A Case Study: Child Development

Child Observed: Lily

Age: 3 years 4 months

Tamera Billing

EDE 103 Children’s Development

Curtin University

April 2013

Tutor: Katie Kumasaka

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CONTENTS

I INTRODUCTION...........................................................................................3

Purpose of study...........................................................................................3

Theoretical framework...................................................................................3

II METHOD.......................................................................................................5

III PHYSICAL DEVELOPMENT........................................................................6

IV The study of child development considers a number of different perspectives,

it seeks to identify and explain persistent, cumulative, and progressive changes in the

biological, cognitive, and social-emotional development of children and adolescence.

Biological processes comprise aspects of physical development such as growth in

height and weight, genetics, maturation and the development of motor skills.

Cognitive functions involve changes in thinking, learning and language, while, social-

emotional processes refer to the relationships we have with others, our emotional life

and our unique identities. Although these three areas of functioning may appear to be

independent, they are in effect closely interconnected. For example, the ability to

consider a situation from multiple perspectives (cognitive ability) enhances social

skills (McDevitt & Ormrod, 2010; Vialle, Lysaght & Verenikina, 2008).COGNITIVE

DEVELOPMENT.......................................................................................................7

Language Development................................................................................7

V SOCIAL-EMOTIONAL DEVELOPMENT......................................................8

VI RECOMMENDATIONS.................................................................................9

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REFERENCES.......................................................................................................11

APPENDIX: Analysis of Observations....................................................................12

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I. INTRODUCTION

The study of child development considers a number of different perspectives, it seeks

to identify and explain persistent, cumulative, and progressive changes in the

biological, cognitive, and social-emotional development of children and adolescence.

Biological processes comprise aspects of physical development such as growth in

height and weight, genetics, maturation and the development of motor skills.

Cognitive functions involve changes in thinking, learning and language, while, social-

emotional processes refer to the relationships we have with others, our emotional life

and our unique identities. Although these three areas of functioning may appear to be

independent, they are in effect closely interconnected. For example, the ability to

consider a situation from multiple perspectives (cognitive ability) enhances social

skills (McDevitt & Ormrod, 2010; Vialle, Lysaght & Verenikina, 2008).

Purpose of study

The purpose of this study is to explore the physical, cognitive, and social-emotional

development of a young female, aged three years, four months, named Lily. Lily

resides with her mother, father, and younger brother, aged six months. Both of Lily’s

parents are professional teachers. Lily attends a pre-Kindergarten program two half

days each week. She enjoys role-playing scenarios, music, dancing, and stories. Her

favourite pop star is Katy Perry. Lily’s development was investigated through a series

of observations to gain insight into Lily’s present development across each of the

three domains. This study will identify how educators can support Lily’s early learning

and development through specific practices and how theoretical perspectives

influence practice in action.

Theoretical framework

In the field of child development, there are numerous theories with varying views

about what children are like and how they develop (Berk, 1996). Theories are an

essential tool in child development as they provide a framework for our observations

of children; they guide and give meaning to what we see. Furthermore, they provide

a firm basis for practice in action; educators can draw on the many theories to inform

and guide their practice (Berk, 1996). This study examines theoretical perspectives

of Jean Piaget, Lev Vygotsky, Erik Erikson, and other major contributors to child

development research.

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II. METHOD

In this study, the subject was a three year old girl, Lily, attending a pre-kindergarten

program two half days each week. The data for this report were gathered through a

series of authentic assessments. A portfolio of three observations, collected between

26 February 2013 and 12 March 2013, were chosen: a written antidotal observation

and images; an audio recording capturing the subject in play with a peer; and a

recording of the subject in facilitated play with an educator (Appendix).

Authentic assessment is an intentional plan for investigating the natural behavior of

young children. The young child is observed within the context of her play as well as

her culture. Information is captured through direct observations and recordings,

interviews, rating scales, and observed samples of the natural or facilitated play of

the child. Observations are essential to understanding the child's whole development.

When children are observed in the physical, cognitive, and social-emotional domains

of development, educators are better able to link assessment with curriculum and

individualise learning for children (State of Victoria, Department of Education and

Early Childhood Development (DEECD), 2011; Venn & Jahn, 2004).

