Beruflich Dokumente
Kultur Dokumente
Ashley Rowan
2016
Introduction
The case studies presented in this report are discussed in relation to development
across the physical, cognitive and social-emotional domains. The strengths, needs and
challenges of each child are examined, in order to identify for parents and carers the ways
this information may be used to assist parents and carers in supporting the children to reach
their full potential. The case studies are discussed with reference to development theories in
relation to teaching and learning, and the learning environment.
Johnnie is 23 months old, he speaks around ten words clearly and is just beginning to walk.
Cognitive Development
Johnnie is at the end of the infancy, the phase beginning at birth and ending around
the second birthday. He may be said to be on the cusp between sensorimotor and pre-
operational stages of Piaget’s theory of cognitive development, a time when language begins
to be used in a meaningful way (Peterson, 2004, p. 107).
Physical Development
From the perspective of dynamic systems theory, children integrate known motor
skills into more complex and dynamic patterns of behaviour (Burke, 2012, p. 221). Typical
gross motor skill development at Johnnie’s age includes the ability to walk and run, traverse
stairs, and kick a ball (Kearns & Austin, 2006, p. 66; Peterson, 2004, p.122; Twigg &
Jorgensen, 2013, p. 172); however, Johnnie does not appear to have attained sequential pre-
walking developmental milestones (Aloha & Kovacik, 2007, p. 101-2). Johnnie may be
experiencing delays in sensory integration and perception, an active process, one that both
fosters and profits from the baby's own increasingly skilled motor activities (Peterson, 2004,
p. 127).
One possibility to account for Johnnie’s lack of mobility could be dyspraxia, or motor
planning and execution. Children with this condition do not progress through the pre-walking
crawling stages, have trouble developing new motor skills, and are slow to achieve
developmental milestones. Early detection of this condition is important to avoid future
problems with social acceptance and low self-esteem (Aloha & Kovacik, 2007, p. 111). It is
therefore advisable that Johnnie’s parents are made aware of the symptoms of this condition,
and provided with support to seek a formal diagnosis if suspected.
Harry is 6 years old and has a twin brother. He loves sport and all things active. He is
experiencing difficulty listening to the teacher and being attentive and engaged in class
Cognitive Development
Social-Emotional Development
The attentiveness of parents to the social needs of all of their children may affect
social development. Negative sibling relationships may be attributed to child-perceived
parent treatment of other siblings (Hoffnung, Hoffnung, Seefert & Burton-Smith, 2010, pp.
34-5). Berk (2008) asserts that parental comparisons are more frequent for same-sex siblings
of a similar age, with quarrelling, antagonism and adjustment difficulties ensuing as a result.
This may be especially noted in family situations affected by financial stress, marital conflict,
or single parenthood. Berk also suggests that child favouritism by the father may incite
feelings of anger in a child, due to the relative lesser time children generally spend with
fathers as opposed to their mothers. Finally, the increase of sibling rivalry in middle
childhood may be attributed to parental comparisons between children based on traits and
accomplishments. A child may be resentful and possess decreased adjustment skills when
provided with disapproval and less parental affection (Berk, 2008, p. 507)
Maryanne is 8 years old, has been in a wheelchair since birth and is linguistically moderately
gifted. She is starting to feel isolated from her friends.
Cognitive Development
For Piaget, the concrete operational stage between seven and eleven years old
represents an important point in cognitive development. This stage is characterised by
operational reasoning that is increasingly logical, flexible and organised. Cognitive
developmental milestones between the ages nine and eleven include a larger and better
organised knowledge base, the enhancement of cognitive self-regulation, and the application
of a variety of memory and organisational strategies. Children become adept in problems of
conservation, spatial direction, distance, directions, cognitive mapping (Berk, 2000, pp. 251-
2, 256).
Social-Emotional Development
Maryanne may also benefit from assistance in employing strategies for stress of
problem-centred coping, in which the child identifies actions which may be taken in order to
overcome adversities in a changeable situation, and emotion-centred coping, a private and
internal means of controlling distress in unchangeable circumstances. Children alternate
between these coping techniques for regulating emotion in different contexts (Berk, 2008, p.
490, 523).
Ahola, D. & Kovacik, A. (2007). 'Physical and motor development'. Observing and
Understanding Child Development: A Child Study Manual. Thomson Delmar
Learning, Clifton Park, N.Y., pp. 83-116.
Berk, L. (2008). 'Emotional and social development in middle childhood'. Infants and
Children: Prenatal Through Middle Childhood, 6th edn. Allyn and Bacon, Boston, pp.
481-527.
Kearns, K. & Austin, B. (2006). 'Moving'. Birth to Big School. Pearson Education Australia,
Frenchs Forest, pp. 55-82.
McDevitt, T., McDevitt, T., Ormrod, J., Cupit, G., Chandler, M. & Aloa, V. (2013).
'Cognitive development: cognitive processes'. Child Development and Education,
First Adaptation Edition. Pearson Australia, Frenchs Forest, NSW, pp. 246-285.
Talay-Ongan, A. (2004). Prenatal development, risk and the newborn. Early Development
Risk and Disability: Relational Contexts. Pearson Education, Frenchs Forest, N.S.W,
pp. 69-88.
Twigg, D. & Jorgensen, R. (2013). 'Health and physical education', in Pendergast, D. &
Garvis, S., Teaching Early Years: Curriculum, Pedagogy and Assessment. Allen &
Unwin, Crows Nest, N.S.W., pp. 167-181