Child Development Final

Name: Eli Joshi

Age: 5
Gender: Male
Lifestyle: Parents are together, has a younger brother, and goes to daycare, lives in Seattle, WA
Interests: Loves Harry Potter, playing with friends/brother, has many "girlfriends" (Little girls say they're married to him) He is a know it all.

                                      1. Harry Potter Book Set

Eli loves Harry Potter, and Suhas, his dad has been reading him all the books. So, i think this will help him gain more knowledge about words, and learn how to read in the process of enjoying the book.

                                            2.Tipover

 

This is a game that is like legos, but a different more challenging version. This game teases the brain to think of new ways to find paths by tipping over crates.

3. Puzzle

I think that a puzzle is one of the best ways to help a child learn how to work with small pieces and when the puzzle is something he wants, it's just an overall good choice of a toy.

  4. Legos

Every little boy loves to play with legos, but they're all the better when they're Harry Potter, and you love him!

 5. Race Cars

 With two little boys, you're bound to have some toy cars around. These help with hand eye coordination, plus they'll have fun playing with them!

6. Cars toys

 Eli loves the movie Cars. With a set of Cars toys, he can work with his brother or other friends and race them.

7. Rumis

 This is a toy that I had no idea about until he decided he wanted it for Christmas. I think this would help with strategy of building towers, pyramids, and walls.

8. Playing with friends

 I think that playing and interacting with kids is one of the most important things that a kid should experience.

9. Marshmallow Gun

This is what we got Eli and Isaac for Christmas. I think this will help with hand eye coordination, and it's a fun way to fight with your brother, in a kind way.

10. Model Car Designer

This can help with designing and creating cars so thinking is used, but after it's made, then all the fun can be had!

Middle Childhood

Elementary Aged Children

• Ages 6-10
• Become self-sufficient and independent
• Interested in new activities
• Friend circles expand
• Attend more to their own needs

Physical Development 

• They have steady physical growth
• Interested in growth and others'
• Good control of large muscles

Height

• Boys are taller than girls
• Grow about two to three inches a year
• Less top heavy 

Weight

• At 6 about 47 pounds
• Gain about five to seven pounds a year
• Girls weigh more than boys 

Gross-Motor Skills

• Growth contributes to these skills
• Height and weight help with coordination
• Movements more refined and fluid
• Girls surpass boys and outperform

Fine-Motor Skills

• Better control of small muscles
• Writing is much better
• Visual perception is better
• Improved finger dexterity

Health Concerns

• Lowest illness rates are between 5 and 12 years
• Some develop hearing and vision problems

Hearing 

• Well developed by middle childhood
• Ear infections are a health problem
• By 11, they have auditory of adults

Vision

• Age 6, ready to read
• Many are farsighted
• The more they read, they have more chances to become nearsighted 

Teeth

•  During this time, they start losing teeth
• By age 12, all 20 primary teeth are replaced by permanent teeth
•  They become self conscious
• Tooth decay is a large risk

Obesity  

• It's characterized by excessive body fat
• If they weigh 20% more than other of the same sex, age, and build, they're obese
• Many are obese because they're inactive physically    

Cognitive Development

• They start thinking mentally a lot
• Use logic
• Desire to achieve is important 

Attention and Memory

• Memory is more controlled
• Attention improves
• Focus on detail
• Rehearsal is important  

Mental Operations

• They go through changes in reasoning and thinking
• Perceptions are ore accurate
• They have concrete operations
• Meaning-they use logic, but it's based on what they've experienced or seen

• Conservation
•  change in position or shape of substances does not change the quantity
• Seriation
•  Ability to arrange items in an increasing or decreasing order based on weight, volume, and size
• Classification 
• Ability to group objects by common attributes like color, shape, size, pattern, or function 

Language 

• Communication skills improve
• Use both oral and written expression
• Cognitive development is linked to humor 

Social-Emotional Development

• Grow in self-understanding
• Social relationships become more complex
• Family is an important role

Self-Concept

• Social comparison is used
• Process where people define themselves in terms of the qualities skills, and attributes they see in others

• Can describe strengths and weaknesses
• Self-esteem is belief of being a worthwhile person
• This changes in middle school while as preschoolers have high levels of self-esteem
• When encouraged they have a higher self-esteem 

