cognitive growth

Name Tammy Rose

Class EDUC 21 Date Sept. 9, 2015

Purpose: Identify developmental changes that occur during the toddler stage.
Part IDirections: Observe a child between 18 and 36 months of age. Your total
observation time should be at least one hour but may be spread over several visits.
Look for the signs of development listed below and on the following pages. Record
your findings by placing a check mark in the appropriate column. If you had no
opportunity to observe a particular behavior, write Unable to observe in the
Comments column. Also use this column to record any additional details you wish
to remember.
Key to Responses
YesSkill observed
lacked this skill or characteristic

NoChild

Site: Buttons & Bows @ Beechwood

Date(s) of Observation(s): September 9, 2015
Childs First Name: Charlotte
Age in Months: 19 months
Observation
C-3 Checklist: Toddler Development Signs of Development
Physical Development
1.

Walks Independently

YES NO

COMMENTS

Very stable on feet

2.

Climbs up stairs
(Describe how)

Hangs onto wall and always

steps up with right foot only.

3.

Walks down stairs

(Describe how)

Hangs onto wall and always

steps down with left foot only.

4.

Pushes self on wheeled X

toy

Pedals wheeled toy (i.e.

tricycle)
6. Feeds self using
X
fork/spoon
5.

7.

Stacks two to four

blocks

Still going backwards, at rimes

will push forward.
X
For some items, sometimes she
holds spoon in left fist and picks
food up with right hand.
They are crooked but they are
stacked

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8. Stacks five to six blocks X

9. Assembles six-piece
puzzle
10. Scribbles with a crayon X

Has reached 5 blocks but falls

before 6th block because its
crooked.
X
Yes, using a fisted grip

11. Turns pages of book one X

at a time

Yes, but sometimes the book is

upside down.

12. Recognizes when

diaper is soiled

Yes, she told her teacher I

pee

13. Uses toilet (as needed)

X
when taken there
X
14. Asks to use toilet when
needed
Intellectual Development
YES NO
1.

Solves problems
through trial and error

2. Observes adults and

copies their behavior
3. Uses two-word
sentences.

Comments

Yes, viewed in working with

block to build a tower.

Yes, viewed during finger plays

with the teacher.
Yes, witnessed when she told
teacher I pee.

4.

Uses three-four word

sentences.

Yes, witnessed outside I want

ball

5.

Responds to yes and X

no questions

Yes, viewed at lunch, teacher

asked if she wanted more fruit.
She said yes.

6.

Identifies body parts by X

pointing and naming

Yes, she will also point to body

parts of a friend.

X
Repeats parts of
favorite rhymes and
stories
8. Tells about experiences X
7.

Yes, itsy bitsy spider

Yes, when hurt knee on
playground- said I fall as she
held her knee.

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9. Follows simple
instructions (such as
pick up the ball)

Yes, very well witnessed at

clean up time, teacher asked
her can you but the baby away.
(and she did)

10. Shows understanding of X

prepositions (such as
the ball is in the box)

Yes, in same event with the

baby, Can you put the baby in
the bucket?

11. Matches items that are X

alike.

Was able to match like colors of

stickers to the colored paper.

Emotional Development

YES NO

1.

Shows frustration at
lack of abilities.

2.

Resists cooperating or X
does opposite of what is
asked.

COMMENTS
Yes, became very frustrated
when trying to put her sock
back on.
Yes, was not allowing teacher to

3. Responds appropriately X
to reasonable choices.
4. Shows signs of fears.

Social Development

Yes, viewed when asking if she

wanted more fruit or bread at
lunch, she chose fruit.
X
Yes, witnessed her fear of bugs
while on the playground. She
yelled bug, looked scared and
quickly made her way to the
teacher.
YES NO
COMMENTS
X

1.

Engages in parallel
play.

2.

Engages in cooperative X
play.

3.

Engages in small group X

activities for short
periods.

4.

Shows understanding
of one or more simple
rules.

Yes, witnessed on two

occasions, once while reading
books next to a friend, and
again when playing in the
dramatic play area next to a
friend.
Yes, witnessed as she and a
friend pushed their baby dolls in
a real size stroller.
Yes, witnessed while
participating in parachute game
with teacher and peers.
Yes, responded well to the
phrase not okay given by the
teacher when she tried to take a
friends book. She stopped and

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found another book.
5. Shares willingly.

Exhibits some self-help X

skills (such as
washing own hands, putting
away toys).
6.