Authentic assessment is based on the use of developmental milestones, standards,

outcomes or widely held expectations for young children. These developmentally

appropriate expectations ensure that educators look at all children in the same way in

order to avoid judgmental and biased observations (DEECD, 2011; Venn & Jahn,

2004). For the purpose of this study, the EYLF Developmental Milestones, Early

Years Learning Framework (EYLF) and Australian Curriculum, Foundation Year

learning outcomes alongside child development theoretical perspectives were used

to support the assessment of the subject (Australian Curriculum, Assessment and

Reporting Authority (ACARA), 2010; DEEWR, 2011; DEEWR, 2012).

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III. PHYSICAL DEVELOPMENT

Lily presents typical progress in her gross motor, fine motor, and perceptual motor

development. She has hit many of the developmental milestones usual for a young

child aged 3 to 5 years. Lily has shown the ability to capably climbs steps using

alternate feet, jump from a small height, landing in a standing position. She displayed

sound dynamic balance as she walked along a plank, arms outstretched for stability.

Visual motor control was evident in her ability to successfully integrate visual and

motor responses into physical actions; movement was controlled and smooth as she

navigated from place to place. Lily demonstrated spatial awareness and oriented

herself, moving around and within her environment confidently and safely. Lily

skillfully moved one body part independently from another, for example, when

climbing she used alternate hands and feet. In play, Lily grasped and manipulated

small objects with precise movement, demonstrated an ability to cut with scissors

and displayed increasing control over a pencil in her drawing; making vertical,

horizontal and circular motions and reproducing some shapes and letters. An

emerging ‘right’ hand preference was evident in Lily’s activities. This preference is

referred to as ‘establishing a dominant side’ and is important for assisting children in

accomplishing tasks such as writing and reading (DEEWR, 2011, 2012; Kearns,

2010). Lily did show a small delay in hand and finger coordination, which is

necessary to hold and guide a pen. Lily continues to hold a pencil in her fist, typically

observed in 2 to 3 year olds, rather than in a pincer grip. Thumb-finger activities such

as threading beads onto string, manipulating tweezers and tongs, and finger painting

can assist Lily to develop in this area (Kearns, 2010).

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IV. COGNITIVE DEVELOPMENT

The cognitive abilities and deficiencies of Lily align with many of the theoretical

perspectives of both Piaget (1896-1980) and Vygotsky (1896-1934) and are within

the range of cognitive abilities expected for her age.

Piaget believed that children are born with innate cognitive structures that they use to

organise knowledge and schemes through experiences encountered within the

environment. Children go through a series of four distinct cognitive stages and as

they progress from one stage to the next, they are persistently, cognitively revising

any discrepancies between their own ways of thinking and information they

encounter in their surroundings. During their interactions, children exact meaning,

assign interpretations, and expand prior knowledge. Lily is in Piaget’s preoperational

stage, the second stage, of cognitive development which spans the years 2 to 7,

when children begin to form mental representations (symbolic thought) yet still lack

the ability to think logically. Lily demonstrated her ability to form mental

representations in many of her experiences, for example, in Lily’s drawing of herself,

she was able to use her mental representations “internal depictions of information

that the mind can manipulate” to create the image of herself (Berk, 1996).

Piaget discovered a number of tasks that highlight the limitations of preoperational

thought, including his well-known conservation task, identified in the facilitated

observation in this study. Conservation, “realisation that if nothing is added or taken

away, amount stays the same regardless of any alterations in shape or arrangement”

(McDevitt & Ormrod, 2010, p.201) is lacking in preoperational children. This was the

case for Lily; she was unable to understand the concept of conservation during

facilitated play. During this observation, Lily experienced mental discomfort, or what

Piaget called ‘disequilibrium’. When faced with circumstances whereby Lily’s present

knowledge and skills were inadequate, she was unable to integrate new information

into an existing scheme (McDevitt & Ormrod, 2010).

Another limitation of preoperational thinking, according to Piaget, is a child’s inability

to view a situation from another person’s perspective, for instance, children may

engage in play with a peer without ever checking they are playing according to the

same rules. Piaget called this egocentrism (Berk, 1996; McDevitt & Ormrod, 2010).

Lily exhibited egocentrism in her interactions. This was particularly evident as Lily

engaged in play with her peer; although playing together they each had their own

agendas in the play scenario and had little regard for the other’s perspective.

