EDU 1203: Child Development - Holistic Observation Report

This report provides a detailed analysis of the holistic development of a 5-year-old child (TC) through various observation methods, including anecdotal records, running records, narrative methods, and sociograms. The study assesses the child's physical, language, social, and emotional development against established norms, highlighting the child's abilities, social interactions, self-confidence, and gross motor skills. The findings indicate that the child meets the expected developmental milestones for their age, emphasizing the importance of supportive interactions with family and peers to foster continued growth and self-esteem. The report also touches upon ethical considerations, such as maintaining confidentiality and respecting the child's rights during the observation process.

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HOLISTIC DEVELOPMENT OF A 5-YEAR-OLD
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ABSTRACT
This is a report defining the holistic development of a 5- year old. In the
observation, one anecdotal records, one running record, narrative method and socio-
grams were used. The TC was able to show his abilities, speak well, show social
interest, self-confidence and good gross motor skills. This generally showed his
physical, language and social or emotional development of a 5-year-old. He met the
holistic norms for a child of that age. All that the child needed was support and those
that around keep talking to him in order to introduce new ideas to him. The siblings and
the parents of the TC are the role models in building his self-confidence from his actions
and words in how he expresses himself and they should be supportive.
INTRODUCTION
Holistic development approach involves comprehending the growth of children by
those who revolve around them as part of their work. Those who work around them
need to understand their needs and the implication of their growth. This understanding
can be brought about by observing these children and being able to interpret the results
of the observation (Black ET al.2017, p.80). The United Nations has set articles that
relate to observation of the children. For example, article 12 states that children have a
say on what decisions adults make that affect them. Article 13 states that children can
receive information and give feedback given that the information in question does not
damage them. Article 16 states that children are given the right to privacy. There should
be no attack on their lives, homes and families. The entire observation should be fair,

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have relevant and fair information (Brinkman et al, 2012). The aim of the observations
is to be able to compare children`s abilities against the norms of children of that defined
age and also to explain the different chacteristics and unique features of his or her
surrounding that influence their development as well as their growth. This approach
addresses the intellectual, spiritual, physical and emotional aspects of a child`s life.
According to this approach, at different stages, children are able to learn various
different things.
There are various techniques used in the observation of children. For example,
there is the free description method. In this a specific task is set which is appropriate for
a certain age as well as the development of the given child. It is a description of the
unfolding events written in the present tense. This is for the one reading to appreciate
what has already happened. However, the disadvantage is that it does not usually
convey everything observed as it happens. It is also hard to keep up with what is
happening. There is also the checklist method. This helps assess the children on daily
basis which is on a particular day but it is a used for a long period of time. These
highlight the unnoticed parts of children`s development. The advantage of this
technique is that it presents adequate information quickly. The disadvantage is that for
objectivity to be maintained, care must be taken.
The observation is done on a child aged 5 years. The child is born in a family of
three. He is a male child. He happens to be the last born in a family of three. He has
both parents who are employed and they live in an estate where many families reside in
the outskirts of the city.

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METHODS
One is advised to use various methods to observe the development of a child.
This helps get adequate information in relation to their needs, skills, interests and their
abilities. This helps create a foundation on the assessment and planning of an individual
child. The many observations collected before planning help come up with a good
picture of the child (Johnson 2010, p.32).
The methods include:
 Anecdotal records
These are recorded in a sequence of events, written in past tense and after the
event has already occurred. It is focuses on the important details of an event. What a
child says, their direct quotes, facial expressions, the tone of their voice and their body
language are recorded. These are able to tell the skills, needs, interests, abilities and
the child`s development. This method was used when the child played with other
children in the estate playground or having conversations with his siblings (Kolb,2014)
 Running records
This record gives a story of a child`s character by giving details of words said by a
child in a certain period of given time. It gives a record of what is happening so it is
written in the present tense. A more detailed information on a child`s behavior during
certain situation is given. They help give reasons why a child is acting in a certain way
gives more information on various areas of development. Mostly the recording is done
in a specific time ranging from 2 to 5 minutes or for a longer time which could be an

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hour or more. This method was mainly done in the morning when the child got up from
bed and when having breakfast (Prince 2010, p.424)
 Learning stories or narrative method
This just focuses on decisions made by the children and the consequences of their
decisions. They give the experience of a child by narrating it. This observation was
made when the mother was involved in different activities in the house and the child
was there watching.
 Socio-grams
This is a map or a diagram that shows the friendships of a child or any interactions
with people. This used across many age groups and it reflects on a child`s social
interaction patterns. It shows a preference on the child’s decision on who to play with or
from whom to ask for assistance. They show whom the children choose to play with
most of the times or who they interact with. This was used when the family hosted
visitors at home or when the friends if the siblings came by.
In child holistic development, it is important to maintain confidentiality. Information is
only shared with specifics for health or safety concerns. Confidentiality helps build trust
hence building relationships between those observing, the parents and the child. Ethical
as well as legal responsibility protects the individuals` and families` privacy.
The ethical considerations made included privacy where the family other child under
observation was informed about the activity. The parents had to give consent. The
observation also considered the matter of rights for example, where the United Nations
protects the children`s rights of being heard, their interests and feelings being

