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Case Study on Child Development

David is a five-year-old kid and spends his days at the Manchester Early Learning Center. He is the normal size for his age and has fair/blond hair and blue eyes. He is exceptionally all around carried on and for the most part recollects to utilize his conduct when conversing with individuals. David’s’ guardians no longer live together respectively, yet he sends quality time with each exclusively. One of exercises James loves is to take a seat on the couch and listen to somebody read him a story. His most loved books, however are the Where’s Waldo? Series, and he can without much of a stretch recognize Waldo when he turns the page since he takes a look at these books so frequently. He jumps at the chance to play Chutes and Ladders, despite the fact that he doesn’t yet comprehend the standards and rules. At the point when the day care supplier needs assistance with anything, he is dependably the first to offer help (Maughan, 2010). David is quite often chuckling and laughing with anybody he converses with, and loves to make new closest friends!

Physical development

David’s’ physical improvement has dependably been that of ordinary children. Amid his phase of early stages and baby, he experienced the typical points of milestone of development. He could move/roll over before he was four months old and could sit up all alone within 3 months after that. By David’s’ first birthday, he could stand up without anyone else and began strolling in the blink of an eye a short time later. As per Feldman, David met these points of milestone near the run of the mill times of most babies and little children (Patterson, 2008).

David is currently five years of age and shows standard physical attributes. He is about forty inches tall and his weight resemble most other kids of his age; He is neither overweight, nor underweight. His sound tallness and weight might be an aftereffect of the way that he eats well, both at home and at day care. His guardians attempt to keep a sound equalization of nourishments, and David eats about a wide range of food given to him (Berk, 2006).

David has had no genuine diseases while growing up. He gets a cold every so often, which can be normal with preschool children. The engine abilities showed by David are a for the most part normal for his age. Amid the day at day mind, the kids listen to tunes/songs that instruct them to run, jump, walk, stop, skip, and so forth. David can run well and can control when he stops and begins running with little notice. He can hop set up, and also hop while running. His fine engine abilities are great too. He is correct given, and can hold a pencil or marker legitimately.

 He has figured out how to write his name and can write every letter in his name the right Way. When he colors, he has some trouble staying in the lines still, but if he focuses on the picture he is shading, generally he can stay in line (Levine, 2011). Generally speaking, David has grown ordinarily in the physical perspective. His guardians recall that him meeting the normal points of milestone as a baby, and amid perceptions, obviously he is keeping on creating at a typical rate for a five year old kid.

Cognitive development

From birth to two years old, David was in the sensorimotor phase of development, as per Piaget. This stage is additionally separated by this clinician into six sub stages. In light of perceptions of David as a five year old, it is accepted that he met each of these stages around the ordinary age that is normal. For the principal month, his reflexes were the most vital cooperation, and by four months, activities could be joined into one activity. Somewhere around four and eight months, David started connecting with outside objects, and before the end of his first year, he picked up article perpetual quality. When he was 18 months old, experimentation was energizing and he performed activities to see what happened. Piaget’s last stage, from eighteen to twenty four months, includes the child having the capacity to comprehend typical thought.

At five years of age, David has entered the preoperational stage where his utilization of typical intuition increments, yet despite everything he doesn’t have a consistent thought process.Conservation is an ability that David has not mastered yet at this age. At the point when demonstrated two containers of dirt which were distinctive sizes, yet held the same amount, David couldn’t see how they could both hold the same measure of dirt. Kids in the preoperational stage are additionally egocentric, and David has a troublesome time understanding what other kids in his class think or how they see a circumstance. One range David is great at is numbers and letters. He has figured out how to tally and can distinguish what a number is the point at which it is appeared to him. He can likewise recite the letter set and can write his name (In Saklofske, 2013). David’s’ vocabulary is typical for a five year old, and he additionally has learned behavior, for example, “please,” “thank you,” and “excuse me.”

Social and emotional

David has built up a one of a kind identity, which makes it extremely exciting to communicate with him. Amid the pre-birth period, some of his characteristics are controlled by his qualities went on from friends. Amid his early stages, he was an extremely quiet infant and did not cry more than other children. He was extremely appended to his mom, as most newborn children and babies are, and was well friendly with other offspring of his age (Rubin, 2013).

As a preschooler, David’s’ teacher portray him as easy going and calm. He coexists with his companions to a great degree well, and comprehends the requirement for sharing toys, books, or different materials. Amid perception times, David just cried twice, and both times happened around the same time. He is very much mannered and when he has something to share to the class he arrives consideration by saying, “excuse me. I have something to show you.” David comprehends the contrast amongst boys and girls in exceptionally fundamental terms, for example, that girl play with dolls and boys play with toys. He doesn’t appear to respond to racial contrasts with his classmates of an alternate background; David treats them simply like others. At this stage, he can play agreeably with others, however more often than not he gets a kick out of the chance to play without any than one other individual. His fellowships depend on common interests and change occasionally. The vast majority of the boys needed David as their friend and David let them know that he would be “closest friend with everybody.” (Harwood, 2008).  One issue that the teacher remarked on was that he sucks his thumb always, despite the fact that he is five years of age. When all is said in done however, David’s’ social aptitudes resembled that of typical preschoolers and his one of a kind qualities made him a significant character!


Observing at Manchester Early Learning Center was an extraordinary experience for me. I could perceive how kids communicate with their friends at the preschool stage. It was extremely intriguing to see how much the children changed and grow over the brief timeframe I spent observing them. David was such an incredible subject for my contextual analysis since he was energizing and always wanted to partake in classroom exercises. He played well with other kids furthermore got a kick out of the chance to help the teacher at whatever time she required somebody. His great behavior and comical inclination made him emerge from whatever is left of the class positively. Generally speaking, this experience was agreeable and instructive for me. I would like to utilize what I have learned later on as a teacher and as a parent to help me comprehend children better.

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