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Vygotsky focused more on the processes through which children develop rather than

on the capabilities seen in children of particular ages. His theory emphasised the

influence of social and cultural factors in children’s cognitive development, a

perspective known as a sociocultural theory. Vygotsky believed that through their

interactions with children, adults assist children make sense of their experiences in

culturally appropriate ways. In doing so, children acquire both physical and cognitive

tools required to make daily living more successful within their culture. One valuable

cognitive tool is language. Vygotsky proposed that thought and language are

separate processes for infants and toddlers until around age two, whereby thought

and language become intertwined: thoughts become verbal as children begin to use

language as a means to communicate them. Around this time, children often talk to

themselves – self-talk. Vygotsky believed self-talk to be an important function in

cognitive development as it is through talking to themselves that children learn to

guide and direct their own behaviours through complex tasks and difficult exercises

in much the same way as adults have guided them. Lily employed self-talk in drawing

and puzzle board activities to guide her through these tasks (McDevitt & Ormrod,

2010).

Linking the EYLF Developmental Milestones and EYLF outcomes, Lily has

demonstrated many of the developmental expectations and outcomes for a child

aged 3 to 5 years. Lily capably counted to eight demonstrating understanding of the

relationship between numbers and objects. She correctly matched and named some

colours, engaged enthusiastically in pretend play and effectively drew on her memory

to construct and complete activities (DEEWR, 2011; 2012). Overall, Lily’s cognitive

development is typical for her age.

Language Development

Lily’s socio-cultural context has played a significant role in her language development

and this is evident in her interactions. During symbolic play, Lily drew on her

knowledge of the Octonauts, and, in facilitated play, Lily’s dialogue with her educator

linked to her family context, communicating using existing socially developed

language, for instance, relating her experiences with her mother and father. The

Interactionist theoretical perspective of language acquisition acknowledges the role

of both nature and nurture to language development, emphasising the role of social

interaction in language mastery. This approach is associated with the socio-cultural

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perspective represented in the work of Vygotsky, Bruner, and Halliday (McDevitt &

Ormrod, 2010; Vialle, Lysaght & Verenikina, 2008).

Looking at the four components of language: phonology, semantics, grammar, and

pragmatics, Lily’s increasing interest and enjoyment in reading and writing has seen

her capably write her own name, producing both lower case and upper case letters

and following a clear display of how to construct each letter, including where to start

and which direction to write. Furthermore, Lily has displayed an emergent ability to

recognise rhymes, syllables and sounds (phonemes) in spoken words, actively using

and engaging in language concepts in a range of ways, for example, indentifying

letter-sound relationships in the alphabet puzzle (ACARA, 2010; EYLF, 2011; EYLF,

2012).

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V. SOCIAL-EMOTIONAL DEVELOPMENT

Lily participated in play typical for her age. Lily engaged in symbolic or pretend play

with her peer, which is associated to the Piaget’s preoperational stage of

development. Children use symbols and language to refer to something that is not

present; they pretend to be, do, or use something that is absent. Lily also displayed

aspects of what Parten (1932, 1933) described as ‘associative play’. Although Lily

and her peer were playing and doing similar things, there was no defined goal,

determined roles, or plan of action (Dockett & Fleer, 2003)

Erikson (1902-1994) believes from infancy to adulthood people progress through a

series of eight psychosocial stages, each stage building on the assets and deficits of

the previous. The toddler (1-3 years) and preschool years (3-5 years) are described

as stages of ‘autonomy versus shame and doubt’ and ‘initiative versus guilt’. As

toddlers become more capable of satisfying some of their own needs, they develop a

sense of autonomy, an ability to handle many problems on their own. If all goes well,

they learn that people love them, the world is a good place, and they can make

things happen. With this understanding, children develop initiative and purpose in

their abilities, interactions, and choices. Emotionally, Lily shows a growing drive

towards independence. She has developed a good sense of autonomy, displaying an

increasingly self-sufficient ability in the tasks she performs capably on her own. For

instance, Lily displayed strong motivation to practice her emerging language skills in

the puzzle activity. She displayed increasing initiative in choosing the activities she

wishes to pursue, including imaginative engagement in pretend play. While in play

with her peer, Lily exhibited age-appropriate emotional regulation when a distressing

situation transpired; typical for Lily’s age she sort reassurance and comfort from a

trusted adult. Additionally, Lily has developed sound self-concept viewing herself in a

concrete way, labeling herself as ‘little girl’ (McDevitt & Ormrod, 2010).

