Detailed Developmental Summary and Analysis Report for Child Lara

This report presents a comprehensive developmental analysis of a child named Lara, born on August 30th, 2007, based on observations conducted on January 11th, 2008. The analysis, completed by Amanda, encompasses five key developmental domains: social, emotional, communication, cognitive, and physical. Each section provides a summary statement, identifies root skills being demonstrated, cites sources, and offers an analysis of strengths and emerging skills or needs. The social development section highlights Lara's positive interactions with peers and confident communication skills. The emotional development section emphasizes her emotional self-awareness and regulation. Communication, language, and literacy development are assessed, noting her progress in sentence construction. The cognitive development section examines her memory, attention, and spatial awareness. Finally, the physical development section focuses on her motor skills and muscle development. The report concludes with a summary of Lara's interests, primarily in physical outdoor sports, and references supporting the observations.

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Developmental Summary-Analysis
Child’s name: Lara
DOB: August 30th 2007
Date of Analysis: January 11th, 2008
Completed By: Amanda
1.Social Development
Summary Statement Root Skills Being Demonstrated Source
Lara has been found to interact with other child well and
willing to play with a child white sitting in a circle to sing their
song
Interaction with peers (Turkewitz &
Devenny, 2013)
Anecdotal #2, p-4.
Lara expressed excitement during play evident by high
pitched vocals and happy smile in her face.
Skills of playing with other children
Communication with others
Running record #1 page 17
Lara was found to confident while speaking with moderator.
She made direct eye contact during communication process.
Children are confident and informed learners Running record #1 page 17
Lara was engrossed in her play as she watched other children
play
Observing other children playing Anecdotal#6, p-8
Lara was found to verbalize with her teacher and answer to
the question that was being asked in the circle. She also used
Children are connected with the world and shows
responsibility for active community participation Running record #3, page 25

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descriptive words and 2-3 words sentence during interaction.
Analysis of Strengths:
From the analysis of the Lara’s observation, it can be said that the main strength of Lara is that she is a confident learner
showing curiosity during playing and learning process. Being an active participant in the learning process will help her to make
connections and make sense of new experience. This can be said because she engaged in enquiry-based experiences with her
teacher. An educator can recognize child’s involvement in learning and provide opportunities to the child to address their
thinking (BELONGING, BEING & BECOMING. 2017).
Analysis of Emerging skills or Needs:
The emerging skills observed in Lara is related to communication process. Lara was found to interact with teacher,
however she only used small sentences. Hence, her skills in communication is just emerging at this stage. She is also saying
positive sense of attitude in childcare setting which is indicative of being connected and contributing the world. The educator
can further create an environment by which Lara can enhance her communication skills and developing caring relationship
with the environment and people (Lillard et al., 2013).

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2.Emotional Development
Summary Statement Root Skills Being Demonstrated Source
Lara expressed excitement when engaging in a play and
she used high pitched vocals. She was happy when
taking part in a play
Emotional self-awareness Running record #3, page 25
Lara demonstrated skills to such as playing with other
children and she tried to communicate with other
children. Lara also tried to communicate the thoughts
she had and observed other children playing
Emotional self-awareness and
recognising other individual’s emotions
Running record #3, page 26
Lara makes eye contact when speaking to the educator
and looks at him while speaking. She also tries to
express what she feels
Emotion regulation Running record #1, page 15
Lara uses words like ‘thank you’ and ‘please’ when
communicating with other children
Recognising other individual’s emotions Anecdote #3, page 5
Analysis of Strengths:
Lara has a number of key strengths related to emotional development. The skills demonstrated by her include emotional self-awareness, emotional
regulation and recognising other’s emotions. On the basis of these skills she is able to communicate effectively with other individuals and express
the basic human feelings coming into forefront. Lara has the tendency to have one emotion at a time and acts as she feels. Lara is able to rely on

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physical clues for identifying the emotions of other. That is the reason why tries to maintain eye contact with others and attempts to understand
their emotions.
Analysis of Emerging skills or Needs:
Lara would require support for developing further emotions as she might need help in expressing the concerns she has in relation to expression of
feelings. She would further need to have a better understanding of the interaction between situations, emotions and people. Rethinking goals and
motives behind the reactions would be a desirable approach in future.

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3.Communication, Language & Literacy Development
Summary Statement Root Skills Being Demonstrated Source
Lara started talking in parts which is a positive attribute in her
condition. She responded to situations in plural forms
initially.
Implementation of speech therapy Running record #3, page 25
Lara was found to develop language skills when the teacher
was encouraging her when she was swinging in the yard. She
was seen to develop the skills in a receptive manner. She
responded to the teacher by stopping her swing.
Conducting self awareness sessions (Malti et al.,
2016)
Running record #3, page 25
Lara during her sand art sessions was seen to react by saying
“back to me”. She was seen to say a sentence of three words
for the first time. The reaction was spontaneous from her
side when she was stomped by a person.
Social interaction Running record #3 page 26
During the cleaning process at the playground, Lara was
found to be highly reactive when she saw a child near a
shovel, she constructed the right sentence at the right time.
she had direct eye contact with the person while
communicating.
Quick responsive skill growth (Noel et al., 2015) Running record #3 page 25
Lara was found to develop communication skills and her
reactions were far more reflexive than before, she said
Positive interaction with the child (Ratcliff et
al., 2012)
Running record #3 page 26

