Child Observation and Developmental Problems

Introduction

By applying Piaget’s theory of cognitive-developmental stages, one can say that Arron has reached the pre-occupational stage. At this level, an individual should be able to use simple logic, take the viewpoints of other people, and classify various objects (Sandwell). At this age, a child should also have well-developed fine and gross motor skills. For instance, he/she should manipulate objects such as utensils or toys. It is possible to say that Arron reaches the developmental standards that are set for this particular age group, but there are specific skills that should be elaborated. Judging from my observations, I can say that he can use utensils such as spoons or forks properly. This child can easily turn the pages of books while reading.

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In most cases, he can dress almost without the assistance of adults. However, Arron does not know how to button up his jacket. Furthermore, it is often difficult for him to tie his shoes. Piaget’s theory implies that this child should be encouraged to play with various toys. Arron is also willing to socialize with his peers and often asks them various questions. To some degree, this behavior indicates that Arron wants to consider the opinions of others. It is also possible to apply Erikson’s model of developmental stages. At this age, the child should be able to take initiatives without the prompts of other people (Davis & Clifton). Moreover, he is supposed to acquire some self-care skills. In turn, Arron always washes his hands before and after eating, even though he is not reminded about the need to do it. So, current development seems to be quite normal.

Child Observation

It is possible to compare Arron to a three-year-old girl, named Adeline. Both of them have well-developed gross motor skills. However, unlike Arron, Adeline cannot use utensils properly, and her food often falls out of plates. So, one can say that Arron’s fine motor skills are more advanced. Furthermore, this girl is less willing to socialize with peers or teachers. In many cases, she is simply afraid of talking to other people. This is one of the traits that differ her from Arron who does not have this communicative problem. Additionally, Arron does not struggle with anxiety and lack of confidence.

There are several methods of supporting the development of Arron. For instance, he should be encouraged to play with his peers because this experience is important for emotional development, especially empathy. Additionally, he should have an opportunity to play with toy vehicles or puzzles (“Child development 3-4 years.”). This activity can help this child improve his/her motor skills and understand various causal relations. In this way, parents can promote Arron’s cognitive development.

It is important to anticipate the changes in Arron’s behavior and enable him to meet his developmental needs. First of all, during the next two years, Arron may want to master more complex skills such as drawing. This is why parents and educators should make sure that he has access to pens, pencils, and crayons. Secondly, Arron will be willing to understand the relations between cause and effects. Parents should not dismiss the questions that this child may ask. These people should also remember that he will experiment with various material objects, and they should prevent him from hurting himself. More importantly, Arron may soon display a talent for a particular activity, while parents and teachers should recognize this talent and promote its development.

Conclusion

Overall, it is possible to argue that the development of a child must be monitored by parents and educators. They need to understand how cognitive, social, or motor skills of the child usually evolve. Moreover, they should identify their current and future needs. The boy, who I have observed, does not have any developmental problems. Nevertheless, teachers and parents should promote their socialization and intellectual development.

Works Cited

“Child development 3-4 years.” Parenting and Child Health, n.d. Web.

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Davis, Doug, and Clifton, Alan. “Psychosocial Theory: Erikson.” Haverford, 1995. Web.

Sandwell, John. “Piaget’s Stage Theory of Development.” The University of Alberta, 1995. Web.

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