Understanding Others

• They advance in understanding others 
• Develop empathy
• Show compassion or awareness of others' distress and wanting to help 

Friendships

• Friendships are more important
• Choosing friends becomes a selective process  
• Gender influences
• Some children are liked by others, some aren't
•  Without friendships they don't receive important benefits with peers

Peer Group Activities

• Play a large role
• Earlier in life, many groups are single-sex 
• Boys tease a lot
• They start liking to play together
• Girls Enjoy
• Jump rope and jungle gym
• Boys Enjoy 
• Basketball, football, and baseball
•  Girls aren't open and have more select relationships and share secrets

Games With Rules

• Rules are important
• Negotiation skills and cooperating are important skills learned in games with rules
• Children don't play so many games in more recent years 

Team Sports 

• Girls and boys like soccer, football, softball, swimming, gymnastics, and basketball
• Most common is baseball
•  They learn teamwork skills, get along, get enjoyment, and start having a healthy lifestyle
• No sports are safe
• Adult-organized teams are most safe 

Moral Development     

• Process of acquiring the standards of behavior considered acceptable by society
• Morality involves understanding
• Learn moral behavior by interacting with others
• They're more aware of the world around them
• They start internalizing rules of conduct     

Video Analysis

Responses

1. First, it was hard because they were both right out of high school, and were no where near prepared to be parents. They had no experience at being married so it was more difficult to take care of the child. Lastly, John went to school and they both had jobs, so they had to make their baby schedule fit their jobs and John’s schooling.
 

2. I think he was a very good father; he cared for Adam very much. First, when he was away with Kathy, he found his bunny and slept with it, because he was worried that Adam wasn’t doing alright. When he was sick, he worried about him, and went to the store to get medicine when he had a calculus final to study for so he’d pass his first year. Also, he nurtured him whenever he needed care, and just overall loved him very much because it was obvious. 

3. I think Adam would’ve been affected differently. If Kathy and John were both around, the baby wouldn’t have had to be around so many new faces. He also had to have a new home, because they couldn’t afford his. When they got a new home, he had to adapt to yet another new face, and place, so I think it would’ve been very hard on him. Since he didn't have a mother, it was probably hard on him because he didn't have the love and care that the mother would give. Not having both parents also made it so there were a lot of new faces.

Top Ten Preschool Books

Top Ten Preschool Books 

*plus a few more
 

“The Very Hungry Caterpillar” -Eric Carle

“Miss Spiders Tea Party” -David Kirk

“The Grouchy Ladybug” -Eric Carle

“Where the Wild Things Are” -Maurice Sendak

“My Aunt Came Back” -Pat Cummings

“Do You Want To Be My Friend” -Eric Carle
 "If You Give A Pig A Pancake" -Laura Numeroff

“Green Eggs and Ham” -Dr. Suess

“The Giving Tree” -Shel Silverstein

“Guess How Much I Love You” -Sam McBratney

“Goodnight Moon” -Margret Wise Brown

“The Cat in the Hat” -Dr. Suess
"Chicka Chicka Boom Boom"-Bill Martain, Jr.

“The Listening Walk”-Paul Showers

 Barbie Books -Mary Packard
Little Critter® Books -Mercer Mayer

To Spank or Not to Spank

                                                To Spank or Not to Spank
 

   I feel that there are good views on each, "to spank" or "not to spank." Everyone has a different strong opinion on which they feel. 
 
   Exploring the feelings of a parent who says that it's okay to spank, according to http://www.toddlerstoday.com/articles/toddlers/to-spank-or-not-to-spank-3101/, says that "A toddler cannot be reasoned with. They are completely self-absorbed and have little to no fear they don't understand danger." I think that there are only some special times when a child should be spanked. For example, if they do something, and are put into a timeout but don't listen, and keep leaving, spanking could be okay. According to Paris Cosby, she says that as long as it isn't done out of anger, and only used after other techniques have failed, she thinks that it is fine. She also states that they should only be spanked once on the bum. I feel that it is okay to spank as long as it isn't hard or done very often, only at special times. 