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“vroom, vroom” when she noticed a car running near by.
Analysis of Strengths:
Lara, with time was found to develop her language and communication skills, unlike in the past, she started saying sentences
of three words which a stepping stone in her case.
Analysis of Emerging skills or Needs:
The need at the present situation of Lara is to inculcate speech therapies in her regular curriculum.
4.Cognitive Development-(thinking and learning)
Summary Statement Root Skills Being Demonstrated Source
Lara has not yet learnt the important cognitive skill that
attention is, as even after she slides down, without the
intervention of the instructor, she is unable to understand
that she needs to move out.
Lack of attention and focused understanding of the
task at hand.
Anecdotal #1, page 3
She has developed the ability of understanding how much
space is required for a person to move in, stay or move out of
a place. As Lara moves towards the storage door, she does
not run past her, but waits for her to move out. This shows
her spatial awareness.
Spatial awareness skill and analytical ability to think,
reflect and understand the space required for a
person to move in (Belsky & Pluess, 2013).
Running record -3, page 25

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She remembers how she has played with the truck earlier,
and makes similar sound as she has done while riding her
truck, as part of the game.
Memory skill and attention skill as she remembers
past actions, and works accordingly
Running record-3, page 26
She has learnt to pay attention and remember when it is her
turn to slide down and play. She remembers and pays
attention to the time her turn comes up, and once her turn is
over, she passes the chance to her co-players.
Memory and thinking skills that help her to
understand about the rules of game.
Running record #3, page 25
She remembers how she has played with her slide, and uses
the same to go down the slide later.
Memory and attention has developed. Running record #3, page 26
Analysis of Skills:
The child Laura, has successfully developed the memory and attention skills. She remembers how the game is played, and most importantly, is attentive
to the do’s and don’ts of the game. She is aware of the time it is her turn to play, and she has also developed the thinking skills that is helping her to rationalize
the game as well. She is not crying or exhibiting stubbornness when her turn ends and patiently waits for her turn, that explains her understanding of the rules of
the game.
Analysis of Emerging Skills or Needs:
Despite the presence of almost all the cognitive skills, one skill that is absent in her is concentration skill as she fails to concentrate on when her action
starts or when is it over. Without the intervention of the instructor, she could not understand when does she need to get up. Focus and concentration on the
activity she is accomplishing are important here.

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5.Physical Development
Summary Statement Root Skills Being Demonstrated Source
Lara has been able to develop upon the skills of grasping
the rope and also have been able to learn the ability to
make full use of both hands. She also can learn to
swinging of the rope
Grasping ability and proper coordination of both
hands (Herrenkohl, Kosterman, & Hawkins, 2012)
Running record #1, page 18
With better development of the leg Lara has been able to
quickly move upon her legs and therefore walk quickly.
Proper movement of the legs and leg muscle
development.
Running record #1, page 19
As Lara developed the ability to carry heavy items that is
clear from the skill of using shovel and lifting of the sand
buckets.
She is also able to make proper use of the shovel that is
possible due to the ability of well coordinated ability of
arm movement
Arm muscle growth and ability to coordinate Running record # 2, page 21
Filled with high level of energy and strong muscle
development
Running record #2, page 22

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With better development of leg muscle it is possible for
Lara to run at better speed. This is also possible due to
her ability of better physical strength. This can also show
upon the fact that she is highly energetic
Analysis of Strengths:
The major strength of Lara is due to her hand and leg muscle development that is helping her to run and carry heavy weights. She also has developed
the skill of better grasping ability.
Analysis of Emerging skills or Needs:
Better muscle and coordination of hand and leg is the major emerging skills and she needs to do regular physical exercise to maintain healthy muscle.

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Summary of Interests:
The main area of interest for Lara is towards physical outdoor sports that requires high level of energy.

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References:
Belsky, J., & Pluess, M. (2013). Genetic moderation of early child‐care effects on social functioning across childhood: A developmental
analysis. Child Development, 84(4), 1209-1225.
Herrenkohl, T. I., Lee, J. O., Kosterman, R., & Hawkins, J. D. (2012). Family influences related to adult substance use and mental health problems:
A developmental analysis of child and adolescent predictors. Journal of Adolescent Health, 51(2), 129-135.
Malti, T., Chaparro, M. P., Zuffianò, A., & Colasante, T. (2016). School-based interventions to promote empathy-related responding in children and
adolescents: A developmental analysis. Journal of Clinical Child & Adolescent Psychology, 45(6), 718-731.
Noel, M., Palermo, T. M., Essner, B., Zhou, C., Levy, R. L., Langer, S. L., ... & Walker, L. S. (2015). A developmental analysis of the factorial
validity of the parent-report version of the Adult Responses to Children's Symptoms in children versus adolescents with chronic pain or pain-
related chronic illness. The Journal of Pain, 16(1), 31-41.
Ratcliff, R., Love, J., Thompson, C. A., & Opfer, J. E. (2012). Children are not like older adults: A diffusion model analysis of developmental
changes in speeded responses. Child development, 83(1), 367-381.
Turkewitz, G., & Devenny, D. A. (Eds.). (2013). Developmental time and timing. Psychology Press.