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VI. RECOMMENDATIONS

The recommendations in this study aim to link theoretical perspectives with the key

principles and practices of the EYLF. The EYLF emphasises the significance of play-

based learning and recognises the importance of physical, cognitive, and social and

emotional development throughout early childhood (DEEWR, 2011).

Table 2: Play-based activities

Type of Play Example Implication Link to EYLF

Exploratory play and Creative Play

Explore objects and materials in the environment

Express own choices, ideas, feelings Use of multiple senses in play (look, feel, touch)

Working with collages Finger painting Eye dropper paintingSand and water play Puzzles and blocks

Provide a wide variety of toys or materials to explore and experiment with, recognising that they may be used in many creative ways, not necessarily in ways intended

Most particularly, activities that develop finger control, eye-hand coordination, wrist manipulation, that require holding objects with correct grip

EYLF Outcome 3: Children have a strong sense of wellbeing - “Provide a wide range of tools and materials to resource children’s fine and gross motor skills.” (p.32)

Symbolic play (use of symbolic thought and imagination)

Children use one object to represent another or incorporate imaginary objects into play

Lucy tells her sister she is going to make custard and jelly for dinner, then taking a toy cup and spoon begins to stir the imaginary ingredients, stating I am cooking them now

Provide a range of objects that can be used for a variety of purposes

EYLF Outcome 4: Children are confident and involved learners - Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. E.g. “recognise the value of children’s involvement in learning.” (p.34)

Role taking play

Children display behaviours that imitate a particular role including the use language (specific words and phrases, tone of voice, non-verbal cues) associated with a particular person or role

Lily and Alfie are playing fire and rescue games. Lily wears her police officer badge, Alfie, his firefighter hat. “Alfie, put the fire out, I will help the people.” Alfie holds a water bottle “this will stop the fire”

Organise space for ‘pretend’ activities and provide toys and props associated with particular roles (e.g. fire brigade, police station, post office). Encourage children to assign character roles in their play. For example, who is the firefighter, police officer, etc?

EYLF Outcome 2: Children are connected with and contribute to their world – Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. E.g. “ensure children have the skills to participate

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and contribute to group play and projects.” (p.26)

EYLF Outcome 5: Children are effective communicators - Children express ideas and make meaning using a range of media. E.g. “use language and engage in play to imagine and create roles, scripts, and ideas.” (p.42)

Group play (cooperative play) Children play and cooperate with one another

Children are work together to build a castle using blocks.

Present children with opportunities to play together by providing toys and games that require a cooperative effort

EYLF Outcome 1: Children have a strong sense of identity - Children learn to interact in relation to others with care, empathy and respect. E.g.” organise learning environments in ways that promote small group interactions and play experiences.” (p.24)

References: Dockett & Fleer, 2003; McDevitt & Ormrod, 2010

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VII. CONCLUSION

Based on the developmental expectations for Lily’s age group, Lily demonstrates

normal development across each of the physical, cognitive, and social-emotional

domains. Lily displays physical skills comparable to any three year old, presenting

increasing fine and gross motor abilities. Cognitively, Lily exhibits some outcomes

above average in the area of language development. She is able to skillfully write her

name, displayed an increasing phonological awareness, and uses complex

grammatical structures. On a social-emotional level, Lily has developed growing

independence and initiative in her pursuits and she participates with enthusiasm in

social interactions (DEEWR, 2011; DEEWR, 2012; Kearns, 2010).

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REFERENCES

Australian Government Department of Education, Employment and Workplace

Relations for the Council of Australian Governments (DEEWR). (2009).

Educators belonging, being and becoming: Document 7 Linking Theoretical

Perspectives and Practice: Resources CD

Australian Government Department of Education, Employment and Workplace

Relations for the Council of Australian Governments (DEEWR). (2011).

Belonging, Being & Becoming. The Early Years Learning Framework for Austra

lia. Retrieved from: http://deewr.gov.au/early-years-learning-framework

Australian Government Department of Education, Employment and Workplace

Relations for the Council of Australian Governments (DEEWR). (2012).

Developmental Milestones and the EYLF and NQS. Retrieved from:

http://foi.deewr.gov.au/system/files/doc/other/developmental-milestones.pdf

Berk, L. (1996). Infants, Children and Adolescents (2nd ed.). Boston: Allyn and Bacon

Kearns, K., & Austin, B. (2010). Birth to big school (2nd ed.). NSW: Pearson

Education Australia.

McDevitt, T., & Ormrod, J. (2010). Child Development and Education (4th ed). New

Jersey: Pearson Education, Inc.

