DRAFT: This module has unpublished changes.

Name: Ashlie Bray

Date: March 22, 2011

Name of child observed: Audrey

Age of child observed: 3 months

Location of observation: Motor Development Lab

 

General Observation Characteristic:

 

  1.  Describe objectively the child’s physical appearance. Give physical characteristics that are unique to that child.  

The infant observation was of a baby girl named Audrey.  First to be noticed was her full head of curly brown hair and thin, almost non existent eye brows. Audrey also had very big brown eyes, full round cheeks, small ears, and a small nose.  She had an olive skin tone and a bald spot on the back of her head. Audrey did not have any teeth and she was drooling immensely.  Her body was not quite proportional yet, her stomach was full and round, she had tiny feet, and long fingers. Audrey was approximately twenty inches in length and thirteen pounds (stated by the mother, Alexia).

 

Physical Development:

 

  1.  Describe  an example of the child’s fine motor skills observed 

When Alexia laid Audrey down on the blanket she began kicking her legs and wiggling her arms and hands all over.  Audrey also played with her own hands and intertwined her fingers. She would flail her legs up and play with her toes as well. When Alexia placed her index finger in Audrey’s hand she used the Palmer Grasp intensely. She was also using the palmer grasp to grab Alexia’s bracelets.  Alexia was dangling Audrey’s caterpillar toy to the left of Audrey’s face and Audrey used the Palmer Grasp to grab at the caterpillar toy (eye hand coordination). Audrey also had a strong suck on her pacifier (oral motor).

 

  1.  Describe an example of the child’s gross motor skills observed 

Alexia turned Audrey over so that she was now lying on her stomach instead of her back.  When Alexia did this, Audrey kept her chin up immediately and kicked her legs attempting to try to roll over but being that her head is still heavy compared to her trunk she has not been able to do so yet. Alexia had turned Audrey back over and Audrey had a lot of strength in her trunk.  She was almost turned over entirely from her back to her stomach but because of the heavy weight of her head she was not able to just yet.  She also pulled her legs up towards her trunk so she could grab her toes.  Audrey moved her head all around the room tracking the people around her.  Alexia was holding Audrey by her hands and wrists while Audrey was holding onto Alexia’s hands to support herself while sitting up.

 

Cognitive Development:

 

  1.  Describe  examples of the child’s cognitive skills observed

Audrey was extremely cognitive of her pacifier.  When it was placed in her mouth by Alexia, Audrey stopped crying instantaneously.  Alexia had brought a caterpillar  for Audrey to play with.  When Alexia moved the caterpillar to different sides of Audrey, Audrey would follow it with her head and eyes. She also used voluntary grasping to grab the caterpillar from Alexia (sensory motor skills).  Audrey was also very cognitive of her reflection in the mirror.  Alexia had been holding her and over her shoulder Audrey could see herself in the mirror and was continuously looking at her reflection.

 

Language Development:

 

  1.  Describe an example of the child’s receptive language skills observed

As reported by Alexia when she says “agoo” to Audrey she responds and sometimes even imitates her and says it back. Audrey locks eyes with Alexia when Alexia is talking to her.  Alexia also explained that Audrey is beginning to recognize her own name. 

 

  1.  Describe an  example of the child’s expressive language skills observed

Audrey expressed herself with monotone babbling.  As explained by Alexia, during our observation time it was close to Audrey’s nap time, explaining why Audrey was crying and fussy.

 

Social-Emotional Development

  1.  Describe examples of the child’s social skills observed 

Each time Alexia would smile at Audrey she would smile back and imitate her mom. Audrey is very responsive to Alexia’s voice and constantly makes eye contact with her. As the teacher was walking around Audrey would follow her with her eyes and turn her head as well. Audrey was very observant to her surroundings and making eye contact with all the students in the motor development lab.

 

  1. Describe  an example of the child’s emotional skills observed  

Audrey was constantly looking at Alexia.  When Alexia got up and walked away to grab another toy Audrey began to cry as Alexia went out of her sight.  As Alexia was holding her and walking around the room with her she fell asleep quickly in Alexia’s arms. When Alexia smiles and speaks to Audrey, Audrey becomes excited and smiles back at her mom.  Audrey appears more comfortable when Alexia is near her.

DRAFT: This module has unpublished changes.