CHILD DEVELOPMENT OBSERVATION AND REFLECTIONAngel Winslow

CHILD DEVELOPMENT: OBSERVATION AND REFLECTION
Angel Winslow
Module 2 Assignment 1
“Child Development: Observation and Reflection”
Date Due: June 21, 2021
The goal is to provide descriptive anecdotes for each
developmental domain direct observation of children aged 3 to
5. This will also provide descriptions of the observed children's
developmental domains and their interrelationships. This
research will also include a comment based on the observation
experience on how the experience affected my decisions on how
to do child observations, problems encountered, and techniques
used when obtaining data.Social-emotional
Preschool-aged children are developing skills that will help
them connect with others in the social-emotional developmental
domain. These abilities will enable them to become more
conscious of how to engage with people and reap the benefits of
social support in developing and functioning healthily. Children
benefit from favorable long-term interactions with adults
because they foster healthy social and emotional development
(California Dept. of Ed., 2015c). It is in this domain, children
begin to delve deeply into their own and others' emotions. In the
video, a boy is shown assisting another wheelchair-bound boy;
this is evidence of this child's awareness of others' feelings and
his ability to form and maintain friendships (Laureate Educ.,
2015b).Cognitive
Early childhood cognitive development occurs when children
engage with their surroundings and other individuals. "When
children are healthy, emotionally comfortable, and socially
attached, their cognitive development is enhanced." Cause and
effect are included in cognitive growth to help solve problems,

make predictions, and understand how their action affects others
(California Dept. of Ed., 2015a). Children learn through seeing,
listening, and doing, and as they become older, their cognitive
growth grows in these areas. Children begin to solve issues by
playing with objects, mimicking others, and employing trial and
error through their cognitive development. Children's cognitive
development will be enhanced if we connect with them and
provide the opportunity to solve problems and engage with
people and their environment. One of the children in the video
was working in this developmental area to figure out how to
turn the toy. Another illustration of children's cognitive growth
occurred when the girls in the video sat for a lengthy period
while listening to the caregiver read a book. Children at this age
are more active learners and have longer attention spans during
cognitive development (Cherry, 2019).Language
Language is one of the most important developmental areas
during the preschool years. "Beyond simply connecting with the
outside world, language development in the formative years of
ages 3 to 5 is crucial for a child's healthy intellectual and social
development" (Murphy, 2017). Language awareness, phonemic
mindfulness (letter clues), spoken and written language are all
part of this developmental area. Children have many language
experiences throughout the preschool years; they grasp
sentences, makeup phrases for words they don't know, identify
rhyming words, and organize sounds and words into meaning
(Anthony, 2019). The capacity to read is directly related to a
child's linguistic development. Children learn letters and the
sounds they produce and listen to skills between the ages of
three and five, understand what is spoken to them, and follow
verbal orders (Murphy, 2017). The video shows children
speaking in entire phrases to one another and their carers. The
children in the film were observed efficiently expressing their
opinions through their language development. A group of girls
sat and listened to a caregiver read a book aloud in one scene;
by sitting and listening to the caregiver read, these children
expanded their vocabulary, which will help them strengthen

their language and reading skills.
Physical.
Physical growth and development include changes in size and
strength and the result of fine and gross motor abilities.
Nutrition and health have a substantial impact on a child's
physical development (Fraser-Thill, 2019). Hand-eye
coordination, puzzles, writing utensils, riding a tricycle, and
climbing are among preschoolers' activities to develop and
enhance their fine and gross motor abilities. The majority of the
children were involved in some physical development during the
video. A girl was shown writing with a marker in one scene,
which is an example of developing fine and gross motor
abilities. Children are seen riding tricycles, climbing on
playground equipment, and playing with blocks and puzzles
throughout the film (Laureate Educ., 2015b).
The interrelationship between Domains.
A young child is seen reading a book to her caregiver in the
video. Children use all four developmental domains as they
learn to read. Because reading is a kind of communication, the
language domain is readily visible. The child reading the book
is engaging in cognitive growth by comprehending the written
words. She is also engaging in physical developme nt by using
her finger to trace the words and turn the book's pages. "The
social emotional domain is also involved in reading, both in
terms of an individual's willingness to persevere and take risks
in acquiring a new skill and in terms of an individual's capacity
to relate to and comprehend the motivations of book characters
” (Fravel, 2013, para. 12).
The children playing with the trucks together in the film is
another example of how the developmental domains are
interconnected. Moving the toy trucks allows the kids to work
on their physical development. Because the kids are playing
together, they are also engaging in social and emotional
activities. To play together, the youngsters must be able to
communicate with one another. The children use their language
development to communicate successfully as they play together.

When children are permitted to connect and speak with other
children, they can build on their social, emotional, cognitive,
and physical development.
A caregiver was seen in the video loading a boy who uses a
wheelchair onto the back of a tricycle for a young girl to ride.
While the boy was riding, the caregiver gave the girl explicit
directions on how quickly she should cycle. The physical,
cognitive, social, and emotional developmental domains were
all linked in this scene. The girl demonstrated physical growth
as she turned the tricycle's pedals and manipulated the grips to
steer the tricycle. By showing empathy for the disabled kid and
forming a relationship with him, the girl also set an example in
the social and emotional sphere. During this moment, the girl
was also engaged in the cognitive developmental domain by
listening to and following the caregiver's directions on how
quickly to ride the tricycle.Reflection
The data obtained during the observations assist me in my work
as an educator by allowing me to understand better how children
advance through developmental domains as they mature. The
information acquired from the observations and the method
utilized to perform them aided my capacity to perform
observations by giving me specific examples in the first video
segment, which depicted infants passing through each
developmental stage. The second video allowed me to apply
what I learned in the first video while observing preschool -aged
children.
Observing the children in the media segments raised several
issues about the children's home lives and gender. Keeping the
preschool-aged children, I saw that the girls engaged in more
pretend play, whereas the boys' play concentrated around
objects. While watching the video of the infants, I noticed sure
newborns that appeared to be behind their peers in terms of
development; this made me wonder how much engagement these
youngsters received at home.
Knowing something about the children's home environment,
such as whether they come from a home with two parents, if

