Comprehensive Report: Assessing Client's Developmental Stages

This report delves into the assessment of a client's developmental stages, focusing on observational methods and the use of screening tools. The report highlights the significance of a Child Observation Record (COR) in observing a child's behavior, social interactions, and performance in various activities. It emphasizes how these observations can be compared with early childhood development theories. Additionally, the report mentions the use of assessments and screening tools, such as the Ages and Stages Questionnaire (ASQ) and the Denver Developmental Screening Test, Second Edition (DDST-II), as key sources of information. It also recognizes the value of a child's academic performance and observations from parents and classmates in assessing the client's developmental stage. The report concludes by emphasizing the importance of these combined approaches in providing a comprehensive understanding of a client's developmental stage.

Running head: ASSESSMENT OF DEVELOPMENTAL STAGES OF A CLIENT
ASSESSMENT OF DEVELOPMENT STAGES OF A CLIENT
Name of the Student:
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Author note:

1ASSESSMENT OF DEVELOPMENTAL STAGES OF A CLIENT
Introduction
The following paper will briefly discuss in the key observations and sources of
information which are used for assessing the client’s stage of development.
Discussion
Observations: One of the most prevalently used and effective observational cues with
which we can assess the developmental stage of a client is a Child Observation Record (COR).
With the help of a COR, teacher can observe the concerned child during his or her behavior,
social relations, social interactions and initiatives during conversations with other children at the
early childhood setting as well as during his or her performance in specific activities (Fawcett &
Watson, 2016). These include, observing the child during participation in verbal or non-verbal
communication and voluntary movement based tasks like indoor and outdoor play, music,
dancing or creative representations like drama. Such observational cues will provide information
on the development of motor, verbal and cognitive skills within the concerned child which can
then be used to assess his or her developmental stage via comparison with early childhood
development theories (Vitiello et al., 2018).
Sources of Information: In addition to COR, a range of assessments and screening tools
serve as key sources of information useful for assessing the child’s development stage. These
include: Ages and Stages Questionnaire (ASQ) and Denver Developmental Screening Test,
Second Edition (DDST-II) (El-Behadli et al., 2015). Additionally, the child’s academic
performance in subjects and activities like grammar, reading, mathematics and science can also
prove to be useful sources of information for assessing his or her developmental stage. Lastly,
parental as well as classmates’ observations and reporting of the child’s behavior at home and

2ASSESSMENT OF DEVELOPMENTAL STAGES OF A CLIENT
the early childhood setting are useful information sources which can be helpful for assessment of
developmental stage of the child (Hirai et al., 2018).
Conclusion
Thus to conclude, observations and sources of information, of the client’s behavior and
performance at home, can assist in assessing his or her developmental stage.

3ASSESSMENT OF DEVELOPMENTAL STAGES OF A CLIENT
References
El-Behadli, A. F., Neger, E. N., Perrin, E. C., & Sheldrick, R. C. (2015). Translations of
developmental screening instruments: an evidence map of available research. Journal of
Developmental & Behavioral Pediatrics, 36(6), 471-483.
Fawcett, M., & Watson, D. (2016). Learning through child observation. Jessica Kingsley
Publishers.
Hirai, A. H., Kogan, M. D., Kandasamy, V., Reuland, C., & Bethell, C. (2018). Prevalence and
variation of developmental screening and surveillance in early childhood. JAMA
pediatrics, 172(9), 857-866.
Vitiello, V. E., Bassok, D., Hamre, B. K., Player, D., & Williford, A. P. (2018). Measuring the
quality of teacher–child interactions at scale: Comparing research-based and state
observation approaches. Early Childhood Research Quarterly, 44, 161-169.