Tiêu đề Child 1 Month 7.pdf ✅

Case Study Observation Form Name of CGMS student: XXXXXX Date: XXXXXX Name of child observed (first name or coded): XXXXX Age of child observed: 7 months Location of observation: XXXXXX Developmental Domains (physical, cognitive, linguistic, social, emotional, adaptive/spiritual) General Observation Characteristic: ● Describe objectively the child’s physical appearance. Give physical characteristics that are unique to that child. Maya’s physical appearance • continue to gain approximately 1 to 1-1⁄4 pounds (0.45 to 0.56 kg) • weigh about two and a half times what she did at birth • her length increased by about 2 inches (5 cm) and her head circumference by about 1 inch (2.5 cm). • first tiny tooth buds emerge from the gums • drool more and is fussier than usual • Continuing to breastfeed. • Rolling a ball back and forth on the floor Physical Development: ● Describe an example of the child’s fine motor skills observed (prehension: batting, crude palmar grasp, palmar, radial palmar, raking, radial digital, inferior pincer, pincer - does the child use one hand or two? cross the midline? how long can/do they hold an object? Hand-eye coordination?) • Rolls both ways (front to back, back to front) • Sits with, and then without, support of her hands • Supports her whole weight on her legs • Reaches with one hand • Transfers object from hand to hand • Uses raking grasp (not pincer)
● Describe an example of the child’s gross motor skills observed (turn head easily from side to side? Balance? Locomotion? Proprioception?) • Sit steadily without help for longer periods. • Sit and bounce on her bottom. • Push up from his tummy onto hands and knees, and rock back and forth. • Sit up by pushing from a crawling position with arms at sides. • Crawl or move by shuffling on her bum. • Try to help when pulled up to a standing position. • Stand firmly on legs when held in a standing position. • Progress from holding things in her palm to using the thumb and first and second fingers. • Rake at tiny objects with hands. Cognitive Development: ● Describe examples of the child’s cognitive skills observed (recognizes self, cause and effect, spatial relationships, problem solving, imitation, memory, number sense, classification, symbolic play, attention/concentration, engages in self-care, awareness of surroundings) • Develops full color vision • Distance vision matures • Ability to track moving objects improves • Finds partially hidden object • Explores with hands and mouth • Struggles to get objects that are out of reach • Notice the size of objects, reaching for smaller objects with her finger and thumb and larger objects with both hands. • Know whether objects are near or far. • Understand how objects can be used. For example, your baby may bang blocks on the floor, shake a noisemaker harder, or push buttons on a toy. • Search briefly for an object when it's taken away. Language Development: ● Describe an example of the child’s receptive language skills observed (responsive, follows voice/instruction- level of complication, recognizes-participates in stories/songs/poems? plays with other children?) • Responds to own name
• Begins to respond to “no” • Distinguishes emotions by tone of voice • Responds to sound by making sounds • Uses voice to express joy and displeasure • Babbles chains of consonants ● Describe an example of the child’s expressive language skills observed: ● starting to understand the meaning of language ● respond when you say “no,” ● make a wide variety of expressions with their face -- from big grins to frowns ● can understand how you’re feeling by the tone of your voice and your facial expressions ● communicate vocally by making a lot of different sounds – laughter blowing bubbles or raspberries, and babbling in chains of consonants such as “da-da-da.” ● start to have separation anxiety, crying and clinging to you whenever you try to leave or resisting being left with a babysitter Social-Emotional Development ● Describe examples of the child’s social skills observed (shy, aggressive, engaged, rigid, communicated needs, waiting, etc.) • Enjoys social play • Interested in mirror images • Responds to other people’s expressions of emotion and appears joyful often ● Describe an example of the child’s emotional skills observed (self-regulation, affectionate, frustration, helpful, etc.) ● Starts to understand the meaning of "no" ● Enjoys social interaction ● Expresses anger more strongly ● Tries to mimic adult sounds Adaptive/Spiritual Development
• Describe examples of the child’s efforts to engage with self-care or to act independently (attempts to feed oneself, to dress themselves, work collaboratively with caregiver • Is able to be comforted by cuddling or a parent’s touch • Is generally happy when not hungry or tired • Is able to calm with experiences, such as rocking, touch, and soothing sounds • Is not fearful of everyday sounds • Has an established and reliable sleeping schedule • If present, describe examples of the child’s growing sense of self, or moving from unconscious to conscious (do they show clear preferences now – when before they seemed not to notice differences?). Does the child have ways of comforting themselves or show an obvious effort to inhibit unconstructive behaviors (impulse control, directing their will, etc.)? • Drop objects and then look for them. • Understand the concepts of "in" and "out." For example, drop several large beads in a cup, dump them out, and repeat. • Use problem solving skills. For example, pull the string of a pull toy to get it closer. • Start to combine known behaviors in new ways. For example, reach and crawl at the same time. • Think of herself when looking at a child in photos or a mirror. Environmental Assessment Describe Surroundings of Observation Site (order or disorder? loud/quiet? aesthetically pleasing? adults patient or impatient? chaotic or peaceful? temperature warm or cold? many people or just a few? etc.) The environment is aesthetically very pleasing. There are mirrors, pictures frames with natural animals, plants and subtle color carpets. The room is at right temperature and lighting is good. The adults move around gracefully. Dramatic play or block area? Manipulative or sensory area? Practical Life area? Outdoor area? Other areas? (Describe spaces and answer questions below for each area.) ● What materials did the child engage with? Books, puzzles with big wooden knobs, soft balls, ball tracker