The learner is required to plan, conduct and evaluate a childs holistic

development (physical, cognitive, social, emotional and language

The child studied must be ages between birth and 12 years.
In line with your work placement policy, the study must include details of
the consent gained from the adult responsible for the child. In line with
the Data Protection Act (2003), confidentiality must be maintained at all
times throughout the study.

Table of Contents

1. State the rationale for intended intervention(s)

2. You will use a variety of observation techniques including; narrative, checklist,
time sample, event sample and pre coding to report the observations in physical,
cognitive, language, emotional and TCcial development.
3. Provide a comprehensive intervention plan(s) and an ability to relate theory to
practice.
The learner is required to plan, conduct and evaluate a childs holistic
development (physical, cognitive, TCcial, emotional and language
The child studied must be ages between birth and 12 years.
In line with your work placement policy, the study must include details of the
consent gained from the adult responsible for the child. In line with the Data
Protection Act (2003), confidentiality must be maintained at all times
throughout the study.

Table of Contents

According to Freud Children were often viewed simply as small versions of

adults and little attention was paid to the many advances in intellectual abilities,
language development, and physical growth.
http://www.child-development-guide.com/child-development-theorists.html
The observations will be about the piles
P: Physical
I : intellectual
L: Language
E: Emotional
S: Social
1.-State the rationale for intended intervention(s)
For this assignment I will observe a 3 years old boy to study his physical,
cognitive, social , emotional and language development
With this work I will get an understanding about if the child is reaching all his
potential and I will use the milestones scale and it will help to meet their needs.
The aim for carrying out this observation is to get an understanding about his
development and I need to be objective if I want an accurate outcome, without
any attachment to the boy. All information is confidential.

Language Development : The objective of this is to know if his language is

according to his age. This can be evaluated through his communication skills
(verbal and non-verbal) , signed , drew or written (he yet doesnt know how to do
it) .

Physical: This is about what the child can do using his fine and gross motor
skills.
Emotional: Through this observation I will get an understanding of TC emotional
development.
Cognitive: With this I will know about TC his needs, what likes to him , his
cognitive development which includes features such as: creativity, memory skills,
concentration, imagination, problem-solving skills and spatial formation Through
this
Social: I will record this in order to detect if there is any social development
problem and if the curriculum is working correctly.

2.-You will use a variety of observation techniques including; narrative,

checklist, time sample, event sample and pre coding to report the
observations in physical, cognitive, language, emotional and social
development.

Details of planning:
Materials: Pen and notebook.
I will carry on this observation by:
Narrative Observations: (Running Records)
Through this the child is observed about ten minutes and the observer is
written down everything that the child is doing in paper. Sometimes the
observer doesnt have enough time to observe the child and write an accurate
description about what is happening. It has to be done Soon because the
observer can forget some relevant information.
The advantage of this observation is that is very handy because the observer
only needs paper and pen. The observer is sitting close to the child taking notes
about everything that the child does.
The disadvantage is I think is very difficult to write down and to observe at the
same time but I think is very objective and accurate information.
Time Sample:
Observations of children are recorded at a regular period of time and what is
happening at the moment is written down. Time samples are useful for get all
the data together for a long period of time.
Time samples are repeated and shorts collection of data and these data can be
used to identify any problem. For example, a raged child who is always fighting.
It is necessary to know that the children cannot know he/she is being observed.
Event Samplings:
Observations focus on something particular and it can last days and even
months. For example, to know why the child is fighting at nursery always or how
the child reacts to other children behaviour and note the behaviour before this
happens . Event samples are a useful way to detect if a child has a behaviour
problem that needs help or referral to another professional.

Precoding:

Precoding or Pre-coded observations is about language development and the

observer is writing down the child conversations with adults or other children.
The observer needs to have really good listening skills . It is very difficult to
retain word by word what the child said or if the child realise about what going
on and he/she might start to speak faster .
It provides an accurate record about what the child said and this is last 10 mns.
Checklist:
Checklists are lists of specific features written in a logical order. Check list are
very good for behaviour or features that can be easily specified.
In one side they are very easy and prompt to use , training it is not required
and it is not necessary the presence of the child being focused in several
behaviours at once.
In the other side checklist are not containing very detailed information or at
any sequence with the consequently lack of information.
Aim of observation:
This will give us an outcome from the observation to give us a completely
understanding of the child Intellectual, Language Development, Intellectual,
Emotional, Cognitive and social Development according to the guidelines of
development.
Rationale: It is important to observe a childs physical, intellectual, language,
emotional and social development and to know if I need to improve Something
about his development.
TC is a 3 year old boy who is the only child in the family.

Dates of Observation: 17th February.

Methods used: Narrative, check list, event sample, precoding and time sample.
Media used: Pen and paper but I also brought and an Ipad.
Time observation started and finished: 6.00 PM to 7 PM (60 minutes)
Number of children present: None.
Number of adults present: 2 parent.
Both Parents gave me their permission.
Description of place: Child sitting room. It is medium size with a firelighter.
There is a corner full of toys. An au-pair is looking after the child and now he is
going two mornings per week to the Play-School.
Name of child: TC.
Brief description of the child observed: TC is a 3 years old boy in a really good
form always. He is eating normally and waking up on night time once for a bottle
of milk. He is Irish and the first child in the family. No siblings. He was born on
the 17 of September.
ONE PAGE ABOUT THE CHILD.

