Eating Routine of Joan

Joan is normal in her sleeping, eating and motor development. She has highly advanced in her high-quality and gross motor skills. She is more curious and enjoys manipulating and crawling objects. I have always been encouraging her to do this by permitting her to mess around as much as she can. In this way, I always make certain that she has a safe, confined environment which is protected via baby gates. At the same time, Joan is shy and cautious around conditions and people. However, she is not totally uncooperative or combative, she will in the end warm up and explore to some degree. Joan’s levels of consuming have highly improved. She does not spend many hours in bed anymore.

1. In most cases, she remains awake during the day.
2. Joan was an easy child at the age of 8 months. She used to smile and interact with almost every individual. She also used to smile at toys. This is when she could laugh at funny and surprising things. She was extremely comfortable in social situations and she enjoyed meeting new people. At times, she used to be difficult when irritable and fussy. However, she was always in a positive mood (Charlesworth, 2016).
3. During this time, Joan was a slow learner. She normally represented the same things and was not bored quickly. This behavior was realized at the time when she used to play hide and seek with things. As she played, Joan would look at the same places thinking that, she would find the things there as it is where she found them previously (Meggitt, 2015). Apart from this, Joan seemed to be relatively normal in the other areas of learning.
4. I was to some extent surprised by Joan’s behavior. However, I had to take some actions to help her stop some of the habits she was developing. Most of the choices I made in an attempt to help her didn’t seem helpful. It was not easy for Joan to stop some of the habits. Nevertheless, I had an idea on what needed to be done given the stories my mother used to tell me concerning my childhood behavior. I tried to help Joan to improve on her social skills (Charlesworth, 2016). Among the things I did was to push her to play and interact with other children as well as adults.
5. Yes, there are some environmental events that influenced Joan’s behavior. For instance, while riding her tricycle, she went off a curb in a park and encountered an accident. Before this incident, Joan used to enjoy riding her tricycle. However, after the accident, Joan has never liked riding the tricycle. Another event is when a cat scratched her at the neighbor’s place. As a result, Joan developed some excessive fear of visiting the neighbor’s place and she literally hates that place. Even though the neighbor behaves kind to her, Joan cannot go to his place (Daniel, Wassell & Gilligan, 2010). Another event is when Joan was heat by an iron box that was carelessly placed at the table. Following the incident, the child had to be taken to hospital for treatment and she stayed ill for about two weeks. As a result, Joan hates seeing the iron box. She is always scared when someone mentions it.
6. When I took Joan to play with other kids for the first time, she was at first hesitant to get into the play. After spending a couple of minutes watching and observing what the other kids were doing and how they were enjoying it, Joan joined in. Though she was not aggressive, she would at sometimes say “mine” when the other children wanted to take her toy. Joan slowly learnt getting along with the other kids through up her toy and smiling at them. Among the other things Joan has learnt is to put on her slippers and she can go to the toilet by herself (Meggitt, 2015). At the same time, the child is normally adapting to new routines though in some cases, she does not cooperate with new day care providers easily. When left under a new care provider, she usually spends the whole day crying and get clingy.
7. According to vygotsky’s theory, parents should allow their children to interact with others to develop their social skills. This theory applies to my practices given that I have allowed Joan to interact with different types of people and she has become a social child who likes being with people. I always encourage Joan to interact with other people both those of her age and adults. This has highly contributed to Joan’s fast social growth. We can also recognize the use of social learning theory at the time when I join the child as she plays with puzzle mainly to show her an easy way of getting the pieces together (Charlesworth, 2016). It also seems that I have relied on the information processing theory when Joan becomes able to remember and provide simple descriptions of the experience she had at the zoo. This ability to recall and describe her experience at the zoo was impacted by the much time we spent playing with her.

References

Charlesworth, R. (2016). Understanding child development. New York: Cengage.

Daniel, B., Wassell, S., & Gilligan, R. (2010). Child development for child care and protection workers. London: Jessica Kingsley Publishers.

Meggitt, C. (2015). Child development: An illustrated guide ; [birth to 16 years]. Oxford: Heinemann Educational Publishers.