they have siblings, if they live in poverty if they live in a
stress-free environment, and how much interaction they get with
other children and adults, would be beneficial when observi ng
them. This information would help determine whether children
are developing differently than their peers of the same age.
Parents could be asked to fill out questionnaires that ask them
these questions, or interviews with the parents might be
conducted to help acquire this information.
The data acquired during the observations broadened my
understanding of children's development and learning, as well
as the interactions between developmental domains. I
discovered that every child, regardless of age, learns and grows
differently and achieves distinct milestones. Infants'
developmental domains develop and grow slower, but as they
grow and become more active and independent, their skills
improve, and each part develops more. Every child learns and
develops at their own pace, but there are some developmental
milestones that each child must reach by a particular age. Each
developmental domain is interconnected and, to grow and
develop, relies on the others. While each age group has its own
set of milestones, the developmental domains are linked
together to help them achieve each one. If one developmental
domain is weak, it can affect the others.
What I'm learning about early life is exemplified by the
observations made. I've discovered that play is a vital aspec t for
children of all ages and benefits their academic performance.
The findings from the video segments supported the idea that
play is important for children's development in the areas of
social and emotional, cognitive, language, and physical
development. I also learned the value of the caregiver in
assisting a child's development and providing the support that a
child requires.
Children's developmental domains are interconnected and serve
as markers of a child's ability to achieve. It is possible to ass ess
whether a child is developmentally behind, on track, or
advanced by seeing them. Observations aid in the tracking of a

child's development in each developmental domain.
References
Anthony, M. (2019). Language and literacy development in 3-5-
year olds. Retrieved from,
https://www.scholastic.com/parents/family-life/social-
emotional-learning/ developmentmilestones/language-and-
literacy-development-3-5-year-olds.html.
California Department of Education. (2015a). Cognitive
development domain. Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09cogdev.asp
California Department of Education. (2015b). Perceptual and
motor development domain.
Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09percmotdev.asp
California Department of Education. (2015c). Social-emotional
developmental domain. Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp
Cherry, K. (2019). Cognitive development milestones. Retrieved
from,https://www.verywellmind.com/cognitive-developmental-
milestones-2795109
Fraser-Thill, R. (2019). Domains in human development.
Retrieved from, https://www.verywellfamily.com/definition-of-
domain-3288323.
Laureate Education (Producer). (2015b). Child development:
Preschool children [Video file].
Baltimore, MD: Author.
1
1
1
9
Murphy, P. (2017). Early development in children ages 3-5.

Retrieved from, https://healthfully.com/160473-early-language-
development-in-children-ages-3-5.html
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1
Angel Winslow Module 2 Assignment 1 “Child Development:
Observation and Reflection” Date Due: June 21, 2021

The goal is to provide descriptive anecdotes for each
developmental domain direct observation of children aged 3 to
5. This will also provide descriptions of the ob-
served children's developmental domains and their
interrelationships. This research will also include a comment
based on the observation experience on how the ex-
perience affected my decisions on how to do child observations,
problems encountered, and techniques used when obtaining
data. Social-emotional
them connect with others in the social-emotional developmental
domain. These abilities will enable
them to become more conscious of how to engage with people
and reap the benefits of social support in developing and
functioning healthily. Children benefit from
favorable long-term interactions with adults because they foster
healthy social and emotional development (California Dept. of
Ed., 2015c). It is in this domain,
children begin to delve deeply into their own and others'
emotions. In the video, a boy is shown assisting another
wheelchair-bound boy; this is evidence of this child's
awareness of others' feelings and his ability to form and
maintain friendships (Laureate Educ., 2015b). Cognitive
Early childhood cognitive development occurs when children
engage with their surroundings and other individuals. "When
children are healthy, emotionally comfort-
able, and socially attached, their cognitive development is
enhanced." Cause and effect are included in cognitive growth to
help solve problems, make predic-
tions, and understand how their action affects others (California

Dept. of Ed., 2015a). Children learn through seeing, listening,
and doing, and as they be-
come older, their cognitive growth grows in these areas.
Children begin to solve issues by playing with objects,
mimicking others, and employing trial and error
through their cognitive development. Children's cognitive
development will be enhanced if we connect with them and
provide the opportunity to solve problems and
engage with people and their environment. One of the children
in the video was working in this developmental area to figure
out how to turn the toy. Another
illustration of children's cognitive growth occurred when the
girls in the video sat for a lengthy period while listening to the
caregiver read a book. Children at this
age are more active learners and have longer attention spans
during cognitive development (Cherry, 2019). Language
during the preschool years. "Beyond simply connecting with the
outside world, language develop-
ment in the formative years of ages 3 to 5 is crucial for a child's
healthy intellectual and social development" (Murphy, 2017).
Language awareness, phonemic mindful-
ness (letter clues), spoken and written language are all part of
this developmental area. Children have many language
experiences throughout the preschool years;
they grasp sentences, makeup phrases for words they don't
know, identify rhyming words, and organize sounds and words
into meaning (Anthony, 2019). The
capacity to read is directly related to a child's linguistic

development. Children learn letters and the sounds they produce
and listen to skills between the ages of three
and five, understand what is spoken to them, and follow verbal
orders (Murphy, 2017). The video shows children speaking in
entire phrases to one another and their
carers. The children in the film were observed efficiently
expressing their opinions through their language development.
A group of girls sat and listened to a care-
giver read a book aloud in one scene; by sitting and listening to
the caregiver read, these children expanded their vocabulary,
which will help them strengthen their
language and reading skills. Physical. Physical growth and
development include changes in size and strength and the result
of fine and gross motor abilities. Nu-
1
2
2
3
3
3
2 3
3
2
3
3

