Category: Child Development

Targeted Website

Jean Piaget studied “the development of children through continued interaction and observation” (Piaget, 2015, para. 1). Piaget’s theories have been applied in many learning environments. The website “www.learningandteaching.info” focuses on the scholarly achievements of different theorists. The website highlights the major theories associated with human development.

Main Points Covered in the Resource

This webpage offers useful discussions and ideas to the reader. The website begins by giving a detailed biography of the psychologist. Jean Piaget was born in 1896. Piaget studied and published many scientific papers. He later examined the development of children. Piaget completed most of his works by observing and analyzing the behaviors of small children. He also designed various activities for targeted children. This practice “made it easier for him to understand the reasoning processes of the targeted children” (Simwata, 2010, p. 368).

The website also explains why Piaget’s work has been influential in many fields. Many educationists have been using Piaget’s theory to develop the best curriculum for their children. Piaget formed the foundation for future human development and growth theories. According to the theorist, a child’s thinking process is not smooth. Small children take long before understanding the things around them. Many institutions have used such ideas to support the needs of many children.

The webpage goes further to describe Piaget’s key terms and ideas. Some of these terms include “accommodation, conservation, operation, and egocentrism” (Piaget, 2015, para. 4). These terms are critical towards understanding children’s growth patterns and behaviors. The website also describes Piaget’s four stages of child development. These stages include “sensory-motor (from birth to 2 years), pre-operational (2-7 years), concrete operational (7-11 years), and formal operational” (Piaget, 2015, para. 7). The website also highlights the weaknesses associated with Piaget’s theory.

Why this Resource is Acceptable

The selected resource offers a detailed analysis of Jean Piaget’s theory of development. The webpage begins by giving a brief biography of the theorist. The webpage also explains why Jean Paget concentrated on the developmental processes of children. This approach makes the resource meaningful and acceptable to many readers. The website also explains why Piaget managed to present the best ideas and arguments. For instance, he designed effective games and activities in order to determine the understanding capacities of the targeted children (Piaget, 2015). The approach made it easier for the theorist to come up with the best arguments.

The webpage also discusses the four stages of development. The website identifies the issues, developments, and activities associated with every developmental stage. The resource also explains why Piaget’s theory is complex. According to different theorists, many younger children are able to manage complex activities. The webpage also explains why Piaget’s approach has been applied in different areas. However, some scholars, such as Bruner and Vygotsky, have focused on different issues such as language and learning (Simwata, 2010). People should, therefore, examine the ideas presented on this website in order to understand Piaget’s theory much better.

Reference List

Piaget. (2015). Web.

Simwata, E. (2010). Piaget’s Theory of Intellectual Development and its Implication for Instructional Management at Pre-Secondary School Level. Educational Research and Reviews, 5(7), 366-371. Web.

Peek-a-moo! by Marie Torres Cimarusti

In this multicolored, strong little board book, the author invites young readers to have fun playing “peek-a-boo” with a cow, as it finds lots of great hiding locations all over the farm. The cow leaps out of her hiding location every time with a revelation “peek-a-moo.”

Infants adore playing peek-a-boo! With its brilliant, unusual animals and outsized flutters to lift, Peek-a-Moo! Would surely become a kid’s favorite reading aloud book. Children play peek-a-boo with various animals on every page, guessing what it is, and then exciting the flutter to get to know. Every animal has a dissimilar sound that happens to be a part of the peek-a-boo game: Guess who? “Peek-a-moo!” says the cow. “Peek-a-squeak!” says the mouse.

The edition is on hardcover, in order infant readers did not tear the book on the first day of “reading”. Children will most likely recognize all of the animals even before lowering the shakes. This sideways they will adore making the sounds that the book is aimed to tempt.

Eyes, Nose, Fingers, and Toes by Judy Hindley (Author), and Brita Granstrom (Illustrator)

There are huge amounts of ways to apply a body. Take legs and feet, for instance. “Legs are for leaping and jumping and dancing. Legs are for kicking and skipping and hopping. Feet are for STOMPING and suddenly – STOPPING!” This good-humored festivity of legs and bellies and noses and necks is for those new to these parts. A procession of international toddlers pleasures in twinkling eyes, stretching backs and hugging arms. Brita Granstrom’s colored chalk and picture characters prance on backdrops that look like the children themselves painted them, total with blooms and unblemished suns. Kids are invited to perform the examination to determine the helpful and occasionally childish things people can do with what they are born with.

