Interpretation and analysis of a child's development Case Study

Interpretation and analysis of a child's development - Case Study Example tion seem to be improving because she is better at putting together simple puzzles and drawing shapes; however, she is yet to improve on the coordination with pouring liquids because some spills. Lily is able to hold crayons with her fingers rather than her fist; besides, she is able to dress and undress with little help. Lily is much nimble because at this stage in her development she is able to handle small objects, use age-appropriate scissors and draw a person with at least four body parts that are essentially a face two stick legs and arms (Educator observation notes, 2013; Educator Video recording, 2013; Educator audio recording, 2013). Cognitive development At her age, Lily is able to communicate clearly in sentence of 5 to 6 words or even in complete sentences and even tell stories. Lily is able to ask many questions and she is even able to correctly name familiar colours, understand the concept of different and count and comprehend the concept of counting. She has a vocabula ry of several words, acts out social encounters in play activities, she understands her name and gender and she is able to share and engage in cooperative play. She is imaginative and talks to the toys and imitates what she sees around her, she begins to make friends outside her immediate family because she is able to communicate with playmates; hence, she shows enjoyment in engaging in such activities. Through her associative play, she begins to share with other children and playing with Alfie who is her age mate helps in establishing socialization skills. Cognitive learning in Lily involves not only learning the alphabet and counting but also absorbing information, asking questions, processing and understanding. Lily has a good grasp of language and can say and understand hundreds of... In the study, Lily is able to speak and be understood at least half the time and she is capable of carrying out a conversation of 2-3 sentences. The video of the water play shows that the girl is anxious to learn new things, full of enthusiasm and energy and does things alone. This assessment of Lily aims at assessing her physical development, cognitive development and social and emotional developmental with regard to development theory, milestones and curriculum documents in the area. Moreover, the assessment also offers recommendations for the identified needs of the child in focus based on the various ways educators can help in enhancing effective brain development in children. The child can learn about herself and construct her identity within the context of the family and community, which correlates with Vygotsky’s theory. This involves her relationship with people, places and things as well as actions and responses of others because identity is never fixed but shaped by experiences. When the child has positive experiences she is able to develop the understanding that she is significant and respected and develops a sense of belonging. In early childhood, a child develops a common sense of fitting in when she feels acknowledged, creates attachments and trusts individuals who care for her, which is in line with Bandura’s socio-economic theory.