Analysis of Child's Overall Development Domains: Miya's Profile

This project presents a detailed analysis of a 3-year-old girl named Miya, focusing on her overall development across physical, intellectual, social, and emotional domains. The analysis is supported by observations, including classroom interactions and diary entries, as well as time sampling data. The project assesses Miya's strengths and weaknesses, particularly highlighting her challenges with letter recognition and pronunciation. It provides recommendations for activities tailored to support her development, such as letter hunting, storytelling, and writing letters in sand. The project also incorporates relevant child development theories like Piaget's and Vygotsky's theories to interpret the observations and suggest appropriate educational implications. The analysis includes detailed observations of Miya's behavior in different settings, providing insights into her social interactions and emotional responses. The project concludes with a discussion of how play-based learning can be used to enhance her cognitive and social development.

Analysis of Child’s Overall Development Domains
Child’s Profile
a) Name: Miya Aw Yan Xin
b) Age: 3 years 2 months
c) DOB: 4-08-2016
d) Nationality: Singaporean
e) Race:
f) Gender: Female
g) Language: English, Chinese
h) Birth Order: 1
i) Weight:
j) Height:
k) Parents: Ong Lay Khoon
i) Background introduction/information (Which includes why you have
selected to observe the child)
Miya is a 3 years 1 months old girl in Nursery 1. She is an active child who enjoys
pretend play as well as outdoor games. Both her parents being working, her main
caregiver is his grandparents. She is a Singaporean. She is the only child in her
family. She can speak English very well. Miya is good at social skill. Miya struggles
with letter recognition and pronunciation of few particular alphabets. She enjoys
playing with blocks.
i. Overall analysis and evaluation of the child’s developmental domains
support by child development theories
a) Physical Development
Based on my observations, Miya is physically well developed as per her age.
Miya’s gross motor skills are also well developed, as she can run very fast, walk with
bags, balanced on her head .Her gait pattern and nee flexion is well developed. .
She can jump from a low platform and land on both feet. She can be able to climb
over objects and obstacles. Miya’s fine motor skills are well developed, she is
capable of tying her shoe and can tear paper into pieces and can even sew them
with strings.

b) Intellectual Development
Miya has poor letter recognition skills and cannot identify most of the letters.
She faces difficulty in identifying letters when they are written in a different
case, and is more able to recognize the upper case letters. She is however able to
express herself through speech, despite of the wrong pronunciation at times.
c) Social Development
The social developmental mile stones in Miya are well recognizable. She is able to
form friendships and take turns while doing activities. She is able to play with her
peers and can share her toys with them. During the lunch time, she can to clean the
table after she had finished eating.
d) Emotional Development
Miya is expressive, and is able to express how she feels, with the help of
suitable words. In comparison to her developmental milestones, Miya is coping
well.
ii) 3 Recommended Activities (based on the above evaluation)
Base on my observations, Miya need to do letter hunting activities.
1. Letter hunting activities can be effective for Miya. She has to pick up the letters
and match them with the letters on the wall. After she picked up the letter and
teacher would tell her, what letter it is and Mia would repeat her teacher.
2. Story telling will be one of the best activities for Miya. She will be able to recognize
the letter and she can be able to pronounce the letter as well.
3. Writing letters in the sand can be an interesting activity for Miya. When she would
write the letter and will also be able to pronounce and can also see the letter flash
card.
Interpretation: It can be stated from the observation, that although the gross motor
skills and the fine motor skills in Mia has developed, but she will have to work on her
letter recognition skills, which can be done by certain play based activities. According

to the theories of cognitive development, the children always perceives words as a
whole that is compatible to schemas in general and not focus on the letters on trying
the read an unfamiliar words whose one of the letters are missing (Roskos, 2017). .
Date: 27/08/2019
Child: Miya
Setting: In the classroom, reading
time
Time: 9:45am to 10:10am
Others involved: All children
Background information:
In the morning lesson time, English
teacher sat on the floor. All children
were sitting around her. English teacher
said “last week, we learnt about letter J
and letter L. Do you still remember what
is the sound of letter J”.
Time Antecedent Event Behaviour Consequent
Event
9:45 am In the morning lesson time,
English teacher sat on the
floor. All children were
sitting around her. English
teacher said “last week,
we learnt about letter J and
letter L. Do you still
remember what is the
sound of letter J”.
Miya said, Letter L
sound is “ga.ga”
English teacher
asked Miya that
are you sure and
Miya seemed like
very confused.
She was quiet
and looked
blankly at the
English teacher.
Teacher asked
other children.
9:55 am English teacher showed
the letter J flash card and
asked Miya again.
Miya raised her
hand “Aa.”
English teacher
told her that this
letter J sound is
“Ja”. Miya looked
at teacher and
teacher asked her
, not to get
worried as she
would pronounce
for her again.
10:05
am
English teacher showed
the A to Z Flash card and
asked Miya.
Miya looked a bit
confused when the
teacher showed the
letter L flash card.
She kept quite and
looked at teacher.
English teacher
said that this
letter is letter L.
We are going to
do some
activities.
Interpretation: Miya was having a tough time in recognizing the letters. One of the
educational implication of Piaget’s theory is that it to adapt the instructions as per the