Parental Consent
116 Marina Apartments.
17 February 2015.
Dear parent/guardian,
I am currently attending a course Childcare Early Education and Care in Tralee
Community College. As part of the included Child Development module, I am
required to carry out an observation to include a childs physical, intellectual,
language, emotional and social development.
I would appreciate if you would allow me to observe your child. I would like to
reassure you that all information required will be remaining anonymous and will
be kept in the strictest of confidence.

Yours sincerely,

___________________

Name

I undersign hereby give Maria Recio permission to carry out an observation on

my child.

____________________

Physical Observations

Physical Development: Fine motor skills are the movement with small muscles
and gross motor skills are about the use of the big muscles.
EXPLAIN MORE. EXAMPLES.
WHAT CAN AFFECT.
WHAT IS PHYSICAL DEVELOPMENT.
REFLEXES.

Gross motor skills:

Can
Can
Can
Can
Can
Can
Can
Can
Can
Can
Can
Can
Can

TC make sharp turns around corners when running?

TC walk downstairs alternating feet?
TC Run in a forward direction?
TC Jump in one place?
TC Kick a ball?
TC Stand on one foot?
TC Turn pages of a book?
TC Draw a circle?
TC Hold a crayon between the thumb and finger?
TC use pedals on tricycle alternately?
TC walk and even run on tiptoe?
TC catch an eight inch ball?
TC climb ladders?

Fine motor skills:

Can
Can
Can
Can

TC handle small objects and turn a page in a book?

TC use age-appropriate scisosrs?
TC copy circles and squares?
TC draw a person with two to four body parts?

Can
Can
Can
Can
Can
Can
Can
Can

TC write some capital letters?

TC build a tower with four or more blocks?
TC dress and undress without your help?
TC screw and unscrew jar lids?
TC turn rotating handles?
TC hold a crayon with thumb and fingers?
TC use one hand consistently in most activities?
TC imitate circular, vertical, horizontal strokes?

Reference: www.psychology.com

Movement milestones that I can expect at this age:

Hops and stands on one foot up to five seconds

Goes upstairs and downstairs without support

Kicks ball forward

Throws ball overhand

Catches bounced ball most of the time

Moves forward and backward with agility

http://sjatherapyservices.com/developmental-milestones-3-to-4-years-old/

Checklist Record

Date: 17th February 2015.

Setting: His house.
Start Time: 2 O clock.
Time Finish: 4 O clock.
Adults: 1
Children: 1
Place: His house.
Description of the setting: Really nice big house and warm. There is a corner
full of toys in the living room and children items to cooking in the kitchen. His
room is very big and really nice decorated.
Put a tick beside items you have observed and an X beside those skills which you
observed TC cannot yet master. Put N/O beside items you have not had the
opportunity to observe.
For this observation I thought about doing TCme physical activities (such as
walking, running etc. ) to examine the child's gross motor skills and an arts and
crafts to observe the child's fine motor skills.

Fine Motor Skills:

Fine Motor

Gross

Skills

Evidence

Motor

Evidence

Date

Skills
make
hold a

He draw a

sharp

crayon with

dog.

turns

Holding

around

catch you

the

corners

running

crayons

when

around

with

running

corners.

thumb and

fingers

We
V

playing

17-02-2015

thumb
fingers.
write some
capital

He got
V

TC climb

letters

some art

small

materials

ladders

from a

17-02-2015

draw.
copy circles
and squares

He draw a

Kick a ball

He did

dog and a

playing

when I

house

soccer.

came

17/02/2015

use ageappropriate

Stand on

scisors
use one
hand

one foot
Turn pages
V

All the

of a book

Arts and

17/02-2015

Crafts
V

He

consistently

time

brought

in most

drawing

me a

activities

and eating

book.

17-02-2015.

lollypops
build a
tower with

He was at

Run in a

He came

four or

his corner

forward

to hug

more blocks

playing.

direction

me.

17-10-2015

draw a
person with

walk and

We were

two to four

even run

playing in

body parts?

on tiptoe

the living

17-02-15

room.
dress and
undress

without

No yet

use pedals

completely

on tricycle

your help
imitate
circular,

We were

17-02-15

for a walk

alternately
V

I asked

catch an

Playing in

vertical,

him to do

eight inch

horizontal

it.

ball

During all

walk

this time

downstairs

asked him

alternating

to do it.

17-02-15

the yard.

strokes
handle small
objects and
turn a page

in a book

feet

Observation ends at 5.00 PM.