    Many people say that children shouldn't be spanked because it teaches children violence at a young age when they are punished for hitting someone by hitting, it isn't good. I think this is true, but sometimes needs to be used. Using what they learned, they may hit their siblings or friends when they're upset, but all they're doing, is imitating their parents. Research shows that children that were spanked are more aggressive. Some parents spank their children for no reason, and I feel that were wrong. Inner discipline isn't taught through spanking. 

   After looking at all of this research I still feel that spanking is okay, but only when used in special situations, and it's not very hard. When I was littler I remember if I did something really bad, I'd usually get spanked. Once I got spanked with a wooden spoon, and I really don't think that was right. I also associate spankings with birthdays, because you usually get spanked on your birthday, the number of times depending on your age. I feel that each parent has their own opinion and it's their child, so I feel that as long as they aren't being hurt, it's okay to spank every now and then.

http://www.toddlerstoday.com/articles/toddlers/to-spank-or-not-to-spank-3101/
http://www.mlive.com/news/grand-rapids/index.ssf/2010/is_spanking_children_ok_calvin.html

Discipline Styles

Discipline Styles

    Three of the main different discipline styles are moderate, strict, and permissive. Five basic types are boundary-based, gentle, positive, emotion-coaching, and behavior modification. My style would probably be moderate in the first styles, but in the second, boundary-based. Permissive parents have few rules, and let the child do what they want. Strict parents expect immediate obedience, give no explanation for demands, and use physical punishment often. The middle man, or what I'd classify myself at is moderate; they set limits, allow natural and logical consequences, and are firm with warmth, love, and kindness. The children react differently when they have different types of obedience. Strict parents' children are timid and withdraw dependent people. Permissive parents' children are spoiled, cranky, whining, are very aggressive, and want their way all the time. Moderate parents' children are responsible, cooperative and have good self-concept.

    Boundary-based discipline is what I think that my style of discipline is in this newer version of discipline philosophies. This helps a child feel safe because they have some boundaries. Limited choices are also a thing to do with this type of discipline. Gentle discipline has you create routines so the child can have a sense of control. Positive discipline is when you encourage the child using kind and positive statements. Emotion-coaching is when children can recognize and understand how they feel, so you need to use empathy to connect with them and help them understand. Behavior modification is the last, using positive reinforcement helps children increase good behavior. It is  similar to boundary-based discipline.

   Using both of these sites helped me better understand what the different types of discipline styles are, and both the new and old kinds make more choices for disciplining a child. I found that my style would be a mixture of a new and old style, and I feel that it would work out well when I have a situation that needs to be handled.  

Three-Year-Olds

Physical Development

• Playing is Exploring
• Moving
• Tasting
• Smelling
• Touching
•  Becoming more streamlined
• More natural walk

Gross-Motor Development

• Throwing
• Jumping
• Hopping
• Climbing easily
• Catching skills
• Leg coordination
• Can hop

Fine-Motor Skills

• Cutting skills
• Can use scissors 
• Good drawing skills 
• Lack fine-motor coordination
• Enjoy blocks and puzzles

Self-Help Skills

• Daily routines don't need assistance  
• Dress themselves
• Can brush their own teeth
•  Open buckles
• Velcro shoes 
• Troubles with front and back of clothing
• Uses knives
• Pour liquids
• Almost full control of toilet routines

Cognitive Development

• Maturing ability to think
• Not logical thinkers
• Learn quickly

Language Comprehension Skills

• Grows
• Understand 
•  you
• they
• who
• whose
• why
• how
•  Understand instructions

Expressive Language Skills

• May use more than 900 words
• Start understating 
• past tense 
• present tense
• possessive nouns
•  Overuses why and when
• Talk out loud to themselves 

Math Readiness Skills

•  Basic concepts in math are learned
• Understand
• full
• more
• less
• smaller
• empty
•  Counting skills
• Distinguish one and many

Social-Emotional Development

• Eager to help
• Accept attention
• Start playing with 
• Learn gender roles
• Strong visible emotions 
• Act to please others
• Improved language skills
• Become angry when not getting their way
• Very affectionate (seek affection back)
• Learn to express their feelings
• Imitate your behavior  

Teaching Three-Year-Olds

• Typically happy, sociable, and agreeable
• Accept suggestions
• Enjoy playing
• Becoming independent
• Need encouragement