There were some items she

shared willingly and some she
did not, her baby doll was not
shared willingly or ever.
Yes, she was able to wash her
hands on her own after the
teacher turned on the water,
she managed to pump her own
soap is fell into the sink but she
still used it to make bubbles
and was her hands, she then
dried her own hands and threw
her paper towel in the trash
that was a few steps from the
sink.

36. In what ways did the toddler you observed seem typical of this age group?
Her fine and gross motor skills seemed to be on track with her age. Socially she
seems well rounded and a happy child with a positive outlook towards her daily routine
at the child care center. She is very protective over her favorite baby doll; this is where I
was able to see the more aggressive side of her personality.

37. Did any of the toddlers behavior seem unusual for this age? Explain.
I at first found it peculiar behavior for her to be so attached to this baby doll, and
how her entire demeanor changed when anyone, including the teacher, tried to play with
or pick up this baby doll. For some reason she has a strong attachment to this baby doll
however, and at her age having a secure attachment to an item is not deemed as
unusual.

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38. What signs of a toddlers increasing independence did you observe?

During Hand washing time I was simply amazed, the child did not need many
verbal prompts to the process of Hand washing. She was even able to throw her paper
towel away on her own, again with no prompts from the teacher. I also was witness to
her trying to put her own sock back on after a feet painting project. After struggling a bit
she was able to get one sock on partway before asking for help.

39. Has this observation experience helped you better understand toddlers? Why or
why not?
I have had prior experience with toddlers many times before however, was simply
amazed at how well all the children in the class acclimated to the daily routine of the
class. Especially the little girls I was focusing on during my observation. I feel knowing
the routine helped the room flow and aided with the fact there was very little conflict
between peers.

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Toddler Observation One

Tamara J. Rose
Ivy Tech Community College
ECUC 121

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As I began my observation with the check list in hand I discovered that the little
girl I was observing seemed advanced in some areas of development, and typical for
others.
I first noticed her physical growth and how she seemed smaller than her peers.
She appeared to have little to no baby fat, noticing a family photo of her as an infant that
was located in the classroom; I could see that her average height and weight seems to
have increased within the average guidelines depicted on page 102 of text book.
(Children and Their Development.) The teacher shared with me that she was breast fed
and her mother always maintained a well balanced diet for her self during the breast
feeding years, as well as making her own baby food. This I feel aided to the fact that
she was one of the toddlers that did not still have baby fat, for her physical appearance
seemed to be of a child who was progressing nicely.
Her loco-motor skills according to the text page 149, (Children and Their
Development.) seemed to be above average for her developmental age. She was able
to walk up stairs her main focus on one foot however, her peers were still crawling up
the steps. Her confidence as she descended the stairs was strong, I however was a
wreck hoping she would not miss a step and tumble down.
Her fine motor skill seemed in the average areas as well. She was able to stack a
few blocks but was not able to stack them stable enough to go over five blocks high.
She did not want outside help as I tried to show her how to straighten the tower to make
it sturdier.
She was very protective of the baby doll she brings with her from home, not

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allowing others to touch it, even the teacher mentioned how everyone knows that's her
baby and she most defiantly has a secure attachment to it,which at her age is not
unusually, most are attached to blankets but for her she found comfort in the doll.
She for the most part seemed to be very independent, and at times trying to
mentor the other children in her class. When it was time to clean up she insisted a little
boy but his toy away and when he did not do it as quickly as she wished she went and
took it from him and put it up herself. This was right before lunch time and she seemed
to enjoy lunch so maybe her impatience with him was her being hungry.
During lunch she was able to answer simple question, ending in the result she
wanted. She ate very well and seemed to like the food she was offered. She was able to
sign the word more, leading me to believe that she had been encouraged at onetime to
use baby signs. Her teacher said that she learned it at home for the center does not use
baby signs. Her diet seemed well rounded, her signing for more was for the vegetable
that was given at lunch however, it was all gone ( again signed when the teacher
showed her the empty container) and at that time was asked if she wanted fruit or
bread, of which she chose fruit.
She seemed very advanced in her communication skills, and understood not only
lunch time procedures, but also how her day was going to play out and adapted well to
the transitions that occurred during her day.
When I left, she waved bye bye which showed me that she was using simply
gestures which is evidence of her emerging ability to use symbols as stated on page
165 of our text. (Children and Their Development.)
I feel observing this child who seems advanced more so that others gave me the

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insight to how attentive parenting skills could have been the reason she was advanced.
In speaking with her teachers, and her mother I was able to understand that the
mother's main focus was her child's development. Her mom and teachers had great
communication and through this communication are able to help the child reach goals
set for her while in the care of the center.
Resources:
Kail, Robert. Children and Their Development. Seventh ed. Cm. Print.