Signatures:
__________________ Date: 17/02/15

Student
__________________ Date: 17/02/15
Supervisor

I have

17/02/15

__________________ Date: 03/04/14

Tutor

Evaluation of the observation

TC is showing very good fine and motor skills. I can see he is developing really
well. He is getting all his physical development milestones according what I have
seen.
His fine motor skills are very good he is able to hold a crayon with thumb and
fingers, copy circles and squares (He draw a god and a house) , use one hand
consistently in most activities, handle small objects and turn a page in a book,
build a tower with four or more blocks but he still have some troubles dress
and undress without your help.
Examples about what he did:
TCs gross motor skills are also very good. He doesnt have any problem making
sharp turns around corners when running, climbing ladders, kicking a ball ,
turning pages of a book, running in a forward direction or using his tricycle.
It has been difficult to me not to be biased . This has been my first observation
and it is not have been as difficult as I thought at the beginning.
What went well/bad and why?
Everything was really easy this afternoon . TC is used to do physical exercise
with his parents and he use to do Arts and Crafts everyday. TC for him was like
any other day but with me.
What would you change or could change if you did I again.
I really would like one of the parents with me when I am doing the observations.
They can guide me because they know the child better than me .

Cognitive Development

Cognitive Development: I will see if he is carrying on in his cognitive

development and identify is there is any problem such as any delay or Special
Condition. Again I need to be objective and recording all my observations.

Can TC play and work toys with buttons, levers, and moving parts?

Can TC plays make-believe with dolls, animals, and people?

Can TC knows and Sing nursery rhymes?

Can TC does puzzles with 3 or 4 pieces?

Can TC understands what two means?

Can TC copies a circle with pencil or crayon?

Can TC turns book pages one at a time?

Can TC builds towers of more than 6 blocks?

Can TC screws and unscrews jar lids or turns door handle?

Does TC give up easily ?

Does TC asks many questions on a variety of subjects?

Will ask for and acceptance assistance if he needs it?

Does TC remember events in the near past?

Does TC engages in pretend play?

Does TC identify simple shapes (circle, square, triangle, rectangle) and

basic colours?

References: www.psychologytoday.com and www.mothertoddlers.com

Narrative Method

Name: TC.
Age: 3 years.
Date: 18th February 2015.
Start Time: 2 O clock.
Start Time: 2 O clock.
Time Finish: 4 O clock.
Place: His house.
Description of the setting: Really nice big house and warm. There is a corner
full of toys in the living room and children items to cooking in the kitchen. His
room is very big and really nice decorated.
Adults: 1
Children: 1
For this observation we were reading, singing, playing with a jigsaw and have a
nice chit chat because Im going to observe his cognitive development.
We have been sitting in his room. This is decorated with Dinosaurs and Peppa Pig
and George, his brother. He loves George.
According to Froebel The use of free play, games, songs, stories, and crafts to
stimulate imagination while developing physical and motor skills. The Froebels
program was designed to meet childrens needs for physical activity, sensory
awareness, creative expression, exploration of ideas and concepts, the pleasure
of singing, and the experience of living among others. His educational approach

was for self-activity, the idea that allowed the child to be led by his own
interests and to freely explore them
http://www.playgroundprofessionals.com/encyclopedia/f/friedrich-froebel
He have a book half in English and half in Spanish about animals and nursery
rhymes that I gave to him years ago and he really likes that book.
I went to the window and started to sing Intsy Bytsy Spider and we sang
along. He asked me to sing a Spanish TC called Martin and we were singing
along again in Spanish and dancing together.
We were reading The Oz Wizard and he really likes Toto, the dog. He said I
will have a Toto when I will be four and he has been imagined how his dog is
going to be like (black with white spots) and how is going to bark like.
Without asking he has been counting and saying colours in Spanish for me and I
have asked him to say them in English. He did really well.
He also said My cousin Oisim was here yesterday and he is the devil, Maria and
he explained me why with a really good wording.
To finish the afternoon we were saying the name of the animals in English.

Observation ends.

18 February 2015.
Signatures
__________________ Date: 18/02/15
Student
__________________ Date: 18/02/15
SuperviTCr
__________________ Date: 18/02/15

Tutor

Evaluation:

Cognitive development includes a childs imagination, creativity, memory skills,

concentration skills, problem-solving skills and concept formation (Flood 2010).
Cognitive development in a three-year-old comprehends many things. He is fully
into the learning process and his brain is like a sponge. He is all day long asking
questions, processing and I can see he wants to understand everything.
I can see also how he wants to absorb and to know everything around him. He
can stay now focused in something in a period of time.
I could see many of these things during my observation. He used his imagination
and memory while we sang and pretending he will have a dog.
He also danced along with all the songs we sang and he used his concentration
skills during the jigsaw time.
He also said about his cousin Oisim and he knew Oisim was there in the past and
he is the devil.
He used his problem-solving skills during the jigsaw time and when I asked him
to say the colours and numbers in Spanish and English. He can differentiate
between two different languages.
Milestones to expect:

Understands the concepts of same and different

Has mastered some basic rules of grammar

Speaks in sentences of five to six words

Speaks clearly enough for strangers to understand

Tells stories
http://www.healthychildren.org/English/agesstages/preschool/Pages/Develop
language-Milestones-3-to-4-Year-Olds.aspx

Examples about what he did:

TC language is very formal and clear. He knows many vocabulary about animals
and Dinosaurs. He was talking about other people and telling me stories about
them.
According to Piaget the common assumption in psychology was that children are
merely less competent thinkers than adults. Piaget showed that young children
think in strikingly different ways compared to adults.
According to Piaget, children are born with a very basic mental structure
(genetically inherited and evolved) on which all subsequent learning and
knowledge is based
http://www.simplypsychology.org/piaget.html
What went wrong ?
I think this was the best observation Ive ever done. Child was engaged,
totally in charge of his own learning and activities.
What would I change:
Feedback excellent lesson, kids all learnt, all engaged. I would not change
anything at all. I would need more time perhaps but this is have been not
relevant today.

