Childdevelopment refers to the emotional, biological, and psychologicalchanges, which occur in individuals between the ages of zero and 14years as they progress from depending on their parents to increasingautonomy. For every child, it is a continuing process withpredictability in sequence, but having a uniquely designed course forevery child (Levine & Munsch, 2011). The paper, therefore,focuses on the findings of the child development through interviewingthe parent, observation, and interaction with the child. The paperwill also demonstrate Piaget`s stage the child is in by witnessinghis behavior, which demonstrates either theory or ego-centrism.
The child in question is called Ivan Prince. From the interview withhis mother, Ivan Prince is five years old and has been a withdrawnchild since he was born. The information from his mother indicatedthat the boy likes to mind his own business, whether in the midst ofother children or when alone. He utters few words and likes toobserve his surrounding with little distraction. The history of thechild, Ivan Prince, from the interview indicated that the child`shistory focused on any illnesses, patterns, and interests. Since hewas born, according to his mother, the child appeared withdrawn withless interest from his surroundings. These findings can be associatedwith the cognitive development process, which is in line with thePiaget`s stage of childhood development, better known as thepreoperational stage.
According to the information acquired from the interview, thepreoperational stage the child also followed confirmation from myobservation of the child for close to thirty minutes remaining asunobtrusive as possible (Hobart & Frankel, 2004). The observationwas basically about his behavior. For example, the child, IvanPrince, was playing alone in the sand away from other childrenconstructing imaginary objects by use of plastic equipment. The childengaged in his things with little motor skills, which could haveinvolved him sliding down a terrain or a slide. However, the childconstantly kept contact with other children and what they were doingin the playground for approval and assurance.
The information gotten from observing the child demonstratedinstances of egocentrism, his refusal to interaction wholly withother children his age. Here, the children are in terms with a seriesof shame and doubt of what he does and what he does away from otherchildren. Chronologically, the Erikson`s play age appeared to overlapthe preoperational stage of Piaget. From this standpoint, I observedthe child a lot of subjects, which included trust versus mistrust(Levine & Munsch, 2011). For example, Ivan Prince could makerepeated trips back and forth trying to engage in other activitiesapart from engaging in only the sand.
Thirdly, my interaction with the child involved access to his motor,perceptual, and intellectual abilities. We engaged in motor skillsthrough walking, which provided me with the opportunity to train himto engage in the construction of a more elaborate system ofdevelopment. For example, Ivan Prince was able to copy everythingthat I was doing, like playing with sand and making shapes. Thisinteraction fell under the Erikson`s third stage of childdevelopment, which is better referred to as the play stage (Hobart &Frankel, 2004). While interacting, the Erikson`s stage was evidencedby the development of fluid motor movements and coping skills.Compared to the information from the interview with his mother, whichshown a withdrawal behavior and instances of ego-centrism, myinteraction with the child showed his openness to the world aroundhim.
Inconclusion, measurement of child development specifically lies in thechild`s observation, interview, and interaction. The findings fromthese activities rely on either the demonstration of Piaget`s orErikson`s stage the child is in or both. The paper identifiedincorporated these findings by noting the child, being a 5-year-old,as egocentric and socially withdrawn from his peers.
Hobart, C., & Frankel, J. (2004). A practical guide to childobservation and assessment. Cheltenham: NelsonThornes.
Levine, L. E., & Munsch, J. (2011). Child development: Anactive learning approach. Thousand Oaks, Calif: SAGE.