Cd101 - My Child - a Case Study

...

to clean up, everybody else sang to clean up including Julian. This shows use of the locomotor handout’s term, telegraphic speech. The phrase, “clean up”, is a two word phrase that can be easily said by a two year old. So once the instructors began to sing it so easily, the children all began to sing it. Those who haven’t reached that stage of language capabilities didn’t sing, however; fortunately for Julian, he was in that stage. In terms of receptive language versus expressive language, Julian was more expressive than receptive. After giving his friends some play food, Julian smacked a fake potato out of a child’s hand because i was not for him but for someone else.

IV) PSYCHOSOCIAL

Julian’s temperament seem to be very flexible. By flexible, Julian is very resilient to what is given to him. I, as an observer, did not know whether it was his first time in the center or not but Julian was all over the place. He was making friends and playing pretend. He really attached to his caregiver and it seemed wherever she went, he would go and play where she was and make friends there. With that being observed, it was easy to tell that the child was contempt with his surrounding and felt comfortable.

What I found rather interesting were the signs of trust vs mistrust and autonomy versus shame and doubt. These two are the first two stages in Erik Erikson’s psychoanalytic theory of psychosocial development. The first stage are usually for infants which helps bonds the baby with the mother . The second stage see the infant who is now a toddler draw away from his mother and into his or her imagination. Julian shows good examples of both in the observation. For example, when Julian see his caregiver at another place he would think it is safe to go over there because she’s there. This shows signs that Julian could still be very late in his trust versus mistrust stage but he is definitely in autonomy versus shame and doubt because Julian is confident in his decisions without his caregivers. For example, smacking the potato out of another child’s hand was a risky decision but he did it because he;s confident in himself without the help of a caregiver.

V) THOUGHTS

I learned that the terms we learn in lecture actually apply to the children. I am in complete awe every time a child does something that has to do with the locomotor handout because I always thought that the terms were too sophisticated for a child observation but once I did the observation, I saw how much the terms really helped the locomotor handout with its credibility and helped me further better understand the handout as well.