Language Development

Language Development: I will observe if TC can express himself properly.

About spoken language is composed by: Morphology, syntax, semantics ,
phonology and pragmatics. In language there are 5 areas of development those
are:
Phonology: sound is studied.
Morphology: It is the study of the structure.
Syntax it is how words are ordered.
Semantics :is the study of the meaning of words.
Prosody: The non verbal aspect of the speech (stress, volume)
Pragmatics: How the words are ordered to meaning something.

Language Milestones

Can
Can
Can
Can
Can
Can

TC follows instructions with 2 or 3 steps?

TC name most familiar things?
TC Understands words like in, on, and under?
TC say his first name, age, and sex?
TC names a friend?
TC says words like I, me, we, and you and some plurals (cars,

dogs, cats)?
Can TC talks well enough for strangers to understand most of the time?
Can TC carries on a conversation using 2 to 3 sentences?.
Can TC understands the concepts of same and different?
Can TC mastered some basic rules of grammar?
Can TC speaks in sentences of five to six words?
Can TC speaks clearly enough for strangers to understand?
Can TC tells stories?

References: www.babyparentingabout.com
I must be objective again because I need to know id the child is according to
his normal language development at his age and I need to be able to recognize
any sign of an incorrect language development or showing any language problems.

Pre Coding Method

Name: TC
Adults: 1
Children: 1
Age: 3 years.
Date: 19th February 2015
Setting: His home.
Start Time: 2 O clock.
Time Finish: 4 O clock.
Place: His house.
Description of the setting: Really nice big house and warm. There is a corner
full of toys in the living room and children items to cooking in the kitchen. His
room is very big and really nice decorated.
For this observation we read a book. I did some magic tricks and we engaged on
a conversation.

TC: Mum, look, Mia is here!!!!!!

A: Hello my Little man, how is my child today?
TC: I am good, thank you Mia, and you?
A: How are you?
TC: I am the little TC
A: I love your house, could you show me your garden, please?

(Here I knew his parents bought him a swin)

TC: Look Mia, I have a swim for spring days!!!!
A: Where am I from?
TC: Spain and you were minding me and I can speak Spanish. How is Spain?
A: all is good, thank you.
A: Are you going to come with me to Spain when you are five?
TC: Yes, because now I am 3 and only my mum can flight with me. We were in
Portugal on summer time. Portugal is near to Spain.
A: (smiling) I know that, little fellow.
TC: Can we go to my room and you will read me a story?
We read The Wizard of Oz again and talked about his Toto.
TC: Mia, how is Wizard in Spanish?
A: Mago.

Observation ends. 19/02/2015

Signatures:

__________________ Date: 19/02/2015

Student
__________________ Date: 19/02/2015
Supervisor
__________________ Date: 19/02/2015
Tutor

Evaluation of the observation

Milestones expected :

o I will expect In TC child will have mastered the basic rules of language
and should have an active vocabulary of 600 or more words with 80
percent intelligibility
o should be able to say her name
o answers the question, "How old are you?"
o able to talk in sentences of three or four words and imitate most speech
sounds but still has thoughts and emotions that can't be conveyed
through language
o uses plurals and pronouns
o may mispronounce words and will become extremely frustrated when he is
not understood

http://www.sheknows.com/parenting/articles/813862/your-3-year-olddevelopment-behavior-and-parenting-tips-1

The communication con TC has been always good. It is also very rewarding how
he can now speak many words in Spanish and see how him absorbed my language
almost since he was born.

He can speak with other adults without any problem . What I saw with him is
the more interactive the conversation was and made him involved the most he
learned and asked.
I also could see that between two and three years he has experienced a huge
spurt in language skills. Now he can follow guidelines and directions. He knows
how to ask, who is who from and he is saying new words every day.
He is combining two languages in short phrases and the can follow instructions. I
can understand him perfectly when I talks. His speech is very clear.
He knows his name, surname and address. He knows the name of everyone and
he knows I am from another country and we can speak different
He is doing some errors , really tiny in fairness. He cant pronounce the S
correctly and I think the Kerry accent has much to do in this problem.
Children by and large master syntax in sentences by age three (Flood 2010).
His mother always wanted a bilingual child. And it is probed that when a child is
listening two different languages from birth its speech would be always
accurate and clear. I was looking after him always speaking in Spanish during
the day and his parents where talking to him in English. He can speak more
English than Spanish but I think is a really good advantage that a 3 years old
child be able to know another language.