State of Victoria, Department of Education and Early Childhood Development.

(2011). Victorian Early Years Learning and Development Framework:

Evidence Paper Practice Principle 7: Assessment for learning and

development. Retrieved from: www

.education.vic.gov.au/Documents/childhood/.../pracassess.pdf

Venn, E. & Jahn, M. (2004). Teaching and Learning in Preschool: Using Individually

Appropriate Practices. USA: International Reading Association.

Vialle, W., Lysaght, P., & Verenikina, I. (2008). Handbook on Child Development (2nd

ed). Melbourne: Cengage Learning Australia Pty Limited

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APPENDIXANALYSIS OF OBSERVATIONS

OBSERVATION 1: INDOOR PLAY – LITERACY CORNER (26 FEBRUARY 2013)(Puzzles, story books, finger puppets, whiteboard with magnetic letters and numbers, writing table)

DATE / TIME OBSERVATION INTERPRETATION AND ANALYSIS

26.2.201310am

Lily sits down at the writing table, picks up a pencil and wraps her fist around it. Lily sings aloud as she draws circles, “round and around and around we go”. She labels each body part as she draws… “Legs, arms, eyes, mouth, nose, hair…(pause)…Ears! Upon completion of the drawing she writes her name and sounds out “L…i…l….l….y”.

Lily holds pencil using her fist – pincer grip not yet developed. However, Lily does show increasing control of pencil when drawing - using vertical, horizontal and circular motions (Kearns, p.86).

Lily uses her enjoyment of song to guide her in her drawing (self-talk). She shows ability to use drawings to represent her thoughts and uses her drawing and labeling abilities to represent a character (ACELT1580). She displays remarkable competency in her cognitive abilities, labeling each body part correctly.

Lily demonstrates increasing interest in reading and writing by attempting to read and write her name, producing some lower case and upper case letters using learned letter formations and following a clear display of how to construct each letter (i.e. where to start; which direction to write) (ACELY1653). Lily displays an increasing ability to recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439) (EYLF:LO5, p.41).

Lily is an active learner (EYLF:LO4, p.34-37).Signs of creativity – making connections. Autonomy.

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Lily reaches across the table and picks up another piece of paper and a pair of scissors. She uses her left hand to position her right thumb in the top hole and first two fingers in the bottom hole. Lily picks up the paper with her left hand and starts cutting the paper into strips.

Lily exhibits emerging hand preference when using materials and demonstrates sound fine motor and perceptual motor skills – hand eye coordination, i.e. independently cuts paper with scissors.

26.2.201310.20am

Lily wanders over to the alphabet puzzle that is scattered on the mat. She picks up the wooden letters and starts placing them on the puzzle board. Lily identifies each letter sound and assigns a corresponding word…“Snake..ssss..Mat..mmmm…Lily…L…Rachel…rrr…Todd…T….Apple.. Zebra…zzz….Daddy….D…Elephant…E….Isabella…i…Katy Perry…K.” Lily stops and looks at the educator. “I love Katy Perry! Would you like to play with me?” Lily runs over to the dress up box and starts pulling out items of clothing.

Lily displays self-confidence and independent choice, demonstrating a positive sense of self, showing initiative and awareness of her skills and abilities (EYLF:L04, p.37). Autonomy.

Lily engages in self-talk during play, guiding her learning. She displays recognition of the most common sounds made by each letter of the alphabet, including consonants and short vowel sounds as she completes the puzzle, showing a remarkable example of her emerging literacy skills, including increasing knowledge of print and the meaning of symbols (ACELA1758) (EYLF:LO5, p.41). Sound fine motor skills are displayed.

Lily displays a strong sense of identity as she initiates interactions and conversations with trusted educator and confidently explores her physical/social environment through play and relationships (EYLF:LO1, p.21). Lily talks in clear simple sentences.

26.2.20131.30pm

Lily walks up the wooden plank with both arms stretched out. She stops on the platform, grabs hold of a large cylinder and climbs into it with her right foot first. Once inside the cylinder, she pushes against the side and tips the cylinder tube over. Lily crawls out of the cylinder and walks up three blue steps with alternative feet. She jumbs of the top step and lands on a green mat in a standing position. Lily climbs up a ladder covered in oversized pipe cleaners. She identifies the colour of the pipe cleaner on each rung.. “Yellow… Pink.. Green…Orange… Blue”. Lily stops at the top of the ladder and calls for the educator to help her cross the set of monkey bars. The educator holds the weight of Lily’s body as she swings from one bar to the next. Lily counts the eight rungs…”1..2…3…4…5…6…7…8!”