3
https://class.waldenu.edu/webapps/mdb-sa-
BBLEARN/originalityReport?attemptId=f5c54af9-5246-4e9a-
a4e3-
3be76400c554&course_id=_16841171_1&download =true&inclu
deDeleted=true&print=true&force=true
Source Matches (39)
trition and health have a substantial impact on a child's physical
development (Fraser-Thill, 2019). Hand-eye coordination,
puzzles, writing utensils, riding a tricycle,
and climbing are among preschoolers' activities to develop and
enhance their fine and gross motor abilities. The majority of the
children were involved in some
physical development during the video. A girl was shown
writing with a marker in one scene, which is an example of
developing fine and gross motor abilities. Chil-
dren are seen riding tricycles, climbing on playground
equipment, and playing with blocks and puzzles throughout the
film (Laureate Educ., 2015b). The interrela-
tionship between Domains. A young child is seen reading a
book to her caregiver in the video. Children use all four
developmental domains as they learn to
read. Because reading is a kind of communication, the language
domain is readily visible. The child reading the book is
engaging in cognitive growth by comprehend-
ing the written words.
3

2
3
She is also engaging in physical development by using her
finger to trace the words and turn the book's pages. "The social
emotional domain is also involved in
reading, both in terms of an individual's willingness to
persevere and take risks in acquiring a new skill and in terms of
an individual's capacity to relate to and com-
prehend the motivations of book characters ” (Fravel, 2013,
para. 12). The children playing with the trucks together in the
film is another example of how the de-
velopmental domains are interconnected. Moving the toy trucks
allows the kids to work on their physical development. Because
the kids are playing together, they
are also engaging in social and emotional activities. To play
together, the youngsters must be able to communicate with one
another. The children use their
language development to communicate successfully as they play
together. When children are permitted to connect and speak with
other children, they can build on
their social, emotional, cognitive, and physical development. A
caregiver was seen in the video loading a boy who uses a
wheelchair onto the back of a tricycle for a
young girl to ride. While the boy was riding, the caregiver gave
the girl explicit directions on how quickly she should cycle. The
physical, cognitive, social, and
emotional developmental domains were all linked in this scene.
The girl demonstrated physical growth as she turned the
tricycle's pedals and manipulated the grips

to steer the tricycle. By showing empathy for the disabled kid
and forming a relationship with him, the girl also set an
example in the social and emotional
sphere. During this moment, the girl was also engaged in the
cognitive-developmental domain by listening to and following
the caregiver's directions on how quickly
to ride the tricycle. Reflection
as an educator by allowing me to understand better how children
advance through develop-
mental domains as they mature. The information acquired from
the observations and the method utilized to perform them aided
my capacity to perform observa-
tions by giving me specific examples in the first video segment,
which depicted infants passing through each developmental
stage. The second video allowed me
to apply what I learned in the first video while observing
preschool-aged children. Observing the children in the media
segments raised several issues about the
children's home lives and gender. Keeping the preschool-aged
children, I saw that the girls engaged in more pretend play,
whereas the boys' play concentrated
around objects. While watching the video of the infants, I
noticed sure newborns that appeared to be behind their peers in
terms of development; this made me
wonder how much engagement these youngsters received at
home. Knowing something about the children's home
environment, such as whether they come from a
home with two parents, if they have siblings, if they live in
poverty if they live in a stress-free environment, and how much
interaction they get with other children and

adults, would be beneficial when observing them. This
information would help determine whether children are
developing differently than their peers of the same
age. Parents could be asked to fill out questionnaires that ask
them these questions, or interviews with the parents might be
conducted to help acquire this in-
formation. The data acquired during the observations broadened
my understanding of children's development and learning, as
well as the interactions between de-
velopmental domains. I discovered that every child, regardless
of age, learns and grows differently and achieves distinct
milestones. Infants' developmental do-
mains develop and grow slower, but as they grow and become
more active and independent, their skills improve, and each part
develops more. Every child learns and
develops at their own pace, but there are some developmental
milestones that each child must reach by a particular age. Each
developmental domain is interconnec-
ted and, to grow and develop, relies on the others. While each
age group has its own set of milestones, the developmental
domains are linked together to help them
achieve each one. If one developmental domain is weak, it can
affect the others. What I'm learning about early life is
exemplified by the observations made. I've
discovered that play is a vital aspect for children of all ages and
benefits their academic performance. The findings from the
video segments supported the idea that
play is important for children's development in the areas of
social and emotional, cognitive, language, and physical
development.I also learned the value of the care-
giver in assisting a child's development and providing the
support that a child requires. Children's developmental domains
are interconnected and serve as markers

of a child's ability to achieve. It is possible to assess whether a
child is developmentally behind, on track, or advanced by
seeing them. Observations aid in the tracking
of a child's development in each developmental domain.
3
3
2 3
2
3
3
3
3
3
3
3
References
Anthony, M. (2019). Language and literacy development in 3-5-
year olds. Retrieved from,
emotional-
learning/developmentmilestones/language-and-literacy-
development-3-5-year-olds.html. California Department of

Education. (2015a). Cognitive development
domain. Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09cogdev.asp California
Department of Education. (2015b). Perceptual and motor
development
domain. Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09percmotdev.asp
California Department of Education. (2015c). Social-emotional
developmental domain. Retrieved from
Cherry, K. (2019). Cognitive development milestones. Retrieved
milestones-2795109
Fraser-Thill, R. (2019). Domains in human development.
Retrieved from, https://www.verywellfamily.com/definition-of-
domain-3288323. Laureate Edu-
cation (Producer). (2015b). Child development: Preschool
children [Video file]. Baltimore, MD: Author. Murphy, P.
(2017). Early development in children ages
3-5. Retrieved from, https://healthfully.com/160473-early-
language-development-in-children-ages-3-5.html
2
2
4 2
2