developmental stage of the learners (Roskos, 2017). Hence, the classroom activities
need to be as per the need of Mia. Hence activities like print play can be introduced.
Child Observation Format (2) Diary Writing
Name of Child: Miya AwYan Xin Date of observation: 23/08/2019
Age/Gender: 3 years and 5 months Time: 10:15am to 10:45am
Setting: At block corner
Developmental domain to observe: Emotional Development
After lesson, children were playing with lego brick pieces to build their own choice of
structure. Miya was building the house and she had finished soon. Charlie was
coming towards her and fell down on Miya. Miya’s house toy fell down on the floor.
Miya started crying and she looked very sad. The teacher came and explained to her
that “Miya, Charlie accidentally fell on you, and we both will help you to build the toy
house again for you. Charlie said sorry to you”. So can you play with him now. Miya
stopped crying and looked at Charlie. Charlie was very quickly standing in front of
Miya and Chinese teacher. Miya nod head. Chinese teacher asked them to hug each
other. Miya and Charlie hug each other and built the house together again.
Date of observation: 23/08/2019
Time: 03:00am to 03:30am
Setting: Snack time
Developmental domain to observe: Emotional Development
After woke up for nap time, children were having a snack time. Miya sat down
besides Lyndon, Warren, Evan and Charlie. They were eating cake. Miya was
suddenly stood up but she knocked with the chair. So Warren’s cake dropped on the
floor because of Miya. Warren started crying and Miya stood beside Warren quietly.
English teacher came toward them and said to Miya, that “Miya, you must careful
while you stand up. Now take the cake from the plate and give it to Warren”. Miya
nodded her head and quickly took the cake from plate and gave it to Warren. Miya
said sorry to Warren and them again eating started eating together.

Interpretation: According to the Piaget’s zone of proximal development, is a range
of activities that can be done with the help of assistance. Hence, it can be seen that
Mia needs certain instructions to still act emotionally (Demetriou, Shayer & Efklides,
2016).

Child Observation Format (3) Time Sampling
Date: 26/08/2019
Child: Miya
Age: 3 years and 5 months
Settings: In the classroom, free choice
Frequency: every five minutes
Focus: Social development
Background information: In the
morning 9:45am, in the classroom.
After drinking water, children kept
their water bottle in the tray. English
teacher asked the children to sit down
on the floor. English teacher started
the lesson. At 10:10am, English
teacher finished the lesson. She took 3
basket of Lego brick and put it on the
floor. She divided 2 group of children
and she gave 1 basket to each group.
Children took the lego brick pieces
from the basket and started build their
own choice.
Time Solitary Parallel Group/
Cooperative
10:15 am

10:20 am

(Lyndon)
10:25 am

(Lyndon)
10:30 am

(Lyndon, Cosco,
Evan, Warren)
10:35 am

(Lyndon, Cosco,
Evan, Warren)
10:40 am

(Lyndon, Cosco,
Evan, Warren)
10:45 am

(Cosco)
10:50 am

(Cosco)
10:55 am

(Lyndon, Cosco,

Evan, Warren,
Kaelynn, Janelle)
Interpretation: Playing with lego bricks is an important constructive play activity for
children. Play based learning had found to be effective for strengthening various
aspects of development and learning. Activities using lego bricks would be helpful in
developing concepts of three dimension. It can initiate science learning among the
students. According to Vygotsky’s theory of play- play can enhance realistic thinking,
which can act as a unity In the process of creativity and invention (Minick, 2017).

References
Demetriou, A., Shayer, M., & Efklides, A. (2016). Neo-Piagetian theories of cognitive
development: Implications and applications for education. Routledge.
Minick, N. (2017). The development of Vygotsky's thought: an introduction to
Thinking and Speech. In Introduction to Vygotsky (pp. 35-58). Routledge.
Roskos, K. A. (Ed.). (2017). Play and literacy in early childhood: Research from
multiple perspectives. Routledge.