DEVELOPMENT
Physical Development As far as this young girl’s physical development went, she seemed to be ahead of where most three-year-olds usually are. When I heard that she was three years of age, I was surprised; her stature appeared to be much taller than that of an average girl of her age. She seemed to be closer in height to her six-year-old sister than to the two-year-olds in the daycare. Her thin but strong frame was suggestive of a healthy diet and plenty of exercise over her short life. Other than being taller than average, nothing was out of the ordinary about her physical appearance, and she seemed to be well taken care of nutritionally. Also above average were her gross and fine motor skills. Stated by Berger (2016), two-year-olds …show more content…
As Berger (2016) stated on page 168 of the textbook Invitation to the Life Span, most children under four cannot usually group objects by color, or by shape, depending on which category the experimenter asked for. From my observations, however, this three-year-old was well-adept at grouping by both shapes and colors, whether she be asked to sort by shape or color first. After being asked to sort by color, she could easily group by shape as well, and vice versa. This advancement in cognitive ability may also be due to the fact that she wanted to keep up with and play with her older siblings, who, as six-year-olds, were far past this simple …show more content…
At this stage, children are still quite self-centered, but they also learn to play with others. This particular three-year-old would often go from one-extreme to another. Desiring to play her older siblings, she would jump in and attempt to do anything they were, even if she was too young to understand what exactly they were playing. If this failed, she would immediately go to pick up her baby brother. After being told that she could not pick him up, she would walk away to other toys or games she could play with. Her willingness to play with her other siblings demonstrated that she could, and wanted to, play with others. However, if she was turned away by her older siblings or told to leave the baby alone, she would immediately go make a mess, kick a toy, or get in the face of another child so that she could have attention back on her again. This goes hand-in-hand with Piaget’s Preoperational
Physical Development As far as this young girl’s physical development went, she seemed to be ahead of where most three-year-olds usually are. When I heard that she was three years of age, I was surprised; her stature appeared to be much taller than that of an average girl of her age. She seemed to be closer in height to her six-year-old sister than to the two-year-olds in the daycare. Her thin but strong frame was suggestive of a healthy diet and plenty of exercise over her short life. Other than being taller than average, nothing was out of the ordinary about her physical appearance, and she seemed to be well taken care of nutritionally. Also above average were her gross and fine motor skills. Stated by Berger (2016), two-year-olds …show more content…
As Berger (2016) stated on page 168 of the textbook Invitation to the Life Span, most children under four cannot usually group objects by color, or by shape, depending on which category the experimenter asked for. From my observations, however, this three-year-old was well-adept at grouping by both shapes and colors, whether she be asked to sort by shape or color first. After being asked to sort by color, she could easily group by shape as well, and vice versa. This advancement in cognitive ability may also be due to the fact that she wanted to keep up with and play with her older siblings, who, as six-year-olds, were far past this simple …show more content…
At this stage, children are still quite self-centered, but they also learn to play with others. This particular three-year-old would often go from one-extreme to another. Desiring to play her older siblings, she would jump in and attempt to do anything they were, even if she was too young to understand what exactly they were playing. If this failed, she would immediately go to pick up her baby brother. After being told that she could not pick him up, she would walk away to other toys or games she could play with. Her willingness to play with her other siblings demonstrated that she could, and wanted to, play with others. However, if she was turned away by her older siblings or told to leave the baby alone, she would immediately go make a mess, kick a toy, or get in the face of another child so that she could have attention back on her again. This goes hand-in-hand with Piaget’s Preoperational