2
3 3 2
2 2
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OBSERVATION AND REFLECTION 1
Original source
OBSERVATION AND REFLECTION 1

2
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OBSERVATION AND REFLECTION
Original source
Observation and Reflection
2
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Observation and Reflection” Date Due:
Original source
Observation and Reflection
3
Student paper
them connect with others in
the social-emotional developmental domain.
Original source
Within the social-emotional developmental domain, preschool-
aged children are building
skills that will help them connect with people around them
3

Student paper
of Ed., 2015c).
Original source
of Ed., 2015c)
3
Student paper
Cause and effect are included in cognitive growth to help solve
problems, make predic-
tions, and understand how their action affects others (California
Dept.
Original source
Cognitive development incorporates cause and effect to help
solve problems, make pre-
dictions, and understand how their behavior can impact others
(California Dept
2
Student paper
of Ed., 2015a).
Original source
of Ed., 2015a)
3

Student paper
Children learn through seeing, listening, and doing, and as they
become older, their cog-
nitive growth grows in these areas. Children begin to solve
issues by playing with objects,
mimicking others, and employing trial and error through their
cognitive development.
Original source
Children learn by watching, listening, and doing, cognitive
development builds on these
areas as a child grows During cognitive development children
begin to use various means
to solve problems by playing with objects, imitating others, and
using trial and error
3
Student paper
One of the children in the video was working in this
developmental area to figure out how
to turn the toy.
Original source
One child in the video was working in this developmental
domain by working with the toy
in order to figure out how to make it turn
Student paper 100%

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Children at this age are more active learners and have longer
attention spans during cog-
nitive development (Cherry, 2019).
Original source
During cognitive development, children at this age are more
active learners and have
longer attention spans (Cherry, 2019)
3
Student paper
during the preschool years.
"Beyond simply connecting with the outside world, language

development in the format-
ive years of ages 3 to 5 is crucial for a child's healthy
intellectual and social development"
Original source
Language is one of the most important developmental domains
during the preschool age
period “Beyond simply being a means of communication with
the external world, a child’s
normal intellectual and social development depends on the
building of language skills in
the formative years of ages 3 through 5” (Murphy, 2017, para
3
Student paper
they grasp sentences, makeup phrases for words they don't
know, identify rhyming
words, and organize sounds and words into meaning (Anthony,
2019).
Original source
they understand sentences, create phrases for words that they
don’t know, they recog-
nize rhyming words, and have the ability to sort sounds and
words into meaning (An-
thony, 2019)
3
Student paper
Physical growth and development include changes in size and

strength and the result of
fine and gross motor abilities. Nutrition and health have a
substantial impact on a child's
physical development (Fraser-Thill, 2019).
Original source
Physical development includes physical changes, growing in
size and strength, and the
development of fine and gross motor skills The physical
developmental domain is greatly
influenced by a child’s nutrition and health (Fraser-Thill, 2019)
3
Student paper
The majority of the children were involved in some physical
development during the
video. A girl was shown writing with a marker in one scene,
which is an example of devel-
oping fine and gross motor abilities. Children are seen riding
tricycles, climbing on play-
ground equipment, and playing with blocks and puzzles
throughout the film (Laureate
Educ., 2015b).
Original source
During the video, the majority of the children were engaged in
one form of physical de-
velopment or another In one scene, a girl was shown writing
with a marker which is an
example of building fine and gross motor skills Throughout the
video children are seen
riding tricycles, climbing on playground equipment, playing

with blocks, and puzzles
(Laureate Educ., 2015b)
2
Student paper
The interrelationship between Domains.
Original source
Interrelationship between Domains
3
Student paper
A young child is seen reading a book to her caregiver in the
video. Children use all four
developmental domains as they learn to read.
Original source
During the video, a girl is shown reading a book to her
caregiver When children are learn-
ing to read, they are using all four developmental domains
3
Student paper
"The social emotional domain is also involved in reading, both
in terms of an individual's
willingness to persevere and take risks in acquiring a new skill
and in terms of an
individual's capacity to relate to and comprehend the

motivations of book characters ”
(Fravel, 2013, para.
Original source
“Reading also involves the social/emotional domain both in an
individual’s ability to per-
severe and take risks learning a new skill and in the individual’s
ability to relate to and un-
derstand book characters’ motivations” (Fravel, 2013, para
Student paper 75%
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3
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The children playing with the trucks together in the film is
another example of how the
developmental domains are interconnected.

Original source
Another example of how the developmental domains are
interrelated that is shown in
the video is the scene of the children playing with the trucks
together
2
Student paper
To play together, the youngsters must be able to communicate
with one another.
Original source
The children have to be able to interact with one another to play
together
3
Student paper
The children use their language development to communicate
successfully as they play
together. When children are permitted to connect and speak with
other children, they can
build on their social, emotional, cognitive, and physical
development. A caregiver was
seen in the video loading a boy who uses a wheelchair onto the
back of a tricycle for a
young girl to ride. While the boy was riding, the caregiver gave
the girl explicit directions
on how quickly she should cycle.

Original source
As the children play together, they are using their language
development to communicate
effectively Children can build upon and have healthy social and
emotional, cognitive, and
physical development when they are allowed to interact and
communicate with other
children During the video, a caregiver was shown placing a
wheelchair-bound boy on the
back of a tricycle for a little girl to ride him The caregiver gave
the girl specific instructions
on how fast to pedal while the boy was riding
2
Student paper
The physical, cognitive, social, and emotional developmental
domains were all linked in
this scene.
Original source
The social and emotional, cognitive, language, as well as
physical developmental do-
mains, were all interrelated in this specific scene
3
Student paper
By showing empathy for the disabled kid and forming a
relationship with him, the girl
also set an example in the social and emotional sphere.

