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Seeing development in action brings this course to life. Please read through and then complete the
Name:
Child Growth and Development
VirtualInfant and Toddler Observations
Objectives
- To see infant and toddler development in action
- To identify milestones of development
- To examine influences on development
- To make connections to a theory of development
- To reflect on this experience
Before You Begin
Read this assignment completely, including the examples and the evaluation rubric. If you have questions about this assignment and/or how it will be graded, reach out to your instructor for clarification before you submit your work.
Part One: Observing an Infant
Step A: Watch the Clip
Please watch the 2:10 video clip of Abby and her primary caregiver Laura.
The video is unfortunately not captioned and without permission, I am not able to add captions.
For the most part, the audio is not too important for this particular video. Here is a partial transcript of what happens in the video that is relevant to this assignment. Some dialogue and background sounds are not included.
At the start of the video, the caregiver is singing Old McDonald Had a Farm.
Then as she is clapping her hands, she is singing a song that includes the words “Hooray for Abby! Hooray for Abby!”
When the new caregiver comes over she says, “Abby? What are you doing Abby?” After Abby begins to cry, she says, “Are you looking for Laura? Where is she?”
After she is reunited with Abby she asks, “Should we get Abby some blocks?” before handing her the two blocks.
Step B: Observe for Developmental Milestones
Below you will find three checklists that list milestones that are typically achieved by the age of the checklist. You will notice these are organized by developmental areas. Because children rarely have just the milestones listed for their age, it helps to look at a bigger picture. For this observation, you will use the checklist before, during, and after Abby’s age to capture a bit more about her development than we would with just one checklist. Ideally, we would observe for much longer than 2 minutes to capture more milestones and develop a thorough understanding of a child’s development, but the video clip shows us quite a bit about Abby’s development.
Watch the video clip again and as you do this, mark (in the left column) which of the milestones on the three checklists below that you were able to observe (use an X) or partially observe(use a P) in the video.
6-Months-Old Checklist
Here are the milestones most children can do by 6 months of age
| Gross MotorMilestones | |
| Rolls over in both directions (front to back, back to front) | |
| Begins to sit without support | |
| When standing, supports weight on legs and might bounce | |
| Rocks back and forth, sometimes crawling backward before moving forward | |
| Fine MotorMilestones | |
| Reaches with both arms | |
| Brings things to mouth | |
| Begins to pass things from one hand to the other | |
| Cognitive Milestones | |
| Looks around at things nearby | |
| Brings things to mouth | |
| Shows curiosity about things and tries to get things that are out of reach | |
| Begins to pass things from one hand to the other | |
| Language Milestones | |
| Responds to sounds by making sounds | |
| Strings vowels together when babbling (“ah,” “eh,” “oh”) and likes taking turns with parent or caregiver while making sounds | |
| Responds to own name | |
| Makes sounds to show joy and displeasure | |
| Begins to say consonant sounds (jabbering with “m,” “b”) | |
| Social and Emotional Milestones | |
| Knows familiar faces and begins to know if someone is a stranger | |
| Likes to play with others, especially parents or caregivers | |
| Responds to other people’s emotions and often seems happy | |
| Likes to look at self in a mirror |
9-Months-Old Checklist
Here are the milestones most children can do by 2 months of age
| Gross MotorMilestones | |
| Stands, holding on | |
| Can get into sitting position | |
| Sits without support | |
| Pulls to stand | |
| Crawls | |
| Fine MotorMilestones | |
| Puts things in her mouth | |
| Moves things smoothly from one hand to the other | |
| Picks up things between thumb and index finger (pincer grip) | |
| Cognitive Milestones | |
| Watches the path of something as it falls | |
| Looks for things he sees you hide | |
| Plays peek-a-boo | |
| Puts things in her mouth | |
| Moves things smoothly from one hand to the other | |
| Picks up things like cereal o’s between thumb and index finger | |
| Language Milestones | |
| Understands “no” | |
| Makes a lot of different sounds like “mamamama” and “bababababa” | |
| Copies sounds and gestures of others | |
| Uses fingers to point at things | |
| Social and Emotional Milestones | |
| May be afraid of strangers | |
| May be clingy with familiar adults | |
| Has favorite toys |
12-Months-Old Checklist
Here are the milestonesmost children can do by 12 months of age
| Gross MotorMilestones | |
| Gets to a sitting position without help | |
| Pulls up to stand, walks holding on to furniture (“cruising”) | |
