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The Importance Of Biosocial Cognitive And Psychosocial Measures

2138 words - 9 pages

I. Introduction

Klara, a 4 year old African-American female, has been attending the Child Development Center of College of San Mateo for 2 years. She is an only child and resides with both her mother and father in San Mateo. English is Klara’s primary language.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
This case study will examine Klara’s biosocial, cognitive, and psychosocial development. The Desired Results Development Profile (DRDP) was utilized to observe Klara’s development. A DRDP is an established tool used to advance the quality of early care and educational programs in California (DRDP). Each domain of the DRDP is analyzed by the measures of, “exploring,” “developing,” “building,” and, “integrating.”
II. Biosocial Development
Klara’s biosocial development is appropriate for her age. Gross motor development, balance, fine motor skills, personal care routines, and personal safety were reviewed in accordance to the DRDP.
Gross motor development is the review of the child’s capability to move in a consistent manner using large muscles – arms and legs (CDE, Measure 38, 2010). Klara’s gross motor development is building. She is able to use complex movements during dynamic play. For instance, during outside “playtime,” Klara was independent and active in the jungle gym. She was able to swing on the monkey bars, climb on top of the monkey bars, throw a ball in to a mini basketball-hoop, and appropriately climb the stairs by altering her left and right feet.
Balance is the child’s capability to balance self in space (CDE, Measure 39, 2010). Klara’s balance is integrating. She is able to coordinate various movements concerning balance. For example, Klara was able to hop on one foot for 7 consecutive times, run and kick a ball, and balance a book on her head for 5 seconds.
Fine motor skills observe the child’s capability to plan and manage the use of release, strength, grasp, and control of hands and fingers for play and practical actions (CDE, Measure 40, 2010). Klara’s fine motor skills are building. At this level, she is able to use her fingers to operate small objects and objects demanding detailed eye-hand coordination. Klara is able to use scissors to cut paper and hold jewels with her index finger and thumb when creating a...

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