Observational Stages of Piaget/Erikson

CDC Observational Experience, 1-2year old room 1) Age 22 months, young-begetting(prenominal) * Physical Growth and Development Milestones 1. Physical Characteristics- More well-balanced port as compared to the wide-based, top heavy appearance of younger toddlers (also present in the group). 2. Gross motor ability- Walked and ran with ease as compared to the younger baby birdren. More normal, less(prenominal) waddling gait. Fell 1 clip. 3. Fine motor ability- Manual dexterity cultivation shown when turning pages of a account book that I was holding during circle time. Observed making a circle on the piddle control board with a smaller wand- shaped toy. . Sensory Ability- Able to verbally detect colors, shapes, animals (and animal sounds). * Developmental Level of the Child- The sight child was in the self-direction vs. Shame/Doubt stage of Eriksons Theory of Psychosocial Development. His language was more(prenominal) improved as compared to the limited words of the younger children. He was fitting to speak in very simple sentences. I first observe autonomy when looking at what he was wearing, a Batman outfit with a mantelpiece The caregivers told me that he likes to wear those things and also has a Superman cape that he chooses to wear.When abandoned a simple command such as Come and sit down at the table, he replied NO and kept playing. The caregivers allowed him a few times of defiance, then picked him up and go down him in the chair for lunch. The child was fussy for a few legal proceeding in the chair, but did cheer up when given his lunch. He was given a small amount of several disparate foods and chose only a few to eat. The child fed himself. He was not toilet teach yet. He seemed to be right in the middle of this stage, which is from 1 ? to 3 years. In reference to Piagets Theory of Cognitive Development, the child was in the Mental Combinations sensorimotor stage.This was evident in reading our picture book, which had illustrations of different animals and vehicles. He spanned from naming colors in the book, to identifying a truck/busbar/etc. , to expressing a roar for a picture of a lion. * Psychosocial Development- 1. The child played with different toys on the wet table, including buckets, cups, and brushes. He laughed at himself spin some a toy around very fast and watching the water spray around. He did seek approval for this. As he was doing it, he looked at the caregivers and repeated it as we laughed.He seemed to like playing with two former(a) boys around his age (23 and 21 months). 2. As stated before, the childs communication was much more diverse than the 1 year olds. He spoke in small sentences and was able to identify shapes, colors, and familiar objects. With the to a higher place statements, I feel that this child falls within the growth and developmental norms for his age group. 2) The CDC staff encouraged growth in the above areas by allowing the child to make his own choices without repr imanding, but maintained the normal daily routine (example sit down for lunchtime).Related essay Shame is worthy a TryThey gave the child praise for following rules. Appropriate toys and play ideas were provided for the child. 3) The water table activity enhanced fine motor skills and imagination. A book and song circle time enhanced pre-reading and routine. The children participated in many sing-a-long songs with fine motor skill commands such as put your finger on your nose. 4) I was not present for the separation process amidst the parent and child (was doing presentation with 4th floor CDC children). However, this child had an passing hard time falling asleep for nap time. He cried infinitely and was very restless.The CDC employees patted the childs back rhythmically until he in the long run fell asleep. 5) Five safety rules were as follows put away toys ( light-headed up time), sit when eating, Nice touches (No hitting or pinching), fit out are always on, and everyone t akes a turn with a toy. 6) I observed a situation where the child pinched another boy around his age. The other boy pinched him back. The caregivers positively reprimanded the child by motto nice touches and distracting both children with a new activity. The technique did work, but both of the children did it again about an hour later.