| May take a few steps without holding on | |
| May stand alone | |
| Fine MotorMilestones | |
| Reaches with one hand | |
| Bangs two things together | |
| Puts things in a container, takes things out of a container | |
| Lets things go without help | |
| Pokes with index (pointer) finger | |
| Cognitive Milestones | |
| Explores things in different ways, like shaking, banging, throwing | |
| Finds hidden things easily | |
| Looks at the right picture or thing when it’s named | |
| Copies gestures | |
| Starts to use things correctly; for example, drinks from a cup, brushes hair | |
| Bangs two things together | |
| Follows simple directions like “pick up the toy” | |
| Language Milestones | |
| Responds to simple spoken requests | |
| Uses simple gestures, like shaking head “no” or waving “bye-bye” | |
| Makes sounds with changes in tone (sounds more like speech) | |
| Says “mama” and “dada” and exclamations like “uh-oh!” | |
| Tries to say words you say | |
| Social and Emotional Milestones | |
| Is shy or nervous with strangers | |
| Cries when mom or dad leaves | |
| Has favorite things and people | |
| Shows fear in some situations o Hands you a book when he wants to hear a story | |
| Repeats sounds or actions to get attention | |
| Puts out arm or leg to help with dressing | |
| Plays games such as “peek-a-boo” and “pat-a-cake” |
Step C: Summarize the Development Observed
Using the milestones you were able to check off and what you have learned about development in Chapters 4-6 that might not be represented in the selected milestones, summarize what you observed about each of these areas of development.
Your summaries should be at least a paragraph long, address several milestones, and include information that you saw related to each domain that is not included in the milestone checklists.
See an example of one developmental summary below:
| EXAMPLE SUMMARY FROM VIDEO | |
| Gross Motor Development (large movements of the arms, legs, head, and torso) | Abby is able to sit with stability both on her bottom and on her folded legs. She uses arm motions to bang the bucket, clap her hands, and wave. She is able to lift and turn the bucket to dump it out. She attempts to stand. She crawls with skill. She shows her sensory capacities in hearing by turning towards sounds and responding to the song. She shows her sensory capacities in sight by looking at the caregivers and toys. |
| YOUR DEVELOPMENTAL SUMMARIES | |
| Gross Motor Development (large movements of the arms, legs, head, and torso) | This is provided in the above example. |
| Fine Motor Development (more exact movements of the feet, toes, hands, and fingers) | |
| Cognitive Development (thinking and problem-solving) | |
| Language Development (receptive and expressive communication) | |
| Social and Emotional Development (interactions, social and self-awareness, expression of feelings, and self-control) |
Step D: Analyze a Specific Milestone
Choose one specific milestone you observed from any area of any checklist. Describe why this milestone is important. enough to notice. Share things that would influence the milestone (both positively and negatively).
For example:
| EXAMPLE(NOT FROM VIDEO) | |
| What milestone did you choose? | Responds to simple spoken requests |
| What domain is this milestone in? | Language Development |
| Which checklist is this milestone in? | 12 Months |
| Why is this milestone important? (What does it show us about the child’s development? What does it now allow the child to do? What is coming next?) | Responding to simple spoken requests tell us the child is able to hear and has can understand what is being said (receptive language). This milestone is an important part of a child’s ability to communicate and is followed by the child using their own spoken words (expressive language). |
| What is something that would support the development of this milestone? (Positive influence) | A positive influence would be caregivers that speak, read, and sing to the infant. |
| What is something that could prevent, delay, or undermine the development of this milestone? (Negative influence) | A negative influence would be a hearing impairment. |
| Your Milestone | |
| What milestone did you choose? | |
| What domain is this milestone in? | |
| Which checklist is this milestone in? | |
| Why is this milestone important? (What does it show us about the child’s development? What does it now allow the child to do? What is coming next?) | |
| What is something that would support the development of this milestone? (Positive influence) | |
| What is something that could prevent, delay, or undermine the development of this milestone? (Negative influence) |
Step E: Make a Connection to a Theory
Theories help guide us to understand children’s growth and development. The key theories in Child Development were introduced in Chapter 1 and revisited in later chapters, where appropriate. Connect something you observed to a theory we have covered in class (such as Skinner’s operant conditioning being seen when a child repeats a behavior after an adult claps and smiles).
