Anecdotal Record Of Emma’s Cognitive Development And Reflection Plan

Date

Context;

The story starts with a list of alphabet puzzle pieces containing cards which are distributed on the floor .It is a game of matching alphabetical letters of different shapes with the appropriate shape. Emma is sitting on the floor and is matching different letters by using specific order (Shonkoff, 2010). In the alphabet puzzle game Emma listens to her mother keenly and tries to match each letter with specific shape.

Name of child. Emma

Age of the child

2 years old

Observation ;

Anecdotal

Narration in form of a story describing events.

For example, one can realise that when Emma is holding each card she tries to think on shape of the card whether it conforms to the space or not. Emma holds each card keenly and matches depending on the instruction and what he hears from her mother (Pellegrini & Nathan, 2011). When Emma picks a letter E, her mother asks her, “which letter is that?” she answers correctly and places it correctly in the puzzle.

Emma stares at each letter and keenly matches them with appropriate puzzle slot. She tries to match the letters in the puzzle telling her mother the exact alphabetical letter every time she picks. The alphabet puzzles are designed in a way that they only fit the correct letter and if Emma picks a letter and places it in the wrong place, the letter does not fit. She goes forward to fit it correctly in the required specific slot for that letter.

She is able to organize the letters by placing them on her lap and fitting them on the puzzle indicating ability to organize information.

Cognitive development.

· Cognitive development. For example, in our case Emma is in position to use her eyes to understand each letter and place them following appropriate alphabetical order.

· She is creative and that’s why her mother whenever asks what each letter stands for, she is determined to fit the letters in the puzzle even if they do not fit.

· She is much creative by utilizing trial and error approach in learning.

· Motor skill development (McDevitt & Ormrod, 2010).Emma holds the letters together and is able to pick the shape required by her mother. 

· Emotional development .In the alphabet puzzle Emma knows how to take turns when using the letters in the puzzle with her mother. She is gaining a sense of autonomy and he matches alphabet letters without help.

· Emma shows social skills by listening and responding to her mothers questions regarding the letters without any help.

· She does not get upset easily if she does not do it rightly tries all the time to match letters.

Learning and development linkage.

Theories

Early years learning strategy

Piaget theory argues that cognitive development for children is achieved through ones knowledge. In Vygotsky theory we see that cognitive development for children depends on Zone of proximal development (Shonkoff, 2010).

Childhood education 1; “Children in primary games” (Pellegrini & Nathan, 2011). 

Childhood education 3; “Children in alphabet puzzle games” (Spodek & Saracho, 2014). 

Childhood learning 2; “Alphabet puzzle as basis for learning in children” (Seifert, 2013).

Goals for future learning and development

From the beginning we see that Emma is enjoying the play. This is to suggest that she is concerned with the alphabet puzzle.

The way Emma is thinking before putting each letter means a lot .This illustrates that if Emma is provided with necessary resources (alphabetical letters) and consistent practice then she will be in position to handle concepts appropriately. 

Emma has techniques on handling the games (Steinberg & Darling, 2017). This builds skills for children who later solves situations using apt measures.

Solving the alphabet puzzle indicates the problem solving skills. What Emma is doing seems to be advantageous to her and prepares child for future learning.

However, the cognitive development is evident through the strategies used by Emma in matching alphabet letters. Through this concept Emma gains important concepts.Therefore, for Emma to improve she has to practice the game so as to master entire concept of putting the letters in the puzzle.

Emma is able to recognize the letters correctly. This means that in future she will be able to identify and master different concepts when learning.

Learning possibilities to include in education curriculum

Piagetes stages of development to the children.

Learning mathematic using stick wooden game for children. Involves learning simple maths calculations using symbols in class.

Early childhood educational theories

Domain of development milestone

Age ranges

· The development interaction approach of early childhood education theories is focused on theories of ; Jean piaget

· Erick Erikson

· John Dewey

Social- cultural learning theory. This theory was pioneered by Vygotsky who was a Russian psychologists (Blaise, 2012). It emphasized on the effects of social and cultural domain experiences on children’s thinking and in their overall development of mental learning process. It argues that child social experiences shapes his/her thinking and interpretation of the real objects being learned.

Constructivist theory. This was developed by Jean Piaget.He argued that learning ability results from within (Van, Scales, & Alward, 2014).  He shows that many children acquire their own personal knowledge of the classroom setting and society through own experiences and continuous reflection. When children get new information they usually assimilate it into their own understanding. Computers can be important education tool for children

Kolb’s Experiential learning theory. This indicates children ought to experience new things so as to teach (Bruce, 2012).  As a child does exploration and observations, the teacher gets to ask the child different questions in order for him to adapt to learn new or existing information.

Physical

Language domain Age 0-2 years

This development milestone indicates involves child learning new walking and motor skills. This age group is referred to as the nido and comprises of children in the significant daycare for those parents who are working during the day (Dweck, 2013). Child interacts with learning environment by proper intelligence actions and manipulations of various objects.

The gross motor skills in this involve ability to stand up.

