Observation of a Toddler, Essay Example

The study will examine some of the questions and fact that a nurse is meant to look at while examining a toddler. The paper will be focused at a child’s cognitive ability and physical ability at the age of 2 years old. The paper will go into depth by answering the nine questioned that focus on the growing of a child.

The child in question, in this paper, is 2 years old and has an average weight of twelve kilograms. His average height is 36.5 inches. By examining him, the child looks healthy in terms of weight and size.

At two years, the child’s ability will be assessed using Gross motor development. At his age, the child can sit, stand, walk, run, change position while asleep, and most importantly, keep balance. He is also able to hold something with his hands without dropping them. However, the child is still not able to feed, clothe or wash himself. His hands and leg muscles seem to have completely developed helping him to do the above-mentioned activities. At that age, one can state satisfactorily that the child has reached his approximated development milestone. However, his muscles still have some way to go in terms of development.  The development of each milestone in this case can be considered normative except the fact that the toddler is unable to feed herself.

At his age, his zone of proximal motor development enables him to understand and obey limited commands. He has leant to take in commands when told not to do something. However his cognitive memory is still not fully developed. This limits the memory span he has in remembering the commands he is given.  In order to scaffold the behaviour in the child, the parents have used the three basic steps. These steps include talking aloud as a model, waiting until he asks for help, and providing the necessary help while needed. Through scaffolding, the parents have managed to increase the child’s self-esteem and which is good for his memory at this age. In addition, this has helped the child’s in identifying solutions to the obstacles he faces at her age.

At his age, the toddler is at the sensorimotor stage where he can recognise the world that surrounds him and the people around. He has also learnt about himself in that he shows signs of having normal reactions to things that he considers offensive to him. At this stage, the child is learning through motor activity and sense learning.

The child can make sounds that at first one cannot understand. However, by listening carefully, one can identify some of the words. The child is also able to attar some few words such as yes and no mum and dad and in a way the people that live around him. The child seems to rely heavily on gestures. His mood of speech is syntax although not fully developed.

During the first and second day of observing the child, the child was slow to warm up. However, he was not shy at all. His temperament varied from easy to difficulty depending on how he perceived what he was being told. The child had a cool atmosphere around him. One also noticed that his temperament changed depending on the time of day. For instance, in the morning after he had just woken up the child seemed to have unstable emotions in that he was moody, but  as the day progressed,  the child seemed to warm up to the occasion.

Gender typing is described as the process by which toddlers and children become aware of their gender roles about behaviour, values and motives within a society. As a boy, the toddler preferred to play games that were physical in nature such as tag, some elements of rough housing with his father and some minor mock fights with stuffed animals. His preference in toys was in geospatially-based toys such as building blocks and tinker toys. He also preferred the company of other little boys as their interests and play patterns were similar. They all preferred to play with similar toys and indulge in some level of physical violence such as wrestling and fighting with pillows, stuffed animals, etc. Their level of activity was very high, with them running around, most of the time, talking and singing with abandon. He was also engaged in vigorous play to exhaust him at the end of the day. However, he did not express objection at having been dressed in clothes whose colours were associated with the opposite sex. When dressed in pink shorts and a purple t-shirt, he expressed no objection.

When the toddler’s parents had introduced him to other strangers, he was shy and hesitant initiating contact. With parents’ urging he initiated contact quite well and began to play easily and comfortably but only if, the parents were present. This was noted when the parents left for a brief period to assist each other in the removal of some material from their vehicle. The toddler was immediately panicked and shied away from the unfamiliar individuals. Upon their return, he was immediately calmed and was reluctant to leave their side during the remainder of the visit unless being urged by parents and being reassured that they were not going to leave him alone. According to Ainsworth, this is secure attachment.

Upon misbehaviour by the child, the parents, upon observation of the behaviour the parents would respond by first warning him to stop. They would either shout no! From a distance or physically stop him from misbehaving. When he would disobey it would be explained to him why his behaviour was wrong, and punishment included denial of some treats such as a favourite toy, program or meal. This was a positive punishment. Sometimes when his behaviour was apparently very bad, his father would frighten him into behaving by lifting him up to his level, putting him near his face and yelling in his face until the boy showed some modicum of repentance. This was followed by banishing the boy to his room until the parents were satisfied. This was negative punishment. However, in order t teach him avoidance of hazards, the parents would let him experience the hazard, such as touching a candle flame to learn the importance of not playing with fire. This was negative reinforcement. Good behaviour would also be rewarded with treats, compliments and physical contacts such as hugs. This is positive reinforcement.

The child is currently in the third stage of the initiative vs. guilt. The parents are improving currently and unconsciously their child’s initiative by allowing him to play as he sees fit and answering his questions in a manner that can be construed as purposely confusing. Their justification is that he is just a child. However, there is exists a balance between this as they do not hesitate to condemn bad behaviour. This is important in the development of conscience.