| EXAMPLE(NOT FROM VIDEO) | |
| What theory are you making a connection with? | Skinner’s Operant Conditioning |
| What Chapter is this theory discussed in? | Chapter 5 |
| On what page is the theory discussed? | Pages 151-153 |
| How does what you observed illustrate this theory? Be specific about what you observed and how it relates to the theory. | The infant successful takes a few steps before falling into a seated position. The caregiver claps, smiles, and says, “Yay! Good job! You did it!” The infant smiles, pulls up to stand, and takes a few more steps looking toward the caregiver. This shows an example of positive reinforcement. |
| YOUR THEORY CONNECTION | |
| What theory are you making a connection with? | |
| What Chapter is this theory discussed in? | |
| On what page is the theory discussed? | |
| How does what you observed illustrate this theory? Be specific about what you observed and how it relates to the theory. |
Part Two – Toddler Development
Step A: Watch the Clips
Please watch the 1:01 video clip of two toddlers and their caregiver outside. Focus your attention on the toddler in the plaid shirt and overalls. Now, watch the 1:08 video on language featuring the same child (in a plaid shirt and khaki pants).
Step B: Observe for Developmental Milestones
Below you will find three checklists that list milestones that are typically achieved by the age of the checklist. You will notice these are organized by developmental areas. Because children rarely have just the milestones listed for their age, it helps to look at a bigger picture. For this observation, you will use the checklist before, during, and after the boy’s age to capture a bit more about his development than we would with just one checklist. Ideally, we would observe for much longer than 2 minutes to capture more milestones and develop a thorough understanding of a child’s development, but these two video clip shows us quite a bit about his development.
Watch the video clip again and as you do this, mark (in the left column) which of the milestones on the three checklists below that you were able to observe (use an X) or partially observe(use a P) in the video.
12-Months-Old Checklist
Here are the milestones most children can do by 12 months of age
| Gross MotorMilestones | |
| Gets to a sitting position without help | |
| Pulls up to stand, walks holding on to furniture (“cruising”) | |
| May take a few steps without holding on | |
| May stand alone | |
| Fine MotorMilestones | |
| Reaches with one hand | |
| Bangs two things together | |
| Puts things in a container, takes things out of a container | |
| Lets things go without help | |
| Pokes with index (pointer) finger | |
| Cognitive Milestones | |
| Explores things in different ways, like shaking, banging, throwing | |
| Finds hidden things easily | |
| Looks at the right picture or thing when it’s named | |
| Copies gestures | |
| Starts to use things correctly; for example, drinks from a cup, brushes hair | |
| Bangs two things together | |
| Follows simple directions like “pick up the toy” | |
| Language Milestones | |
| Responds to simple spoken requests | |
| Uses simple gestures, like shaking head “no” or waving “bye-bye” | |
| Makes sounds with changes in tone (sounds more like speech) | |
| Says “mama” and “dada” and exclamations like “uh-oh!” | |
| Tries to say words you say | |
| Social and Emotional Milestones | |
| Is shy or nervous with strangers | |
| Cries when mom or dad leaves | |
| Has favorite things and people | |
| Shows fear in some situations | |
| Hands you a book when he wants to hear a story | |
| Repeats sounds or actions to get attention | |
| Puts out arm or leg to help with dressing | |
| Plays games such as “peek-a-boo” and “pat-a-cake” |
18-Months-Old Checklist
Here are the milestones most children can do by 18 months of age
| Gross MotorMilestones | |
| Walks alone | |
| May walk up steps and run | |
| Pulls toys while walking | |
| Can help undress herself | |
| Fine MotorMilestones | |
| Scribbles on his own | |
| Can help undress herself | |
| Drinks from a cup | |
| Eats with a spoon with some accuracy | |
| Stacks 2-4 objects | |
| Cognitive Milestones | |
| Knows what ordinary things are for; for example, telephone, brush, spoon | |
| Points to get the attention of others | |
| Shows interest in a doll or stuffed animal by pretending to feed | |
| Points to one body part | |
| Scribbles on his own | |
| Can follow 1-step verbal commands without any gestures; for example, sits when you say “sit down” | |