Stellaluna by Janell Cannon

The book for preschoolers, as they are grown enough for more complex books, and are capable to understand the matters of friendship, sorrow, happiness, and so on. Baby bat Stellaluna’s life is flying along correct on the timetable – until an owl assaults her mother one night, banging the confused bat let out of her mother’s affectionate clutch. The tiny bat is fortunate enough to set down in a nest of baby birds, but the whole of her world has twisted the wrong side up. Stellaluna’s new bird mom adopts her into her nest, but with the only condition that Stellaluna will behave like a bird. Soon Stellaluna has studied to act as a good bird should – she stops hanging by her feet and begins eating bugs.

But when she lastly has an occasion to show her bird siblings what existence as a bat is like, all of them are puzzled. “How can we be so different and feel so much alike?” one asks. “I agree,” Stellaluna replies. “But we’re friends. And that’s a fact.” Anybody who has ever been asked to be someone they’re not will realize the conflicts – and opportunities – Stellaluna faces. This attractively illustrated book is sure to be an all-time preferred with readers, whether they have left the nest or not.

This interview was conducted with two children at the age of 4 and 9 years old. The participants of the interview were the members of one family. The aim of the project was to compare the age peculiarities of the children and differences in their development.

During the interview, the children were asked to perform several tasks. They were proposed to describe their friends. Then they were asked to draw the members of their family.

As it has been mentioned before both children are the members of one family and they are bringing up by the same parents. Nevertheless, judging from the speech patterns used by the children, the difference in their cognitive development is obvious. Being interviewed Hanna uses the simple phrases, with reduced vocabulary. At the same time Michael, uses more complicated phrases and even set expressions.

It may be explained by the fact that Hanna is at the stage of the preoperational development. At this stage language skills of a child are not developed. Children just learn to use language. The main activity, which is typical for a child of this age, is a game. Moreover, this period of development is characterized by egocentrism and a childs inability to evaluate things from a different point of view. It is clearly observed in Hannas speech that she does not realize the interconnection of her relations with Sophia. Hanna does not understand that she is the same friend for Sophia as Sophia is for her. It is a typical example of the egocentrism that is typical for this age.

Michael is at the concrete operational stage. There are logical arguments in his statements. For instance, he realizes the dependence between his friendship with Peter and the fact that they study at the same school.

The drawing activity also reveals the differences in the cognitive and physical development of the children. While watching the motions of children during the task fulfilment it was seen that Hannas motor skills were not highly developed. She kept a pencil in her hand in a wrong way and there were obvious technical difficulties for her in this task. Michaels motions, on the contrary, were technically correct. Moreover, during the fulfilment of the task there was a difference in a childrens concentration. For Hanna it was difficult to remain on a place. She was constantly getting distracted from her task. At the same time, Michael stayed focused until the end of the task. This fact suggests an obvious difference in the physical development of the children.

In general, it is possible to conclude that at the preoperational and concrete operational stages there may be observed the obvious differences in a development of a child.

Interview

Hanna (4 years old)

Interviewer: Hanna, please tell me do you have a friend?

Hanna: I have a friend. Her name is Sophia. We often play together.

Interviewer: Hanna, do you like your friend?

Hanna: Yes, she is nice. But she thinks that it is me who is her friend.

Michael (9 years old)

Interviewer: Michael, please tell me do you have a friend?

Michael: Yes, I have a friend. His name is Peter. He is a good friend of mine and we spend a lot of time together.

Interviewer: Michael, do you like tour friend? Why have you decided to keep company with him?

Michael: Yes, I like my friend. He is a very interesting lad. We study at the same school and he is my neighbor. I think we are friends because we have used to come back from school together. Moreover, we both go in for sports. He is a good friend and I am sure he is always ready to give me a helping hand.

For this assignment, I went to see my 8-month-old niece. She is in the stage of sensorimotor behaviour. This could be considered the beginning of the development process. Infants use talents and skills, including seeing, sucking, and grasping. Piaget believed that young children learn best through experimentation or action rather than discourse (Cătălin & Mihai, 2021). Sensorimotor behaviour denotes deliberate activity or object permanence testing. During my visit to my niece, she was frequently suctioning her thumb. It might be accurate to say that she was constantly looking for her mother or a face that was more familiar than mine.