Shows good dynamic balance – arms outstretched for support. Demonstrates an ability to use a range of locomotive skills. Lily exhibits emerging preference to right side. She demonstrates sound foot-eye coordination and spatial awareness (EYLF:LO3,p.32).

Climbs steps with alternate feet – age appropriate.

Can match and name some colours correctly.

Lily displays a strong sense of identity as she initiates interactions and conversations with trusted educator and confidently explores her physical/social environment through play and relationships (EYLF:LO1, p.21). Lily also demonstrates trust and confidence and a strong sense of wellbeing (EYLF:LO3, p.31).

Displays an enjoyment for counting and understands the

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relationships between numbers and objects. Demonstrates ability to count 5 to 10 things.

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OBSERVATION 2: THE PLAY CORNER (9 MARCH 2013)(Play episode between Lily (3 yrs 4 months) and Alfie (3 yrs 9 months) and an Octonauts Octopod playset. The octopod is an underwater

rescue station with Captain Barnacles (white polar bear), Kwazii (orange cat), green sea snake, red crab and blue sea turtle).

RECORD OF CHILD’S SPEECH AND ACTIONS INTERPRETATION AND ANALYSIS

Lily is playing with Captain Barnacles and Kwazii cat.

Lily: Hi crab! (pauses) Hi crab!

Alfie: Hi

Lily: What you doing on the Octopod?

Alfie: That’s what (pauses)… I got friends coming here. (Alfie holds up his sea snake and sea turtle).

Alfie: Oh. This is the [unknown word]. (Alfie removes the red trapdoor from the Octopod and puts it on the floor next to himself).

Lily: But where’s the red thing?

Alfie: Red things down. (Alfie looks down at the red trapdoor).

Lily: How can we put the red thing back up? How do we put the red thing back up?

Aflie: (Alfie places his hand on the red trap door). No, I’ve got friends coming over.

Lily: No they have to stay in the sea but they can’t breathe out.

Initiates interactions and joins in play with others (EYLF:LO1, p.21). Lily displays age-appropriate social development as she engages in socio-dramatic play with one other peer.

Associative play – using same materials, however, no determined roles or plan of action.

The monolgue between Lily and her peer during play displays egocentric speech; both children have their own agenda for the play scenario (Piaget).

Lily demonstrates a clear understanding that objects/people have names/word symbols – Symbolic thought (Piaget). Building on her social experiences and knowledge of the world to contribute to play, Lily’s uses her knowledge of the Octonauts in her play scenario and the names and symbols she uses, demonstrating a clear ability to imitate an observed person or character (schema relating to play scenario is well developed) (EYLF:LO2, p.26).

Communication and language is reflective of Lily’s social context (Vygotsky). Lily uses language and engages in play to create roles, scripts and ideas (EYLF:LO5, p.42).

Fine motor skills: manipulates small objects. Perceptual skills: hand-eye coordination

Emerging grammatical competency. Grammar is being increasingly complex in construction.

Sound pragmatic abilities.

Pronunciation – phonemic differentiation – ‘ovver’ instead of ‘other’.

Lily: This is really our home where we live (Lily moves Captain Barnacles and Kwazii towards Alfie).

Alfie: Where we live as well (Alfie lifts his crab into the air).

Lily: Way… And do you live in the sea?

Alfie: Yes. Sometimes we can’t breathe in the seas and they rip them over because some water come and they can’t breathe without.

Lily: Do you want to come over and have a [unknown word].

Alfie: Wooo.

Lily: Where are all of the ovver ones? (Lily looks down on the floor where Alfie is sitting).

Lily: Hello I’m captain (Lily picks up Captain Barnacles). I live up here too.

Lily: Something shaky! Oh no! We have to s… At times, Lily’s language is unclear, typical for age group.

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Alfie: Jump off this Octopod every one.

Lily: Octopod! Something’s shaking!

Alfie: (Alfie presses the Octopod sound button). Oh no, it’s falling down! (Alfie shakes the octopod with both hands).

Lily: I can help you! (Lily grabs onto the Octopod with Captain Barnacles still in her hand).

Alfie: Oh no, it’s not ok! The winds blowing it down!

Lily: Oh no! Rar!