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considered. The consent of the child if he was willing to be used for the observation was
used. Confidentiality was a key in the observation process.
RESULTS
Holistic development is a practical approach that helps take care of physical,
spiritual growth, emotional and social growth of a child in a comprehensive manner
(Bornstein et al.2012, p.20).
Milestones
 Physical development
In this milestone, children grow 4 inches each year. Their weight also increases by 5
pounds. Their eyesight gets better and so is their coordination (Short et al.2011, p.340).
In the observation, the TC plays hide and seek with other children in the estate. Before
the end of this year, they can control their movement like starting or stopping and
turning around. He can run and stop while playing the hide and seek (Henriksen et
al.2010, p.215). They can skip, throw balls, pedal a bike and jump over objects which
happen to be the gross motor skills. The TC is observed to be throwing balls when he
plays with his siblings and friends. The fine motor skills include writing letters, they can
stack a tower like 10 blocks of height, string beads to make necklaces and pinch clay to
shape a recognizable object. The TC plays by building stacks of blocks on the dining
table when everyone else is not around (Austin &Rust 2015, p.143).
 Language development

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In this milestone, children come up with a vocabulary more than 1000 words. They
use complicated sentences combining more thoughts (Lewis et al.2012,p.655). Children
start to ask questions which they can answer too. The TC asks his parents questions
when they come from work. He asks, “Mom, what have you brought be?” They use
words like who, what, where and when. The TC when he wants his toys he asks his
siblings for the same. “Alice, where is my car?” Before the end of the year, children can
come up with songs, follow instructions, pronounce some words correctly, ask for
clarification on unclear statements, make up stories about their thoughts and argue
though it may not be very logical (Swann et a.2016, p.49). Sometime before going to
sleep, he tells his mom about his day with his friends. For example, “Mom, my friend
today fell on grass.” (White et al.2011, p.613)
Social/ Emotional development
Kids start to develop their own specific personality. They get along with age mates
and also share things that may disturb them during the playing period. The TC is
developing emotions. This is because he is observed crying when he does not win the
game (Denham et al.2012,p.180). Children in this stage become helpful and
cooperative. They tattle and they are also bossy. They lie to get out trouble knowing that
it is wrong. The TC for example tells his mom that the reason he is late to come back
into the house is because his friends scared him which is not the case because they
had come from playing together happily. They do things they shouldn`t do so as to see
the reaction of others (Salamon 2011,p.4). The TC hides the remote for the television
from his siblings so they don`t find and get angry. Sometimes they have imaginary

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friends with whom they play the same games with (Dowling,2014). The TC is observed
to sit alone sometime talking to himself but playing altogether (Britto et al,2011).
DISCUSSION
The aim of observing the TC was to be able to tell if the TC is at the appropriate
stage and doing things that a child at that stage should do. The child did not miss a
point on meeting the milestones. This means that his development is normal he needs
is more support from those around him including his parents and siblings (Britto et
al,2013).
In physical development, the TC met most milestones at that given age which is
5 years. The TC has friends around where he lives whom he plays with. He plays hide
and seek which involves running, stopping and starting. For once to play this game, one
also has to have a good eyesight which the child has. He can see those that run after
him and wherever he is hiding or running to. He plays balls with other kids and one
needs to see this ball also. The child sits and arranges stacks of blocks and this is very
appropriate for his age. He shows interests in arranging them and the ability to think
(Hunter and Walsh 2014,p.19).
In social development, the TC cries to show emotions that he is developing. He
wants his friends to be there for him. He also has the capability to lie to his parent
knowing that its wrong so as to draw attention towards him. It also shows that he is
developing self-confidence and self-esteem. He also hides the remote from his siblings
because he wants to challenge them hence becoming bossy (Britto et al, 2011).

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In language development, coming up with even words to let out is such a big
deal. He speaks to his mother by asking questions that needs answer so as to develop
a conversation. This means that he wants to express himself about his needs and what
he is interested in. He always asks questions of where so as to open up and let
everyone help him out. This further helps him develop more when it comes to language.
He shares his that have built up in his brain as memories and starts sharing them. This
sentence construction also helps them to make plans and tell their experience. With
their being conversations, more ideas and concepts are introduced to their brains
(Robson 2014, p.122).
The observation helped explain why children of this certain age behave in the
way that they do. It also helped add knowledge on holistic development of a 5-year-old.
The running records gave direct answers. They gave information as it happened. The
limitation is that as you write you get to miss on some points. The setting of the
observation would have affected the research because it was only done at home and
question of how the TC would have behaved elsewhere were not included. So may be
the setting focused on where the child would behave best and also the observers who
were the family members and friends maybe they made the TC feel very comfortable. It
was also observed that kids at this age are insecure and emotional. The parents gave
the consent for observation of their child. The practitioner had to be very nice
considering the age of the TC. Confidentiality was also ensured.

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