Egocentrism, animism, artificialism, or objective responsibility are examples of preoperational behaviour. Children begin to grow and engage in pretend play throughout the second development stage. They gave life to inanimate objects as part of the game and often focused on exaggerating specific characteristics or perspectives in an argument related to the game. My niece is very attention-seeking and acts egotistically when this attention is not given (she starts crying). Subjective moral judgements or decentration are examples of concrete operational behaviour. Children’s moral development includes learning how to distinguish between right and wrong and using this knowledge to make moral decisions when presented with complex options.

Deductive reasoning, according to Piaget, is part of the finalized stage of intellectual development. Children begin to think abstractly and even use such concepts to solve problems (Cătălin & Mihai, 2021). An imaginary audience is a psychological idea familiar to the teenage stage of human development. It alludes to the idea that friends, relatives, and strangers constantly keep a close eye on a person. I recognize that in my days as a preteen (9-10 years old), I constantly felt that I was over-protected by my parents. I felt the need to distinguish myself as an adult and act accordingly.

A personal fable is a widespread notion among older teens that results from the development of adolescent egocentrism between the ages of 11 and 13. The third and last level of Kohlberg’s moral growth is called the post-conventional level, where people have a significant degree of moral development (Cătălin & Mihai, 2021). At this point, people are concerned with fundamental human rights. According to Erikson’s theory of psychological development, the fifth stage of the ego is identity versus confusion (Cătălin & Mihai, 2021). Between the ages of 12-18, adolescents go through this period. They explore freedom and solidify a sense of self throughout this phase..

Reference

Cătălin, P. C., & Mihai, O. I. (2021). Psychic development of the child: Psychological, hereditary, factors, environment. Proceedings of INTCESS, 2021(8th).

Piaget’s stages of development describe children’s cognitive development in terms of phases as it occurs along a continuum from birth to adulthood. Each step is characterized by some distinct features but depends on the preceding one. Further, this development is fueled from within and is an innate process that refines itself as children interact more and more with their environment and become more capable (Babakr et al., 2019). The biggest lesson from this theory is that the mind is fluid and develops as it engages with its surroundings. Based on prior knowledge, this process involves a feedback loop involving action and reaction (Alahmad, 2020). For instance, children learn about the characteristics of objects from how they behave when interacting with them, which in turn changes how they think about them.

The most interesting thing about this theory and prior knowledge is the environment’s role in this process. Cognitive development involves evolution as a result of interactions with the outside world. In other words, the mind’s evolution is influenced by its environment. This is exciting because it explains why there are so many grades of characters. Piaget holds that the sequence of development is universal across all cultures, but it is a well-known fact that no individual is the same as another. This difference can be attributed to the environment because even children within the same geographical location can be exposed to very different social and cultural environments (Barreto et al., 2017). Piaget’s theory explains the similarities and some differences we see in children’s development, but the environment completes the picture. There is a strong relationship between individuals and their surroundings, and both impact each other.

References

Alahmad, M. (2020). Strengths and weaknesses of cognitive theory. Budapest International Research and Critics Institute-Journal, 3(3), 1584-1593.

Babakr, Z., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s cognitive developmental theory: Critical review. Education Quarterly Reviews, 2(3), 517–524.

Barreto, F. B., de Miguel, M. S., Ibarluzea, J., Andiarena, A., & Arranz, E. (2017). Family context and cognitive development in early childhood: A longitudinal study. Intelligence, 65, 11-22.

Significant Learning Issue and Reason for Selecting That Issue

The idea in chapter two involves physical development and health. According to Bergin & Bergin (2019), neurons communicate with each other through electrical impulse forces and neurotransmitter synapses. The most significant learning issue in the chapter is how physical development can affect the learning ability and mental development of kids. This issue was selected based on its enlightenment on matters associated with child development which society focuses on in its endeavor to promote moral standards and well-being among its members. According to this chapter during puberty, some associations are strengthened, and others are restricted. In the chapter, the prefrontal cortex continues the work that makes people attractive, such as critical thinking.

Chapter three focuses on behaviorism, stating that behavioral control lies in the environment. Bergin & Bergin (2019) confirm that learning is inseparable from behavior change for behaviorists. Traditional formation involves mandatory behavior. Significantly, an unconditional boost that elicits an unconditional response is paired with an unbiased boost, while an unbiased boost elicits no such response. This formation can be removed if the unconditioned and adapted extensions are not coordinated. The chapter reports that intermittent support is best for maintaining existing behavior.