Original source
The girl was also providing an example of the social and
emotional domain by showing
empathy toward the disabled boy and making a relationship with
him
3
Student paper
as an educator by allow-
ing me to understand better how children advance through
developmental domains as
they mature.
Original source
The data gathered during the observations support my role as an
educator by helping me
have a deeper understanding of how children progress through
the developmental do-
mains as they grow
3
Student paper
The second video allowed me to apply what I learned in the first
video while observing
preschool-aged children.
Original source
The second video segment allowed me to use the knowledge that

was gained from the
first video and implement it while observing the preschool -aged
children
3
Student paper
this made me wonder how much engagement these youngsters
received at home. Know-
ing something about the children's home environment, such as
whether they come from
a home with two parents, if they have siblings, if they live in
poverty if they live in a stress-
free environment, and how much interaction they get with other
children and adults,
would be beneficial when observing them.
Original source
this made me wonder how much interaction these children were
getting at home Things
that would help while observing children would be to have some
background knowledge
on their home environment, including if they are from a home of
two parents, if they
have siblings, do they in poverty, do they live in a stress-free
environment, how much in-
teraction do they get with other children and adults
Student paper 70%
Student paper 71%

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3
Student paper
Parents could be asked to fill out questionnaires that ask them
these questions, or inter-
views with the parents might be conducted to help acquire this
information. The data ac-
quired during the observations broadened my understanding of
children's development
and learning, as well as the interactions between developmental
domains. I discovered
that every child, regardless of age, learns and grows differently
and achieves distinct
milestones.
Original source
Strategies that could be used to help gather this information
would be to have parents fill
out surveys that would ask them these types of questions or to
conduct interviews with
the parents The data obtained during the observations deepened
my understanding of

children’s development and learning and the interrelationship
between developmental
domains I learned that every child, in every age group, learns
and grows differently and
reach certain milestones
3
Student paper
developmental domains develop and grow slower, but as they
grow and become more
active and independent, their skills improve, and each part
develops more. Every child
learns and develops at their own pace, but there are some
developmental milestones
that each child must reach by a particular age. Each
developmental domain is intercon-
nected and, to grow and develop, relies on the others.
Original source
Infants develop and grow their developmental domains more
slowly, but as they grow
and become more active and independent their skills strengthen
and each domain devel-
ops more Every child learns and grows differently and in their
own time, but there are
certain milestones that each child hits by a certain age Each
developmental domain is in-
terrelated and depends on the other to grow and develop
3
Student paper

If one developmental domain is weak, it can affect the others.
Original source
If one developmental domain is not strong enough it can impact
the others
2
Student paper
Language and literacy development in 3-5-year olds. Retrieved
from,
emotional-
learning/developmentmilestones/language-and-literacy-
development-3-5-year-olds.html.
California Department of Education.
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Cognitive development domain
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Education.
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Education
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http://www.cde.ca.gov/sp/cd/re/itf09percmotdev.asp California
Department of Education.
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Perceptual and motor development domain Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09percmotdev.asp California
Department of Education
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Laureate Education (Producer).
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Laureate Education (Producer)
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Preschool children [Video file].

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Preschool children [Video file]
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early-language-development-in-children-ages-3-5.html
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early-language-development-in-children-ages-3-5.html

Child Development: Infants and Toddlers
Program Transcript
NARRATOR: In this video, center director Mo Kelly and
educational video host
Jane Schall observe, reflect on, and discuss infants and toddler
development.
Together with them, you will observe unscripted situations,
focusing on the
developmental continuum, individual needs and growth, and the
overlap of the
biosocial, cognitive, and psychosocial developmental domains.
JANE SCHALL: Mo, thank you so much for having us at
your center today.
Really, it's just delightful. We've been able to see child
development anywhere
from three months old all the way through 10 years. We've
been in different
classrooms. We've watched all kinds of interactions. And I'm
just so excited to
look at the tape. I think today we're going to start with the
three--month--old to the
eight--months--old. So we're looking at very young infants. We
want to make sure,
as I always remind myself, that we don't assume anything
about their

development. We're here to observe what they're doing, and to
hopefully get
some insight into why or where they are developmentally, but
to remember that
this is just a slice of time in their lives. And I know with
infants, or even older
children, their development, or the way their development
looks, can depend on if
they're hungry or not, if they're feeling comfortable or not, if
they're missing their
close family member or not. So we'll keep that in mind as we
look. I know you'd
want me to do that.
MO KELLY: Absolutely.
JANE SCHALL: And we have to be mindful of the fact that
children develop
differently at different times. So let's start with the three-
-month--old to the eight--
month--olds. And is there anything you'd like us to remember
as we look at this
age group?
MO KELLY: Well, I think in all age groups, children need and
require individual
attention, but boy, especially in our youngest children. So I
think the one key is
that children need adults who are looking after them, who are
making
relationships with them. We use a primary caregiving system
here. So certainly
having a primary caregiver, and having somebody who they're
building a solid
relationship with.