| Language Milestones | |
| Says several words | |
| Say and shakes head “no” | |
| Points to show someone what is wanted | |
| Social and Emotional Milestones | |
| Likes to hand things to others as play | |
| May have temper tantrums | |
| May be afraid of strangers | |
| Shows affection to familiar people | |
| Plays simple pretend, such as feeding a doll | |
| May cling to caregivers in new situations | |
| Points to show others something interesting | |
| Explores alone but with parent or caregiver close by |
2-Years-Old Checklist
Here are the milestones most children can do by 2 years of age
| Gross MotorMilestones | |
| Stands on tiptoe | |
| Kicks a ball | |
| Begins to run | |
| Climbs onto and down from furniture without help | |
| Walks up and down stairs holding on | |
| Throws ball overhand | |
| Fine MotorMilestones | |
| Builds towers of 4 or more blocks | |
| Might use one hand more than the other | |
| Makes copies of straight lines and circles | |
| Enjoys pouring and filling | |
| Unbuttons large buttons | |
| Unzips large zippers | |
| Drinks and feeds self with more accuracy | |
| Cognitive Milestones | |
| Finds things even when hidden under two or three covers | |
| Begins to sort shapes and colors | |
| Completes sentences and rhymes in familiar books | |
| Plays simple make-believe games | |
| Follows two-step instructions such as “Pick up your shoes and put them in the closet.” | |
| Names items in a picture book such as a cat, bird, or dog | |
| Language Milestones | |
| Points to things or pictures when they are named | |
| Knows names of familiar people and body parts | |
| Says sentences with 2 to 4 words | |
| Follows simple instructions | |
| Repeats words overheard in conversation | |
| Points to things in a book | |
| Social and Emotional Milestones | |
| Copies others, especially adults and older children | |
| Gets excited when with other children | |
| Shows more and more independence | |
| Shows defiant behavior (doing what he has been told not to) | |
| Plays mainly beside other children, but is beginning to include other children, such as in chase games |
Step C: Summarize the Development Observed
Using the milestones you were able to check off and what you have learned about development in Chapters 4-6 that might not be represented in the selected milestones, summarize what you observed about each of these areas of development. Your summaries should be at least a paragraph long, address several milestones, and include information that you saw related to each domain that is not included in the milestone checklists.
| YOUR DEVELOPMENTAL SUMMARIES | |
| Gross Motor Development (large movements of the arms, legs, head, and torso) | |
| Fine Motor Development (more exact movements of the feet, toes, hands, and fingers) | |
| Cognitive Development (thinking and problem-solving) | |
| Language Development (receptive and expressive communication) | |
| Social and Emotional Development (interactions, social and self-awareness, expression of feelings, and self-control) |
Step D: Analyze a Specific Milestone
Choose one specific milestone you observed from any area of any checklist (for example, “Scribbles on his own”) to analyze a little more closely. Think about why this milestone is important enough to notice as well as things that may positively and negatively influence that milestone (for example, if a child is provided chunky crayons and paper and is encouraged to make marks, it would support their development of the ability to scribble on their own).
| Your Milestone | |
| What milestone did you choose? | |
| What domain is this milestone in? | |
| Which checklist is this milestone in? | |
| Why is this milestone important? (What does it show us about the child’s development? What does it now allow the child to do? What is coming next?) | |
| What is something that would support the development of this milestone? (Positive influence) | |
| What is something that could prevent, delay, or undermine the development of this milestone? (Negative influence) |
Step E: Make a Connection to a Theory
Theories help guide us to understand children’s growth and development. The key theories in Child Development were introduced in Chapter 1 and revisited in later chapters, where appropriate. Connect something you observed to a theory we have covered in class (such as Vygotsky’s Sociocultural Theory being illustrated when an adult helps a child accomplish a task that the child would not be able to do independently.)
