The 18-month-old child in the video is found to be in a joyful state, happily playing with his mother. He responds to the instructions of her mother. He engages in playtime with the blocks and tries to arrange them and sort them. He is found to express his satisfaction as well as dissatisfaction in his own ways. He can move about without assistance and sit and stand without support.
Cognitive: the child is found to be engaging in different acts with the help of the blocks he is playing with he can successfully throw, shake, drop and bang the blocks. During this time he has a set of clear objectives in his mind about what exactly is to be done with the blocks. Failure to do so leads to dissatisfaction. He is successful in recognising objects from pictures that his mother shows him and calls out.
Social/emotional: The child enjoys his playtime with his mother and expresses happiness. He is sociable and wants to establish a communication with the other individuals who are present in the room but are not shown in the video. The child tries to engage these individuals in his play.
Physical: The child can stand and sit without assistance; however is also found to crawl at certain instances. He can stand momentarily without support. The grasp of his fingers is fine, and he can hold the objects properly without dropping them.
Language: The child is conscious about his speech and attempts to talk. He is seen to speak certain informal words and does not speak other words. He also responds to verbal requests of his mother.
From the recorded data, it can be stated that the child has attained the developmental milestones expected for an 18-month-old child. At this age, a child is able to walk without support and is a confident walker. The physical milestone is therefore reached, contributing to the child’s strength. Regarding language development, the child must be able to speak in loud, clear voices at the age of 18 months (Newma & Newman, 2014). However the child is found to be lacking in this skill, as indicated by broken and unformed phrases, and therefore his language skills need to be developed.
The results from the assessment can be used for engaging in counseling activities for bringing developments in the areas that need improvement. The activity for the physical, developmental domain would be to encourage walking, the activity for the cognitive developmental domain would be puzzle solving, the activity for the social developmental domain would be playing fun games, and the activity for language developmental domain would be to reinforce attempts to respond to speech (Trawick-Smith, 2013). The child’s parent can consider carrying out the activity named “a little conversation’. In this, the mother would give the child a plush toy and encourage the child to hold the toy, talk to it and take care of it. The mother must talk to the toy just as she would do to the child and encourage the child to do the same. This would help the child learn problem solving, and improve listening skills, social skills and memory (Mindes & Jung, 2014).
Further assessment needs to encompass the further developmental needs of the child. It is to be assessed whether the parents are responding appropriately to the need of the child. The everyday skills of the child are to be assessed in order to highlight the further needs of the child (Wortham & Hardin, 2015).
Observed Behavior: objective, measureable terminology
Interpretations: notes from the observer
The child is found to be exploring objects in different ways. He is engaged in banging, shaking, dropping and throwing objects he is playing with. He quickly picks up objects dropped by him. He is able to look at the correct picture when the name of the image is taken, for example, orange, and dog. He can also imitate gestures.
The child is found to be in a playful bent of mind and enjoys the company of the lady. He is jolly and expresses his happiness. He is found to be enjoying imitating her. The child has a deep preference for his toys and loves to explore doing different actions with them. He is not fearful in any situation. He repeats sounds for getting attention.
The child can sit and stand without assistance. He crawls forward by pulling with arms and pushing with legs. He can stand momentarily without support. The grasp of the fingers are developed and can bang two cubes together. Objects are kept away voluntarily and try to move them with fingers.
The child pays increasing attention to his speech and is conscious about it. He responds adequately to simple verbal requests.
The child has developed cognitive skills
The child has developed his emotional forefront on his own manner
The child has achieved the physical developmental milestones he is supposed to
The child has achieved the language developmental milestones he is supposed to
Mindes, G., & Jung, L. A. (2014). Assessing young children. Pearson Higher Ed.
Newman, B. M., & Newman, P. R. (2014). Development through life: A psychosocial approach. Cengage Learning.
Trawick-Smith, J. (2013). Early childhood development: A multicultural perspective. Pearson Higher Ed.
Wortham, S. C., & Hardin, B. J. (2015). Assessment in early childhood education. Pearson.