JANE SCHALL: And that can nurture development.
MO KELLY: Totally nurture development. Absolutely.
Notice there, with the baby, where she was looking at herself in
the mirror. And
she noticed herself, and was fascinated with her. And that's one
of the things is,
that babies at this age are really noticing faces. So not only
noticing their mom's
face, their dad's face, another significant person, but now
noticing themselves.
©2015 Laureate Education, Inc. 1

So here what we have is, we have one of our young infants. He
is engaged with
a toy. And he's reaching towards the toy. And he's also using
his legs to hold the
toy. And one of the things you notice in there is, he sees his
hands at one point.
So this is where he's really learning that he can control this,
that this is the very
beginning part of that.
JANE SCHALL: I can see that it's physical development,
because he's physically
using his muscles. It's cognitive development because he's
reaching for
something that he wants. So those different domains of
development are working
together.
MO KELLY: Absolutely. What we saw there is, boy, another
thing, that the
language is really emerging. The sound is emerging. And she
was experimenting
there with her voice. And you heard it kind of rise.
JANE SCHALL: I also notice that she was looking at another
baby.
MO KELLY: Yes.
JANE SCHALL: You know, so that there was contact. There
was, this is another

person outside of myself.
MO KELLY: Absolutely. And you'll notice that sometimes they
don't maybe pay
much attention to each other, but they do, they do at times
look at each other and
notice each other.
JANE SCHALL: And have an awareness.
MO KELLY: And have a definite awareness.
JANE SCHALL: What comes to mind when I see this is that
you're never too
young for early literacy. And developmentally, this child can
enjoy sharing a
book.
MO KELLY: Absolutely. You know, and books are alive in any
infant room, and
any room with children, but certainly in the infant room. Lots
of reading. And this
one is actually---- it looks like she's even engaged in the
pages.
JANE SCHALL: And so what we've got now is cognitive
development, language
development, and social--emotional, because it's a social-
-emotional experience
as she shares this with her caregiver.
[SINGING]
JANE SCHALL: Well, something important just happened.

MO KELLY: It did, very spontaneously. She just rolled over.
And one of the
things is she started on her tummy. She's on her tummy
there. And she rolled all
the way over, and that's a fairly new skill.
JANE SCHALL: Is it? And so no one helped her again.

MO KELLY: Nope.
JANE SCHALL: No one rolled her over. So because no one
rolled her over and
she's doing this herself, what's happening inside of her, do we
think?
MO KELLY: Wow. What's happening is that real sense of
accomplishment that
she is in control, that she controls her body and that, yeah,
that's exciting.
JANE SCHALL: I remember seeing a child roll over for the
very first time and she
just looked up like, "I did it. I did this."
MO KELLY: Yes.
JANE SCHALL: So we're building self--esteem and feelings
of self--worth and
competence.
MO KELLY: Absolutely. Let's talk a little bit about tummy
time, because it goes
along here. One of the things that, during this age group, you
want to make sure
that you have children on their tummies, that they have an
opportunity to explore
on their tummies. Many children don't like being on their
tummies. They're not
used to being on their tummies. But that really helps them to
build a lot of skills. It
helps them to learn more control of their bodies.
JANE SCHALL: Interesting.

[SINGING]
This child looks very wise to me.
MO KELLY: That is a very wise child. One of the things that
she's doing is, she's
making discoveries. And she's realizing that she can make that
noise. So by
moving that, she's making the noise. And you notice, she's
practicing it over, and
over, and over again. That is a wise child.
JANE SCHALL: And I notice that a child behind her at one
point, was just lying
on her back, looking up at the ceiling. And it seemed like she
was discovering
shadows and light, and listening to the sounds in the room. A
very peaceful
exploratory sense at the same time. You know, exploring but
peaceful.
MO KELLY: It's such an important thing, just having that time,
long periods of
time to just interact with themselves. Or interact with their
environment. One of

the things that you notice a lot, like you mentioned, is that
they do like looking up
the lights. They'll stare for a long time at different things. I
think it's just part of
them coming into themselves, and just being a part of their
world.
JANE SCHALL: And being grounded, I think, and developing
from there.
JANE SCHALL: It's hard to leave this age group.

MO KELLY: I know.
JANE SCHALL: Because to me it's just such a fascinating time
in children's lives.
But we're going to move on----
MO KELLY: OK.
JANE SCHALL: ----into our next age group, which is the 12-
-month--olds to 18--
month--olds. These are our older infants. And they're just
learning to walk. They're
at varying degrees of learning to walk. And it seems to me
also, I've seen
toddlers this age moving to music. And we've got kids who
are practicing their
grasping and scribbling. So physical development is a real big
deal right now.
JANE SCHALL: So socially and emotionally we're looking at
kids who are kind of
initiating some of their own play. Maybe playing a little by
themselves. And I
seem to remember children having very, very intense feelings

about people they
love.
JANE SCHALL: And how about cognitively what's happening
and language--wise.
Some emergent language.
MO KELLY: Oh, the language is just really emerging right
now. And they're really
understanding simple things that are being told to them. You
know, simple
directions. You want to wash your hands.
JANE SCHALL: Oh, yeah.
MO KELLY: And things like that. So they're really responding
to those things.
JANE SCHALL: OK, well, let's look at the tape, and see what
we see----
MO KELLY: OK.

JANE SCHALL: ----about development.
FEMALE SPEAKER: You making noises? You making noises?

JANE SCHALL: Now we see this child, and he's just really
full of power, isn't he?
MO KELLY: He is.
JANE SCHALL: ----making noises, he's---- it reminds me of a
child who's just cause--
and--effect, you know, he's trying to see, this is what I can do
and this is what
happens.
MO KELLY: And he's discovering that he's in control of that.
He's discovered----
JANE SCHALL: Yes.
MO KELLY: ----that he's making that noise.
JANE SCHALL: Mm--hm.
MO KELLY: Now if we watch, there's another little boy
coming over there. And
another thing that happens a lot in this age group is, they
imitate each other.

JANE SCHALL: Oh, sure.
MO KELLY: So we'll see him imitate the behavior that he just
saw.
FEMALE SPEAKER: Can you help him?
CHILD SPEAKER: No.
MO KELLY: There.
CHILD SPEAKER: It's mine. The boat.
FEMALE SPEAKER: You like that boat, huh?
MO KELLY: Another thing we see, if you notice with that
child who went back to
their caregiver, a lot of times children at this age, they want
to venture out and
they will venture out a little bit, but they usually go back and
make a connection----
JANE SCHALL: So----

MO KELLY: ----with somebody.
JANE SCHALL: ----they're practicing their independence.