Social domain

2-3 years

This age range of children is mainly called the infant community. In this age group the children require to develop a certain sense of personal control of learning physical skills and independence. They are able to think in a way determined by perception (Burger, 2010).  They become more aware of their ability to do symbolic functioning and also language development.

The child grows physically like increase in weight and height.

Gross motor skills such as movements in fingers enables the child to pick objects in between the fingers and also learning to hold the pen during writing

Emotional domain

2.5-6 years 0r 3-6 years

Here, there exist no academic requirements for this particular age group. The children are highly exposed to excellent levels of knowledge or skills as they continuously learn to read, write, carry out simple calculations that are beyond the normality of the expected level of knowledge for a child at this specific age group. In this case logical learning and reasoning can be applied to use of real objects (Dweck, 2013).  The brain grows rapidly making the child to reason and be intellectual.

The gross motor skills here involves walking, running and also walking up and down the stairs

Cognitive skills domain

6-12 years

This is a consequently larger age span since the children aged six years usually exhibit or indicate similar tendencies and various learning habits (Egan, 2012). Their emotional and physical growth Is relative stable and show a much stronger intellectual activities. The 6 year old are literally inspired by those children slightly older than them thus making teaching to be done by both children from the distinct age groups. However, as a new development this particular age range is sometimes divided in to 6-9 and then 9-12.The child learn to communicate and exhibit emotions and feelings. Gross movements here include increased posture and much developed thumb to write (Patterson, DeBaryshe, Ramsey, 2017).

Development Quotes

“Education usually start the time we see a child as very wise and with capability. This is the moment that we can contribute in focus and involving ourselves in their world “Vince

“Children are not things that need moulding, however they are individuals to be unfolded ”Jess

Children do not usually recall what the teacher taught them they remember what there is”

Teaching involves answering questions and raising questions, “Jim Henson

You cannot make children to learn, you can only offer the right conditions to “Vince Gowmon

“The work of education theory is between teacher, children and environment”, Maria Montessori (Parkay, Hass & Anctil, 2010). 

Children own a real understanding that they invent on their own, Jean Piaget

Cognitive skills

12-15 years age group

This age group comprise of little emotional timeframe and lower capability to mainly focus on intellectual activities and also organizing information (Gordon & Browne,2013)This child has been through several years of critical thinking in the early initial years, caring for independent learning research. This involves children who are basically in high school. They can do problem solving, memory and creativity (Moss, Dahlberg & Pence, 2013). 

Age period

Functions of emotions

Development of emotional expression

Understanding and responding to emotions of others

Temperament

attachment

0-12 months

Learning to regulate reactivity.

Self-soothing and attention

In this period there is maximum discrimination of others expression behaviour and emotions

Optimum coordination of expressive behaviours with emotion leading situations

Behaviour synchrony with other children

They are taught by existing caregivers that expressions of anger and aggression should be highly controlled in presence adults (Hawkins, & Weis, 2017).

Expresses emotions attached to their parents such as crying when breastfeeding

Toddler

12 months to 2 and half years

Establishing a child self-awareness and self-consciousness

There is both self-evaluation and consciousness of the child in expressing emotions such as coyness

Showing empathy

social deeds to others thus understanding the feelings and emotions of other children

They are taught by existing caregivers  that expressions of anger and aggression should be highly controlled in presence adults

At the age of three the child become attached in their emotions to understand the society rules

Preschool

2-5 years

Provocation of distress

Communication (Moss, Dahlberg & Pence, 2013). 

Emotions make the child become aware of his/her feelings or those emotion bringing events

The child acquires pretend expressive emotion in various play activities and teasing of the child.

The child is aware that false expression of emotions may mislead another child’s about this/her feelings (Moss, Dahlberg & Pence, 2013).  This makes the children to understand each other feelings or emotions

Shoe melancholic temperament personality

The child is aware that false expression of emotions may mislead another child’s about this/her feelings. This makes the children to understand each other feelings or emotions

5-7 years

Getting support from available caregivers (Moss, Dahlberg & Pence, 2013). 

Regulation of the self-conscious emotions such as embarrassment

The child acquires the expressive behaviour of a certain cool emotional perspective with the existing peers

Having maximum insight to others emotions

Children show their anger and aggressiveness to their peers

Altering their emotional attachments

7-10 years

Problem solving function

The child appreciates the norms for his/her expressive emotions in a genuine manner

Communication with others for a child to understand social expectations from others

Children show their anger and aggressiveness to their peers

 High coordination of social knowledge and social skills

10-13+ years

The child is aware of the active functional areas of one’s emotion cycle for example guilt which leads to insightful coping (Parkay, Hass, Anctil, 2010). 

Other function involve promoting high integration of various values and moral character in dealing with stressful situations and making decisions.

Capability of getting several solutions to stress challenges

There exist a difference between genuine emotional expression with other children who are close friends and managed emotion that is viewed by others (Hawkins & Weis, 2017).

The child acquires skills for self-use of strategies that increase impression ability and management levels of the emotions

Increased awareness of mutual continuous communication of various emotion to influence relationship and understanding of others

Increased performance in handling temperament issues

Development of social skills to be attached in the society expectations