BABY BOOK PART TWO

Baby Book Part Two

Jocelyn Sommerville
MSTH 203
November 24, 2014

BABY BOOK PART TWO

3 Years of Age
Social Bill Communicates very well now, replying with complete sentences and
seems to understand most of what we say.

Physical Bill is the most active child in her preschool class. She loves to ride
her bike around the block. This is helping Bill grow stronger muscles in her legs and to
exercise her entire body.

Cognitive Bill is scoring above average at school on language comprehension

tests. She is able to repeat and tell an entire story from a picture.

Temperament Bill seems to have a small amount of friends at school but is

playing cooperatively and non-aggressively with them. Bill is getting used to sharing her
time and space with other kids around her.

4 Years of Age
Social Bill is in preschool and will play cooperatively with a couple other
children. Bill is sometimes reluctant to join in new activities if there are a lot of
unfamiliar children involved. Bill joined in after a while and was always eager to please
the teachers.

Cognitive Bill showed an appropriate understanding of phonological

awareness. Bill was progressively learning how to write her name and could tell letters
apart from each other.

Temperamental Bill has difficulties adapting to classroom activities as she

gets nervous or anxious to start something on her own when asked to. Bill needs more
encouragement in self-management before being able to become independent from
completing a task on her own.

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5 Years of Age
Cognitive Bill is learning to play traditional birthday games such as pin the tail
on the donkey to help with coordination to help with her where abouts are in space. Also
a scavenger hunt so help her with problem solving.

6 Years of Age
Social Bill has demonstrated strength in areas of speaking and listening in
content knowledge of social studies and science.

Physical Bill is usually active during recess and physical games.

Cognitive Bill demonstrates strength in reading and writing.
Temperamental Bill is appropriately quiet during work periods and does not
show an unusual amount of impulsive or distractible behaviour.

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Analysis of Physical Development

The physical development of my child is changing rapidly in a positive direction.
During activity, Bill is having more experience with jumping and running around during
her gross motor movements. She is learning the difference between boys and girls and is
beginning to have an increased control of her body in regard to climbing and hopping
over objects. Bill is continually developing physical coordination, perception, attention,
memory, language and logical thinking. Bills imagination is very vibrant and limitless at
this point, but as parents, my partner and I are trying to persuade Bill to think more literal
and use her imagination and creativity for art rather than playful activities.

Analysis of Social Development

Bill is growing socially and slowing accomplishing the Initiative versus Guilt
stage of Erik Eriksons psychosocial stages of development (Feldman, 2012). Bill is
learning how to initiate actions based on a positive or negative response. Most times, Bill
is very pleasant and does the things my partner and I ask her to do. However, sometimes
Bill will rebel against household rules like sneak a cookie before supper or throw a
tantrum if she is not getting enough attention. Bill continues to be slow to warm up to
other people in larger groups. She continues to demonstrates the secure attachment theory
from Bowbly Ainsworth's stages of development Theory. Bill is very slow to warm up to
people in the beginning (McLeod, 2014). She is not at securely attached to myself and
my partner as much as she was when she was a toddler. She is slowly growing out of this
stage but still shows signs of secure attachment on an occasional basis. At this stage of

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Bills life, I feel like she has very low self-esteem. Even though Bill is very good at many
tasks and activities, she becomes very upset with herself if she cannot accomplish
something within the first few attempts.

Analysis of Cognitive
Development
Bill is advancing fast in her reading and writing skills. At this stage of
development, Bill is overcoming the Pre-operations Stage from Jean Piagets
developmental theory. Her vocabulary is expanding and can hold a conversation between
adults and other peers (Edwards, 2000). She is very quiet during class lessons but is
always eager to learn the next hardest thing. Bill is scoring above average in her ability to
write her own name and recognize many other letters of the alphabet. She is also able to
read third grade level books and likes to turn the pages by herself. Bill loves to be
outdoors and always wants to explore.

Analysis of Temperament
Development
Bill is a lot more active than she used to be. She is exploring more with her hands
and wanderings rather than just with her eyes. She is becoming more adventurous and is
willing to leave our side and explore on her own. She enjoys solitude sometimes, but is
still not trilled about being in a classroom filled with many other children. Bill does not
usually initiate conversation, but prefers to sit quietly during class work. She is not

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disruptive and tends to work and play by herself unless disturbed by another classmate.
Bill can get very emotional at times when she does not accomplish a task assigned by her
teacher or given by her parents. She likes to please us and her teachers and therefore,
when she feels like she cannot, she gets very depressed. Bill is not aggressive unless a
child were to aggravate or instigate Bill to be displeased. Bill will most often share her
toys if asked and will engage is cooperative play with one or two other children. Bill
tends to drift towards parallel play if more children become involved in the task. Bills
self-control has a high score but she will often whine and cry at home if she feels her new
baby sister is getting more attention than her. Overall, Bill is growing at a fair pace and is
mainly focused on pleasing parents and teachers. She behaves well with other children
unless prompted negatively and most often is very self-controlled (Feldman, 2012).

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References
Feldman, R., Landry, O. (2012). Discovering the Lifespan. New Jersey, USA: Pearson
Education Inc.

Edwards, L. (2000). Per-Operational Stage. Retrieved November 25, 2014, from Mental
Development and Education:
http://ehlt.flinders.edu.au/education/DLiT/2000/Piaget/begin.htm

McLeod, S. (2014). Simply Pyschology. Retrieved November 25, 2014, from Mary
Ainsworth: http://www.simplypsychology.org/mary-ainsworth.html