JANE SCHALL: Then it's like, OK, let's go back and be
secure.
MO KELLY: We're going to go a little bit, but we might come
back and touch
base a little bit. You'll notice that a lot in this age group.
FEMALE SPEAKER: Are you ready to wash hands? Do you
want to wash
hands? Want to wash? Wash? Can you say "wash?"
CHILD SPEAKER: Yeah?
FEMALE SPEAKER: Wash?
JANE SCHALL: So it looks to me like this child has been
brave, and ventured
forth pretty far away from his primary caregiver. And he's
gone to the door. Is
there something about that door that's important?
MO KELLY: There absolutely is. You know, one of the things
that this age group--
-- they really like routines. And this is about the time of day
when they go to wash
their hands. And so he is showing that he's ready to wash his
hands by going
over there. And then when you heard the teacher ask if that's
what he wanted to
do, he responded. He knew exactly what that was.
JANE SCHALL: We can hear her saying "wash, wash." And I
thought I heard him
go, "Yes?" So he certainly was responding. There's emergent
language.

MO KELLY: That's right.
FEMALE SPEAKER: Do we want to wash? Are you going to
wash too?
FEMALE SPEAKER: Are you ready, too? Let's walk. Let's
walk. Let's walk. Let's
walk.
MO KELLY: As we mentioned earlier, this is an age where
many of them, they're
walking at different ages and different times. But this child
that we're seeing here,
is a new walker. So we've watched her grow as she's come to
do this. And she
will go out on her own a little bit. But you notice she's holding
her hand. And
she's very careful about her walking.
JANE SCHALL: And in learning to walk, did she first pull
herself up?
MO KELLY: Absolutely. And one of things that's so important
is to really let the
children guide when they walk. We just watch for them to
show the signs of
walking, and just are there to guide them through that. But she
certainly did, first
by standing up on her own a little bit, and venturing out. And
again, we see this.

We see children walk as early as maybe nine or 10 months
and as late as 15 to
16 months, all well within the developmental milestones.
JANE SCHALL: And all by themselves.
MO KELLY: And all by themselves.
JANE SCHALL: So that they have that feeling of
accomplishments, rather than
an adult holding them up----

JANE SCHALL: ----or moving their feet.
FEMALE SPEAKER: Pretty necklace. Good job.
JANE SCHALL: Now, I saw this little girl be very silent and
observant. The
teacher put something on her---- the links---- and there wasn't a
lot of interaction.
She seemed to be more looking around the room at what was
going on, than
involved in the interaction between---- with her caregiver or
with other children. Is
that something worrisome or abnormal? Or what do you think?
MO KELLY: Well, one of the things I know with that child, is
that child is fairly
new to the group. And so she's really just getting to know the
group. And so she's
standing out towards the outside of the group. But notice she
wasn't getting very
far from a caregiver. But what was interesting is the
caregiver used a toy or
material to help, maybe, bring her into the group. And it looked
like it was
working, because she seemed to move closer after she had the
necklace on.
JANE SCHALL: That gave her some security.
MO KELLY: Yeah.
JANE SCHALL: And it also then, it would seem to me,
socially and emotionally,
she needed time. She needs time just to get to know her space,
and feel
grounded, and be observant. And no one was forcing her to

interact with anyone
else. That's where she is developmentally right now.
JANE SCHALL: And then as she moves out of that---- and I'm
sure people will
welcome her into groups, but she's not being pushed.
MO KELLY: We need to---- and we do, we just need to look at
each individual
child, and let them have their time. And so we need to know
when to step in and
when to step back.

JANE SCHALL: Mm--hm. You know it seems to me, there's so
many things we
can observe in every age group. And we've tried to point out
just a few of them.
And so now, we've looked at our 12 month to 18 months. And
we're going to
proceed to another set of children who are 19 months through
36 months. That's
quite a span.
MO KELLY: Wow. Yes.
JANE SCHALL: OK. So we've got kind of older toddlers,
almost preschoolers.
MO KELLY: Sure.
JANE SCHALL: Let's talk about what they're doing, what their
development is
like physically, and social--emotionally, and cognitively,
knowing there's quite a
span in there and many differences.
MO KELLY: Absolutely. Well, one of the things is, physically
they're really coming
into their bodies now. And they're really starting to use their
bodies. They love to
climb in this age. And they're beginning to dress themselves
and try things on.
And so that's a real exciting time.
Now, social--emotionally, it's an exciting time, because they're
in and out of play
with one another. And they also are starting to show empathy,

which is really
neat for each other. And just the very beginning of empathy.
But if a child's
crying---- maybe a drop off time or something---- they'll maybe
go over, maybe pat
them on the back, and really show some caring----
JANE SCHALL: Oh, yeah.
MO KELLY: ----which is a really special thing. And from a
cognitive standpoint,
they're really starting to be problem solvers. Instead of going
to an adult, maybe,
to help them, they're trying to figure things out for themselves.
JANE SCHALL: And I think too, this seems like a time when
they're starting to
roleplay.
MO KELLY: Mm.
JANE SCHALL: And do some pretend play. And that's a little
bit cognitive, a little
bit social--emotional. But they're exploring what it's like to be
dressed up, and to
be in their heads maybe mommy or daddy or a doctor or
whatever, depending on
what they might choose to dress up in. And I guess physically
that goes along
too because they're now able to put their clothes on.

JANE SCHALL: So not only do they want to role play, but
they're able to put
those costumes or those clothes on.
MO KELLY: And they've added some language to it. You see
them talking on cell
phones.
JANE SCHALL: Right.
MO KELLY: And so they're really imitating, you know,
behavior that they see.