One of the Vigotsky and Piaget theories says that a childs environment
influences their language development as TC has the Kerry accent. (Piaget,
1952; Vygotsky, 1962) viewed the development of language as a complex
interaction between the child and the environment, which is influenced by both
Social and cognitive development. Both Piaget and Vygotsky believed that as
children develop language, they actively build a symbol system, which helps them
to understand the world.
http://www.education.com/reference/article/language-development-2/

TC, TC pronunciation and syntax and semantic is really good for his age.
This afternoon I learned how to observe a childs language.

What went wrong: As usual nothing went wrong. TC is a really easy going child.
Again, he really likes TV and for me was a little bit awkward to dim it. I turn off
TV in the end. I was attending more to the TV than myself.
What would I change: I really would like to know more about language
development. I think to be bilingual is a huge advantage.

I have learned now the parts of the language and how important it is to a child
to express himself. Now I know how to performance a language observation.

Signatures:

__________________ Date: 20/02/2015

Student
__________________ Date: 20/02/2015
Supervisor
__________________ Date: 20/02/2015
Tutor

Emotional Development

Emotional Development: I will see how him how he is accepting and dealing with
emotions in a positive manner and how him interacts with other children and
adults. I will record all the observations in order to identify signs of any
emotional delay.

Emotional Milestones

Does TC continues being separated easily from his parents? .

Does TC proud of his achievements?.

Is TC looking to please and conform?.

Does TC Enjoy being praised.?

Does TC makes a positive statements about himself.?

Does TC take attention about what is he doing.?

Can TC identify feelings.?

Can TC express when another child is hurt, sad, or angry?

Can TC comfort peers who are upset.?

Can TC exhibit less shows .?

www.motherandbabies.com

Event Sample Observation Method

Name: TC.
Age: 3 years.
Date: 21st. February 2015.
Setting: His house.
Adults: 1
Children: 3
Start Time: 2 O clock.
Time Finish: 5 O clock.
Place: His house.
Description of the setting: Really nice big house and warm. There is a corner
full of toys in the living room and children items to cooking in the kitchen. His
room is very big and really nice decorated.
I am going to stay here for 3 hours looking after him today.
TC is with his cousins Child 1 and Child 2. What I can see is TC is a little bit
jealous of Child1 and he is complaining about everything right now. I am allowing
them to play freely.
"Emotional intelligence" is term used to describe someone's ability to express
his or her emotions appropriately, to correctly interpret other people's

emotions, and to understand the triggers and outcomes of certain emotions.

Children with high levels of emotional intelligence are also skilled in their ability
to cope with their own or other people's emotions in a way that creates positive
social connections. During early childhood, most children show great gains in
each of these developmental skills. Advancing in emotional intelligence is a
lifelong goal that can help people maintain emotional health and prosocial,
cooperative behaviours
http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=12762

Date

Time

Provoked

Anteceden

Descriptio

Consequence

or

n of

Behaviour.
CH1 pulls

TC is crying

TC

calling CH1

unprovoked
21/02/2015

14.00

to

Provoked

None

14.10.

devil. A
asked why he
did that and
all are crying

21/02/2015

now.
A ask please

14.30
to

Provoked

14.45

21/02/2015

3.00 to

Unprovoke

3.10

CH1 is

Playing

to TC to

crying and

with a tiny

share his

TC is

kitchen TC

stuff

completely

doesnt

away

want to

None

share toys
TC is
crying

A ask Ch1 to

because

say Im sorry

CH1 hits

to TC. They

him.

shake hands
and say

21/02/2015

3.20 to

Provoked

3.30

They are

CH1 broke

sorry.
M asked him

drawing

TC

to apologise

crayons.

and sent CH1

to the
thinking
corner for a

21/02/2015

3.40 4

None

Aunt Mags

Mags say

while.
TC and CH1

came .

Good bye

are
dissipating
crying. A
reassured

21/02/2015

4 to
4.20

None

Building

CH1 knock

them .
A asked CH1

blocks

all TC

for an

blocks

apologize to
his cousin

Signatures:

Student __________________ Date: 21/02/15

Tutor __________________ Date: 21/02/15

Supervisor__________________ Date: 21/02/15

Milestones expected:

Correctly names some colors

Understands the concept of counting and may know a few numbers

Approaches problems from a single point of view

Begins to have a clearer sense of time

Follows three-part commands

Recalls parts of a story

Understands the concept of same/different

Engages in fantasy play

http://www.healthychildren.org/English/agesstages/preschool/Pages/Developmental-Milestones-3-to-4-Year-Olds.aspx

Evaluation:
I did the observation with TC and his cousins. During this time I have to induced
some discipline . I have showed to CH1 how upset I was about his behaviour but
this not have provoked any effects on him. TC otherwise said That is not good
to Mia CH1, you must apologize to her as he knows discipline at home.
TC has showed control of annoyance because instead of hitting back CH1 he said
to me looking for help.
They have showed primary emotions and TC is conscious about what is a bad
behaviour