Lily: (Alfie keeps rocking the octopod). Ooo, ooooo stop!

Alfie: Down there (Alfie pushes the octopod to the ground. All figurines drop to the floor with the octopod).

Lily: Oooooooo! The hook! Oh no my captain!

Lily: Kwazii are you alright? (Lily picks up Captain Barnacles and moves him towards Kwazii cat). Lily: No Captain I hurt myself.

Alfie: Now you have to live in the sea!

Lily: Who?

Alfie: You, you and you! {Alfie points to Kwazii and Captain Barnacles).

Lily: Oh no, they have to…hmmm… They can put the octopod back up…… (Lily picks up her 2 figurines and moves them towards the octopod).

Alfie: N, nooo, the wind’s too strong it’s sending away the ocotopod to pieces. Huh!

Lily: Owwww! Ummmm, who can fix it for me? Who can fix it for me? Who can fix it? Will you? (Lily looks at the educator and educator’s assistant). Who can fix it for me?

Alfie: Oh no, now…n…the wind broke it to pieces!

Lily: Will you fix it? (Educator nods to signal yes and clicks the octopod pieces back together).

Lily: Thank you.

Lily” Hooray! Its getting fixed, the world’s getting fixed!

Alfie: The winds going to blow it back down again.

Lily: No! Aflie, huh! Alfie you’re breaking it all up!

Alfie: No, it, I….

Lily: Uuuuuh! Alfie’s snatching. Alfie stop! Stop it!

Alfie: I’m just holding up from the wind, see?

Egocentrism continued to be displayed in communication.

Beyond, ‘no’ Lily is unable to regulate play with her peer, which is typical for this age stage.

Lily conveys and communicates her frustration clearly (EYLF:LO5, p.40). Expresses opinion in matters affecting her (EYLF:LO2, p.26).

Lily communicates her need for comfort and assistance (EYLF:LO1, p.21).

Lily demonstrates awareness of fair and unfair behaviour in play with her peer (EYLF:LO2,p.28).

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OBSERVATION 3 (12 MARCH 2013): WATER PLAY(Lily is sat at a table with four clear cups of graduated size. Each cup holds the same amount (120mls) of red water hence the levels look

different; the smallest cup looks fullest, the largest emptiest).

RECORD OF CHILD’S SPEECH AND ACTIONS INTERPRETATION AND ANALYSIS

Lily: Which drink do you want?

Educator: Can I please have a…..you surprise me, which drink will you give me?

Lily: You say “Little girl, which drink will you surprise me?”

Educator: “Little girl, which drink will you surprise me with?

Lily: This one, you want this drink?

Educator: What’s this drink like?

Lily: It’s little

Educator: A little drink.

Lily: It’s 69.9 thank you.

Educator: I’d love a little drink, thank you. That was delicious.

Lily: Thanks.

Educator: Can I have another drink.

Lily: Okay! Ummm, do want the big one? (Pointing to the big cup with the lowest level of liquid in.)

Educator: Yes please. (Lily becomes distracted with others in the background) Which drink shall we have?

Lily: (Picking up the smallest cup) Do you want this drink again?

Educator: I’d like a different drink

Lily: Okay large or short? Do you want it regular?

Educator: Oh, yes I’d like a regular drink please.

Lily: Okay, but my mum says it’s too expensive but my dad says it’s not too expensive.

Educator: Okay, well I’ll have the regular drink please.

Lily: Okay! (touching the smallest cup) This is the one that mum was talking about.

Educator: And which drink is that?

Lily: It’s very little.

Educator: (Pointing to the second smallest cup) And what about this drink? What size is that drink?

Egocentrism – conversation is from Lily’s standpoint – ‘This one, you want this drink’.

Social-emotional - self-concept/gender identity

Complex sentences – language.

Relating social-cultural context in communication. Family relationships and interactions influence social context (Vygotsky; Bronfenbrenner).Lily expresses ideas, feelings and thoughts with educator – strong sense of identity (EYLF:LO1, p.21)

Cognitive - Answers simple questions and takes part in conversations (EYLF:LO5).

Cogntive - emerging ability to hold attention, however, distracted easily.

Physical GM: Pours liquid.

Developing memory – recall events.

Cogntive - shows understanding of the meaning of tall, short, big and little – opposites.

Understands complex sentences.

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Lily: Ummm, medium I think.

Educator: (pointing to second largest cup) And what about this drink? What size is this drink?