And you'll see a lot of pretend eating, and sometimes in this
age group you'll see
them holding books and reading, like maybe an adult reads to
them. So we see a
lot of imitation.
JANE SCHALL: OK. Let's look at the tape and see what we
see. So here we see
children very involved with puzzles. Now, puzzles are
cognitive. Also physical,
because you've got to have some fine motor coordination, and
eye--hand
coordination, to be able to do the pieces. But what I'm noticing
is the amount of
time they're spending doing the puzzles.
MO KELLY: Isn't that amazing?
JANE SCHALL: And I don't think that we would have seen
this in any of the age
groups that we've looked at so far.
MO KELLY: You are so right. They're now able to spend longer
periods of time
engaging in activity. And you'll also see---- and they will take
materials and use
them in different ways. So for example, he's taking the puzzle,
but he's actually
using it. He's playing with it and making it meaningful to
himself.
JANE SCHALL: So he's moved from concrete to abstract
thinking.
MO KELLY: You got it.

JANE SCHALL: Right before our eyes.
MO KELLY: Yes. Right there.
JANE SCHALL: So these children have dressed up.
MO KELLY: Lots of good imitation there. You notice there's a
little boy stirring
there. And lots of---- Yeah. They're dressed up with all kinds
of things.
JANE SCHALL: So that means they've made choices.
Cognitively, they're
making choices. And then they're assuming roles. And no one is
making them be
a certain role. And this little girl decided she wanted to wear
this hat with this
purse. And that little girl's wearing that hat with that
conglomeration of materials.

And it's just them being who they want to be, and exploring
roles in their own
ways.
MO KELLY: Yes.
FEMALE SPEAKER: Where does it go? Do you see an igloo?
JANE SCHALL: We see a child painting here. Tell me about
children this age,
and creative expression and painting, and developmentally
what's happening
with her.
MO KELLY: Well, this is such a great time for them to be
exposed to paint, and
markers, and crayons, and all those type of things, so they can
experiment with it
and use it any way they'd like. And so what she's doing here
is, she's able to
continue to put as much paint as she wants on there. And you
know, many times
you can do it on an easel. You can do it on a table. And that just
even changes

the experience for them.
JANE SCHALL: I noticed that. Because it's her experience.
She's reflecting as
she paints. And she's very involved with that particular
painting. It's not
somebody else's idea of what art needs to look like. As well,
there is motor skills
involved.
MO KELLY: Oh, yes.
JANE SCHALL: She's using fine motor skills. And to some
extent, as her brush
strokes get bigger, she's using gross motor skills as well.
MO KELLY: Yes. All those interchangeable.
JANE SCHALL: Yes.
[INTERPOSING VOICES]
MO KELLY: This little boy has decided to take off his shoes
and socks, and to
put on some shoes that he found in the classroom. He did it all
by himself, which
is a huge accomplishment. And now he is walking around in
the shoes.
JANE SCHALL: And he has to balance.
MO KELLY: Yes.
JANE SCHALL: Because they're high heels.
MO KELLY: And notice, too, we have---- he's got some floor,

and he's got carpet.
And he does notice the differences. That's exciting to see. He's
feeling how that
feels different on both surfaces.
FEMALE SPEAKER: Do you want to do this one? OK, well,
let's finish this one
first.

MO KELLY: You know, we talked about problem solving in
the beginning. And
wow, this is what we're seeing here, is a little girl who is
trying to figure out---- it
looks like that piece has fallen. And she's trying to figure out
how to put it back on
there.
JANE SCHALL: She's really trying to do it by herself. It
hasn't upset her. She
hasn't called for an adult. She's just trying and trying again,
and trying a few
different ways.
FEMALE SPEAKER: Be careful. You okay?
MO KELLY: Part of venturing out and getting more
independent, sometimes they
fall. Sometimes they get hurt, which is what we saw here. And
you see the
primary caregiver, you know, really, just a little bit of comfort.
Making sure that
he's safe. Just give him a little bit of comfort, so he's able to
move on.
JANE SCHALL: And he can kind of collect himself. And the
sky didn't fall.
MO KELLY: That's right.

JANE SCHALL: And he can go on back into the play on his
own time.
FEMALE SPEAKER: Want my hand? One, two, three, jump!
Whoa, good!
JANE SCHALL: Risk taking and physical development.
MO KELLY: Yes.
JANE SCHALL: So both of those are important to comment on
their
development. And also then the little boy who's watching, I
see?
MO KELLY: Yeah, there's a little boy. He's watching what's
going on here. What
we're seeing here is, we're seeing some children that are
wanting to try this.
They're wanting to get up. They're wanting to jump. And this
other little boy is just
watching. He's not so sure that that's what he wants to do. But

he's just watching
to see what's happening.
FEMALE SPEAKER: All right, Addy.
CHILD SPEAKER: Bye--bye.
FEMALE SPEAKER: Bye--bye.
FEMALE SPEAKER: There's the last one. Where does that one
go?

JANE SCHALL: And then I see, we had a little child with
language say, "Bye--
bye." She was done. And we can see some of the boys are
jumping off.
FEMALE SPEAKER: Are you ready? Jump! Good. Do you
want to go? Your turn.
Get ready, go! Do it again!
JANE SCHALL: And then all of the sudden, our boy who was
needing to
observe, or allowed the time to observe, developmentally, he
was then allowed to
do it himself at his own time. And that feeling again of
accomplishment appeared
in competency, "I can do this."
MO KELLY: And notice that he was so competent that he did it
over and over
again, which is another thing we see at this age. Once they
grasp a concept, they
want to practice it. We practiced that quite a few times.
JANE SCHALL: So we're seeing the overlap between physical
development and
social--emotional development. More cognitive. He thought
about it, he did it
physically and then socially, emotionally, it registered with
him. You know, "I can
do this." So as we look at this age group, we've seen physical
development,
social--emotional development, cognitive development. We've
seen them overlap.
We've seen a million examples. And I have the feeling, if we
stayed in this room
we'd see a million more.

MO KELLY: Oh, absolutely.

CHILD DEVELOPMENT OBSERVATION AND REFLECTIONAngel Winslow

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