| YOUR THEORY CONNECTION | |
| What theory are you making a connection with? | |
| What Chapter is this theory discussed in? | |
| On what page is the theory discussed? | |
| How does what you observed illustrate this theory? Be specific about what you observed and how it relates to the theory. |
Part Three – Reflection
Reflect on this experience by answering each of the questions.
| How was this experience different than seeing these children in person? (Consider both benefits and drawbacks) | |
| What do you still have questions about in terms of infant and toddler development? What else do you wish you could have seen in action? | |
| What parts of this observation were you most successful with? Looking at the rubric, what areas do you believe you will score exemplary or proficient? Why? | |
| What parts of this observation were more challenging for you? What can you do before your next observation to improve your performance in these areas? |
| Name: | |||||||||||
| Evaluation Criteria | |||||||||||
| Exemplary | Proficient | Emerging | Building | ||||||||
| Step One | |||||||||||
| Infant Checklists | Identified almost all milestones with Xs and Ps in all domains in all three ages 5½ points | Several milestones present in the video not identified on checklists 4½-5 points | Missing numerous milestones; missing domains and/or ages 1-4 points | Missing completely 0 points | |||||||
| Infant Development Summaries | Provided accurate, thorough 1 paragraph summary addressing milestones and other content for all three domains 5½ points | Summary mostly accurate or not quite thorough and/or only addresses milestones or other content 4½-5 points | Summaries not thorough and/or not accurate; milestones not identified 1-4 points | Missing 0 points | |||||||
| Infant Milestone Analysis | Specific milestone observed chosen; thorough explanation of importance and accurate and specific positive and negative influences identified 5½ points | Specific milestone observed chosen, but explanation of importance could be more thorough or positive and negative influences could be more specific 4½-5 points | Did not choose a specific milestone, explanation wasn’t accurate, and/or influences not accurate 1-4 points | Missing 0 points | |||||||
| Infant Theory Connection | Identified theory and clearly related it to what was observed; AND provided chapter and page number in book 5½ points | Identified theory; missing chapter or page number; OR connection to what was observed could have been more thoroughly described 4½-5 points | Identified theory; missing chapter and page number; OR inaccurate or missing explanation of connection to what was observed 1-4 points | Missing 0 points | |||||||
| Step Two | |||||||||||
| Toddler Checklists | Identified almost all milestones with Xs and Ps in all domains in all three ages 5½ points | Several milestones present in video not identified on checklists 4½-5 points | Missing numerous milestones; missing domains and/or ages 1-4 points | Missing completely 0 points | |||||||
| Toddler Development Summaries | Provided accurate, thorough 1 paragraph summary addressing milestones and other content for all three domains 5½ points | Summary mostly accurate or not quite thorough and/or only addresses milestones or other content 4½-5 points | Summaries not thorough and/or not accurate; milestones not identified 1-4 points | Missing 0 points | |||||||
| Toddler Milestone Analysis | Specific milestone observed chosen; thorough explanation of importance and accurate and specific positive and negative influences identified 5½ points | Specific milestone observed chosen, but explanation of importance could be more thorough or positive and negative influences could be more specific 4½-5 points | Did not choose a specific milestone, explanation wasn’t accurate, and/or influences not accurate 1-4 points | Missing 0 points | |||||||
| Toddler Theory Connection | Identified theory and clearly related it to what was observed; AND provided chapter and page number in book 5½ points | Identified theory; missing chapter or page number; OR connection to what was observed could have been more thoroughly described 4½-5 points | Identified theory; missing chapter and page number; OR inaccurate or missing explanation of connection to what was observed 1-4 points | Missing 0 points | |||||||
| Step Three | |||||||||||
| Reflection | Fully addresses all questions providing a complete reflection of at least a paragraph 5 points | All questions are at least partially addressed 4-4½ points | Missing responses to some questions 1-3½ points | Missing 0 points | |||||||
| Overall | |||||||||||
| Format and spelling & grammar | Typed into form with very few spelling and grammar errors 1 points | Typed into form with some spelling and grammar errors ½-¾ points | Did not use form (may be asked to resubmit) OR many errors 0 points | ||||||||
Total Points Earned ______________ / 50
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