she tried to get off the swing it pulled her down and she fell off. Madison said to her mom "I helped Mariah up and she was crying because she got an ouchy," then she started to cry and just wanted to be alone in her parents room to watch Nick Jr. The next day she went she saw Mariah and hugged her real tight and said I hope you feel better. 9. What evidence do you see of the child's prosocial development? Madison's dad got a truck driving job that requires him to drive state to state and that he comes home only for a few days. So, one day Madison's dad was getting ready to leave for training and he was sad that he was going to be leaving his family for awhile. Madison then hugs her dad and starts to cry because her daddy was sad that he is leaving. She tells him that she loves him so very very much and kisses him on his cheek. 10. Provide an example of how this child avoided or resolved conflict with another child. When Madison's mom got a call from the school about Madison's behavior she drove to the school to pick her up and found out that another girl pushed Madison off the swing. She was happy that she found out that Madison didn't push her back and she walked away from it. She avoided the other girl right after she pushed her and told her to

leave her alone. She solved this problem on her own and her mom was proud. Socail-Emotional Development Concluding Thoughts: Social -emotional development is the development of process related to interactions with other people (Martin & Fabes pg. 4) Madison is the type of child who is friendly with children her own age and she knows how to have a great time with others. She gets emotional when one of her familt members are sad or hurt and she gets really angry when it comes to waking up for school. She isn't a morning person at all so, she gives her mom a hard time in the morning when she gets ready for school. When it comes to dropping her to school she sometimes cries and then whines to go home because she is scared to stay their. Then on some other days when her mom drops her she just runs off to her class with excitement. Madison is fun to be around wiith and free spirited. Interrelationship of domains of development: In the physical development department Madison's body structure changes from the way she is active adding that she is hyper active on the activitys she does. For all three domains I give an example. So, for example; when she plays hide in seek with her family she is the first one to run out the door and hide oustide in the yard. When she gets picked she runs around thinking she isn't the one that suppose to be tagging the others to get them out. She runs around thinking she is still hiding and not seeking. So, to her this is a problem to be solved to find the others hiding places. She runs around one more time and finds everyone by following them to their hiding places. She tags them all out. Once the game was over and everyone was tired of playing Madison then started to cry because no one wanted to play anymore and she felt alone. Her feelings were hurt so she ran in the house to watch some tv to get her mind off of it and then she fell asleep. Her long term out come to me will be that she will learn how to take no for an answer, that her sensitive feelings will change when she gets older, and that she will be in good physical shape when she gets older. Concluding Thoughts: This assigment has taught me a lot on the three domains of development, the nine different temperaments and what they mean. It also made me understand what this assignment was for. It was to help us understad the Child Development more better than we did the first time we started taking this class. I learned about a child and what her physical, social-emotional, and cognitive developments were. When I first read the assignment I was intimidated by it because their were so many questions to be answered with many words to be defined and pages to cite, but overall I enjoyed doing this. It was a great experience. All these informations could be used toward the future to help families with questions they have and to help them in difficult times. To also learn what they all mean in case of anything such as; the children being sick, born with a disorder, trying to

understand what development they are going through etc. My goals that I hope I can accomplish is to get through college in the study of Child Developmetn to become a social worker later in my life. Why? Because I love kids and I want to help the kids that need our helps out here in the world. To make a difference in a child's life would mean a lot because ou did something for them to help them in their situation.