Lily: Aaah, its very errr, it’s the daughter one. So this is the daddy one, so which drink do you want to choose out my….?

Educator: Is this the daddy drink? Why is it the daddy drink?

Lily: Because it’s taller. (Cup is tallest and widest, but level of liquid is lowest).

Educator: Are there any drinks that are the same? I’d like to have the same drink as you. Can we have the same drink please?

Lily: (Pauses, looking at educator pensively, glancing briefly back and forth from the cups to educator) Ummmm, I don’t think so.

Educator: Would you like to do some mixing?

Lily: Yeah!

Educator: What would happen if we pour some of the drinks into the same cup?

Lily: (Picking up the smallest cup and pointing to the second smallest) There? In there?

Educator: Whatever you would like. Lily pours contents of smallest cup into the second smallest.

Lily: Which drink do you like?

Educator: What drink is that? Are you making different drinks now?

Lily picks up each of the remaining cups, considering which to pour into which. She takes the largest cup and pours it into the second biggest cup as she says ‘maybe you would like…okay…..’. She now has all the liquid in the two medium cups. Both are almost full. She takes one and pours it fully into the other, getting a surprise when the liquid spills out and over the table.

Educator: Oh dear, what happened?

Lily looks with some surprise and confusion at the situation. ‘I spilt it, I’m soaking wet’.

Educator: So what happened there when you were pouring your drinks?

Lily: (ignores question and pours contents of remaining cup back into the largest cup.) Would you like large? (Then pours most of the liquid back into the second largest cup, then pours this into the smallest cup. Again the liquid overflows and Lily looks surprised.)

Educator: Oh dear, what happened to the little one? Why did the drink fall out of the cup?

Lily (ignores the question and pours the remaining liquid back into the bigger cup and then into the biggest). Do you like big drinks? (Lily pours some liquid back into the largest cup, then back into the smallest, again overflowing.)

Educator: Why is the drink spilling out of the cup?

Lily: (pours all remaining liquid from other cups into the smallest, again overflowing) I don’t know.

Experiences disequilibrium (discomfort). Lily is displaying difficultly accommodating new information into a scheme and experiences tension.

Cause and effect – trial and error, repeating for learning (EYLF:LO4, p.35).

Piaget (conservation) – unable to thinks that a tall thin glass holds more than a short fat one –mistakes with pouring

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SUMMARY OF DEVELOPMENT ALIGNED WITH DEVELOPMENTAL DOMAINS

PHYSICAL COGNITIVE LANGUAGE SOCIAL/EMOTIONAL

OBSERVATION o Exhibits hand preference when using materials

o Engages in increasingly complex sensory-motor skills and movement patterns

o climbs playground equipment with increasing agility

o Demonstrates spatial awareness.

o Climbs steps with alternate feet

o Cuts with scissors independently

o Holds pencil using her fist – pincer grip not yet developed

o imitates variety of shapes in drawing, e.g. circles

o Lily is an active learner (EYLF:LO4, p.34-37).

Pre-operational stage (Piaget):o Schema o Symbolic thought – symbolic

play/pretend playo Experiences disequilibrium

Displays Egocentrism o Inability to conserve

o Ability to use drawings to represent her thoughts and uses her drawing and labeling abilities to represent a character (ACELT1580).

o Developing understanding of little, big, short tall (opposites).

o Counts to eight - touches objects to count - starting to understand relationship between numbers and objects

o Matches and names some colours

o Constructs a puzzle

o Self-talk

o Frequent self-talk (Vygotsky)

o Lily conveys and communicates her frustration clearly (EYLF:LO5, p.40).

o Demonstrates increasing interest in reading and writing by attempting to read and write her name, producing some lower case and upper case letters using learned letter formations and following a clear display of how to construct each letter (i.e. where to start; which direction to write) (ACELY1653).

o Lily displays an increasing ability to recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439) (EYLF:LO5, p.41).

o Answers simple questions

o Takes part in conversations

o Speaks in sentences using many different words

o Parten’s social categories - associative play

o Symbolic/pretend play (Piaget)

o Expresses opinion in matters affecting her (EYLF:LO2, p.26).

o Lily communicates her need for comfort and assistance (EYLF:LO1, p.21).

o Initiates interactions and joins in play with others (EYLF:LO1, p.21).

o Displays independence, self-concept, and confidence.

o Self-concept - understands gender identity

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