TC also showed stranger anxiety by feeling uncomfortable when his aunt left
the place. But I dont know about it because his aunt is always coming loaded of
presents. In the other side TC I know he is very attached to his aunt.
Attachment can be defined as the lifelong need human beings have for
affectional ties with significant other human beings (Ainsworth, 1982; 1989).
Harlow (Harlow & Zimmerman, 1959) in his research with rhesus monkeys
demonstrated that attachment is not dependent on the need for food.
adulthood (Hesse 1991; Fonagy, 1991)

While attachment theory may be included in a psychodynamic and

psychoanalytic framework, it is based on clinical enquiry, ethological evidence
and scientific research (Berk, 2003), in contrast to Freuds theory and classical
object relations theory based on drive theories of human nature (Corey, 1996).
It is not within the scope of this article to describe similarities and differences
between Freuds structural theory and the subsequent development of
attachment theory out of object relations theory; however, comparisons may be
made in order to explicate attachment theory more clearly. Although much of
the research on attachment has focused on infants and children, attachment
theory is also applicable to adults in a psychodynamic framework, as attachment
patterns tend to remain stable
http://www.spiritualbirth.net/how-the-bowlby-attachment-theory-applies-toearly-childhood-and-adult-therapy
What was wrong?
Through this observation I have gained even more experience and I know now
how to carry an effective observation.
I did not know exactly what was emotional development and it is how we
interacts with feelings, situations, thoughts and behaviour.

What challenges did I faced:

It was very difficult to me to deal with the cousins there on my own. Also when
the auntie left the house I felt really bad because they were crying.

Social Development

Social Development:

Social Milestones:

Does TC separates from his parents fairly easily?,

Does TC adjusts to new situations?

Does TC trust and take direction from teachers.?

Are TC friends becoming more interesting than adults?

Can TC share toys?

Can TC take turns without assistance?

Can TC use "I, me and you"?

Does TC beginning to learn to take responsibility?

Does TC show affection for her older siblings/friends?

Does TC understand concept of "mine" and "his/hers"?

Reference: Flood, E. 2010, Child Development for Students in

Ireland and www.babycenter.com .
The objective of this observations is to study how TC interacts
with children and adults and how his behaviour is according to

his age, his needs about it, to know how him interacts with
others, his moral view and development and if he can
differentiate about right and wrong, good or bad.

Time Sample Method

Name: TC.
Age: 3 years.
Date: 23st. February 2015.
Setting: His house.
Adults: 3
Children: 1
Start Time: 5 O clock
Time Finish: 8 O clock.
Place: His house.
Description of the setting: Really nice big house and warm. There is a corner
full of toys in the living room and children items to cooking in the kitchen. His
room is very big and really nice decorated.
This observation is going to be done in a period of three hours. His mum is in
here and Dad came later.
For this observation I am going to observe him playing with Play-Doh, a Jigsaw
and we will go to his swing.
23 February 2015.

Time
17.00

Actions
Playing with play-

People

Language
We are going to

dogh on the floor

His mum , me and

make a Dinosaur.

making dinosaurs .

him.

You first mum

because you know

17.30

Having Dinner he

Me, his mum and

I need help .
This dinner is

is using correctly

his dad

delicious.( He is

fork and knife.

using fork
correctly) I have
been the 1st . I am

6.15

6.40

Cleaning the

Mum, dad and me.

the champion.
Im going to help

kitchen after

you with the

dinner.

dishes! Give me

Mum is showing us

the apron!
Mum got a new

Mum, dad and Me

a new dress

dress. Oh Mum,
you are going to
look very

7.00

His neighbour

MA, TC, Me.

beautiful .
MA was wiping

came. (MA) TC

because his mum

looks really happy

is going shopping

waving and

and left him with

hugging him.

us. I have asked

what is happening

to you and TC
answered: He is
missing his mum
7.15

Sitting in the

7.30

TC and Me

Mia.
Mia, you forgot to

living room playing

get me to the

with the Lego in

swing. Lets make

the floor.

a swim with the

Living Room

lego!!!
It is TC nice to be

TC, Mum and Me.

reading a book

all together! We

about dinosaurs.

have had hugged

him.

Signatures:

Student __________________ Date: 23/02/2015

Supervisor__________________ Date: 23/02/2015
Tutor

__________________ Date: 23/02/2015

What milestones do I need to expect at this age?

He is perfectly complying with all the milestones expected for his age.

Interested in new experiences

Cooperates with other children

Plays Mom or Dad

Negotiates solutions to conflicts

More independent

Views self as a whole person involving body, mind, and feelings

Reference: www.goodchildrenandgoodmums.com
Evaluation of the Observation.

I really think TC is doing really well with his Social development. He shows
empathy and wants to please everyone.
He knows how to take turns, although yesterday at the play school he said that
a girl was distracting him and he missed his turn. He also knows about feelings
of others has he has showed with his little neighbour.
He is also wanting to take responsibility in the housework. He has now a little
apron to washing up.
He is also like more aware about what is happening with other children at
playschool, is like his friends in there are the most important now but at the
same time he feels comforted at home.
He is now in the Erickson stage of Autonomy Versus Shame
The second psychosocial crisis, Erikson believes, occurs during early childhood,
probably between about 18 months or 2 years and 3 to 4 years of age. The
well parented child emerges from this stage sure of himself, elated with his
new found control, and proud rather than ashamed. Autonomy is not, however,
entirely synonymous with assured self possession, initiative, and independence
but, at least for children in the early part of this psychosocial crisis, includes
stormy self will, tantrums, stubbornness, and negativism

Reference:http://childdevelopmentinfo.com/childdevelopment/erickson/#ixzz3
T3QUfe3Q
He really match this time according to Erickson.
Through this observation I feel that now I know how social skills works in a
children but there are still many things that I need to know about it.
I have learned the definition of social development which is the ability to
interact with other people understanding the rules of society.
According to Erickson According to Erikson, the socialization process consists
of eight phases the eight stages of man. His eight stages of man were
formulated, not through experimental work, but through wide ranging
experience in psychotherapy, including extensive experience with children and

adolescents from low as well as upper and middle social classes. Each stage
is regarded by Erikson as a psychosocial crisis, which arises and demands
resolution before the next stage can be satisfactorily negotiated. These stages
are conceived in an almost architectural sense: satisfactory learning and
resolution of each crisis is necessary if the child is to manage the next and
subsequent ones satisfactorily, just as the foundation of a house is essential to
the first floor, which in turn must be structurally sound to support and the
second story, and so on

Reference:
http://childdevelopmentinfo.com/childdevelopment/erickson/#ixzz3T3Q0cU7x

What went wrong:

The weather change suddenly and I know he loves his swim. So I was avoiding all
the evening the subject but he did not forget about it as I saw at the end. I
really would have liked to see him in the swim with his friend.
What Challenges did I faced?
The major challenge was the weather. I had a plan for him that afternoon and I
couldnt do it. Also the neighbour came and I couldnt do the observation in the
same way that I was doing it.

Provide a comprehensive intervention plan(s) and an ability to relate theory

to practice the learner will implement one or more interventions addressing
piles
Physical
Cognitive
Language
Emotional
Social

MEETING ABOUT TC PILES

DURATION: 45 MNS.
PEOPLE PRESENT: PARENTS AND ME.
VENUE: THEIR HOME.

I had a meeting with the parents of TC. I explain them how to promote
promoted physical, intellectual, language, emotional and social development of
their child by my observations.
I have made my recommendations based in Aistear and Siolta.
Physical development:

I have suggested in promoting physical development through playing games

outdoor and some dance activity for children. This will help to promote his
wellbeing.
Cognitive development:
I have explained them the benefits of jigsaws, water play, shapes games etc.
This will help him with his exploring and thinking and communication and problem
solving.
Language development:
I have suggested them myself could give an hour of Spanish a week in order to
improve his vocabulary in a foreign language.
I have also promoted reading books, explain him all that he need and
storytelling. This will help with communication skills and language.

Emotional development:

I have suggested in promoting emotional development through circle time,

speaking about feelings, building relationships with other children. I have also
suggested about modelling clay to help him to be in touch with his feelings and
development of the sensory, identity and belonging and wellbeing.
Social development:
I have suggested in promoting social development through circle time, outdoor
games and some group activity such as Mothers and Toddlers groups. This will
help with his identity and belonging, communication, wellbeing and exploring and
thinking.

Appendix:
For a perfect development of a child I think a group where they play and sing is
the best. In these groups the child can dance, develop its cognitive ability
because the child needs to memorize songs and chat with other children and
this is good for its social development. Always singing nursery rhymes there is
happiness .
There are many activities where the child might be introduced for every pile.
Physical:
For physical development there are a lot of physical activities such as swimming,
dancing or play soccer.
This activities will promote the child wellbeing and will help to develop his
communication skills .

Monitors, family and teacher must allow to each child to express themselves and
participate in all the activities.
A large space should be provided for playing. Also going for a walk is very good.
Playing soccer, for example, the child will use their exploring and thinking skills.
Physical development it is very important in childrens life because it can help
them to cope with the everyday life when adults.
Language development:
For me, from the 3 years onwards is the best time to talk to a child. Parents,
teachers, carers, etc. should ask the child about its world and experiences.
There are many ways to get language into play and activities such as rhymes,
storytelling, etc. In the Aistear Curriculum there are many activities to provide
and promote child language.
some strategies to encourage and promote language are the following:

Some individual attention is good because it boost its emotional wellbeing.

Children need fun play not to be turned into teaching sessions. At this age
children are starting to name shapes, numbers, colours, etc. TC learning
through play is the best. Because if the child only knows thing by
repetition he will ever be able to understand them in the context of play.

Language is learned by experience.

Follow its conversations naturally.

Children needs conversations about what are they doing and at this age
are always asking why. This is a good chance to use new words and
explain them feelings (Happy, sad, mad)

sometimes when they try to explain something complicated they got mad.
We can help re-ordering the sentence correctly. As children language
progresses, sometimes their minds think faster than they speech when
they are excited.

Expand on their conversations. If a child says: I went to the park we

could add oh yes, you were on the park yesterday and you saw two
babies . This often encourages them to give more details.

Cognitive development:
When they are 3 children are always in its own worlds and stories. That
activities can look silly to us but they play an important role at cognitive
development . This time is for curiosity and exploration. Their communication
skills should be promoted by inventing and listening those stories because with
this, self-esteem and confidence are also promoted.
Now is the time to promote equality because they know what is the same and
what is different.
Also short trips will help the child to develop his explore and thinking
Supporting educational and imaginative play will help to continue building their
cognitive abilities. Making activities such as drawing, role play, etc. helps to
promote the problem solving skills. .
Cognitive Skills
Kids at age 3 are able to follow simple questions and commands. They dont have
yet a full sense of time. They know now numbers and have some concepts about
continuing and day by day. They also know some colours and they know what is
the same and what is different. They can match things and all is reinforced by
playtime activities.

Playtime
Playtime is very good to develop and improve cognitive skills. Children now are
able to make puzzles, playing with toys with mechanical functions and match
shapes and objects.
Imaginative play is the key part of cognitive development at three years of age.
When they are inventing stories are also reinforcing their logical thinking. . Dr.
Sean Brotherson, a family science specialist at North Dakota State University,
states that playtime also provides the opportunity to use organization and
counting skills.

Playing with puzzles, blocs, etc the Aistear Curriculum about cognitive
development and children wellbeing are promoted .

Emotional development:

Imaginative play is the best at this age to promote Emotional

Development. Puppets can be used to recreated or act as a real

experience in life as they can be dress up etc) and the child can take the
role of other
Musical activities are good for to release any tension or aggressive
thoughts.

Water and beach sand play encourages creativity and help the child to be
focused.

Wood (banging and release of aggression)

Clay, play doh and all the modelling materials helps to calm and shooting
down the negative feelings.

Books and stories To know about other people emotions or feelings help
the children to talk about what they feel.

All the Aistear themes must be promoted well being, communication,

identity and belonging and exploring and thinking skills introduced
through activities .

Circle time, this allows children to speak freely about how they are
feeling.

Giving affection and praise the child is essential for their emotional
development.

social development

social development should be encouraged by group activities. At this time is

the second stage of psychosocial development autonomy vs. Shame and doubt.
Children at this time are learning to be self-sufficient.
Now children are imagine and becoming more independent and enhancing its
skills playing and is engaging , participating and cooperating with others.
According to E. Erickson is there goals are not met the child will become fearful
and socially excluded.
Children at these age are interacting with family and caretakers naturally.
Secure attachments during this time are very important for his develop as
individual.
All of this should be promoted by the Aistear Curriculum involving the four
themes; well being, communication, identity -belonging and exploring and
thinking.
These themes might be promoted with the following activities:

Always allow children to play to stimulate their imagination.

Groups conversations and Circle time.
Activities as a Lego in groups also helps to their social development.
Child must be affectionate and nurtured.
Child should be helped to experience the joy found in the "give-and-take"

of relationships.
Child should be taught that he/she is part of a larger network of love,
respect and relationships.

Discuss the benefits of effective collaboration with the stakeholders

involved

I believe that is a collaboration with stakeholders . They play his role

effectively and help children to learn better and reach their full potential and
there are mutual benefits and quality education.
These benefits affects to the physical, intellectual, emotional, language and
social development and it might be composed by teachers, students, parents,
family , caregivers, etc.
I do believe this because children needs a safe environment and I think nothing
is better for a child than see all the people around him/her are standing
together for him.
Stakeholders at Physical Skills:
In collaboration with Stakeholders the child can develop many good things and
doing activities such as: Ball games or construction toys such as Lego to
improve its gross motor skills and all that have to do with physical Activity,

Stakeholders can help to the child cognitive development with activities such as:

Poems
Arts and Crafts.
Drumming.
Storytelling.
Singing songs.
Theatre.

Stakeholders can help the child in its language development with activities such
as:

Allow the child to express her feelings without interrupting.

Answering questions.

Reading books.
Allowing children to write .
Allowing children to make their own stories.

Stakeholders can help the child about its social development through the
following:

Explaining Differences.
Promoting equality
Encourage children to think about their actions.
Giving them techniques to manage their feelings.
Praising and encouraging them.
Providing guidelines and rules.

Stakeholders can help the child about its emotional development through the
following:

Encourage children to discover what they like to do

Providing a safe haven and attachment.
Praise children for good behaviour and goals met.
Encouraging children self- esteem.

People working with children must always ensure that all the family of the child
is very welcome there.
Children family must be involved in decision making , respect the parents,
communicating effectively with them giving and understanding of what is happen
there.

Adults needs to help children to manage their feelings in a positive way. Being
friendly and open with the child.
It is essential always respect confidentiality and always ensure the best for the
child.
A child needs the adults to interact with him/she. Child needs to feel he/she is
listened and adults are at his/her level.
The adults must ensure children are as happy as they can when they are involved
in play.
Adults in a childcare setting must protect the child always and children trust in
adults for that.
Teamwork is also very important because with good social skills the children will
grow as an individual in a healthy way. Children also needs a safe environment
with the Aistear Curriculum promoted in all activities.