Best Principles That Relate to Selected Issue

The best principle in the chapter involves motor development and refinement among children. Puberty is a long, progressive cycle that includes both essential and optional sexual enhancement and a spray of development and body configuration changes (Preiss et al., 2015). Adolescents who enter early adulthood, especially young women, are at risk for behavioral problems, drug use, and sexual activity. Malnutrition causes developmental disabilities, delays puberty, and impairs mental health. Milk is the best food for newborns and is associated with advancing well-being and knowledge.

Similarly, chapter two presents Piaget’s mental reversal event theory. The chapter affirms that the central theme in Piaget’s hypothesis is that adolescents effectively construct information instead of latently duplicating what they see. Young people construct information by incorporating new data into existing mental designs or forcing those psychological designs to accommodate new data. Piaget assumed that development combined with experience leads to a reversal of events. Bergin & Bergin (2019) show that Piaget underestimated the intellectual abilities of young children and misjudged the abilities of adolescents and adults. Young children may not shy away from standard Piaget commands, such as failure to speak correctly, for reasons other than an inherent inability to be suspicious.

Relating the Key Ideas to Incidence in the Practice

I have noted over time that resting well allows one to do better in school and have higher academic achievement. Unfortunately, many teenagers, especially young adults, suffer from sleep deprivation. Body weight has been associated with low activity levels, excessive watching, poor eating habits, and parental behaviors such as unfriendly eating habits. McCormick & Scherer (2018) note that alcohol is the most commonly used drug, followed by tobacco and marijuana among youth. I have also experienced that heavy drug users usually start using in elementary school.

Chapter three relates how a learner’s skills are relational first and then intrapersonal. Culture determines what students know, how things are learned, and what tools are available for learning. Talking confidently is usually unhindered in younger children and then becomes introspective and calm, but even teens use flashy self-talk to tackle uncomfortable topics (Bergin & Bergin, 2019). Hence, a more powerful individual platform for student performance takes performance to a more meaningful level.

References

Bergin, C. C., & Bergin, D. A. (2019). Child&adolescent development in your classroom. Cengage Learning.

McCormick, C. B., & Scherer, D. G. (2018). Child and adolescent development for educators (2nd ed.). Guilford Publications.

Preiss, D. D., Calcagni, E., & Grau, V. (2015). Classroom research and child and adolescent development in South America.New Directions for Child and Adolescent Development, 2015(147), 85-92.

Knowledge and problem-solving are aspects of cognitive development that help children think and understand the world around them. Young infants (birth to 9 months) have a tendency to attach to their caregivers and does not reflect only physical needs. Even if the caregiver cannot meet significant physical conditions, such as feeding, the child will cling to the existing caregiver for their security. Bergin & Bergin, 2018 stated that behaviors such as separation anxiety, greetings at reunions, and a tendency to seek comfort from a specific caregiver are all signs of infant attachment. These individual differences are thought to indicate how secure the attachment relationship is.

Mobile infants (8-18 months) explore by using multiple senses at the same time. As he grows, touching objects with his hands leads to abstract thinking. Combining touch, sight, hearing, taste, and smell in a game experience helps develop cognitive skills. Learning (2020) stated that young children use all their senses to explore things and store them in memory. Additionally, when children have sensory experiences, they keep the physical experience in sensory memory. They are the basis of all the skills of reading, writing, and solving problems that children will have in school. When children encounter new situations, they can draw physical and mental memories of those experiences.

Through relationships and play with peers, toddlers (age 16-36 months) start to form correlation that add to their social, emotional, and intellectual development and identity. Muentener et al. (2018) stated that early childhood programs help children develop self-esteem and self-worth. Children’s language, physical, psychological and social abilities are most remarkable in early childhood. Young children’s physical health, personal and cultural identity, emotional security, and the development of their abilities depend on their feelings about how different they are from others, their sense of uniqueness, and what they call their personal identity.

References

Bergin, C. C., & Bergin, D. A. (2018). Child and adolescent development in your classroom, chronological approach. Cengage Learning.

Learning, L. (2020). Cognitive development in infants and toddlers.Lifespan Development.

Muentener, P., Herrig, E., & Schulz, L. (2018). The efficiency of infants’ exploratory play is related to longer-term cognitive development. Frontiers in Psychology, 9, 635.

Introduction

In their research study titled “Teaching the Immigrant Child: Application of Child Development Theories”, Onchwari and colleagues seeks to use case examples to demonstrate the multiplicity of challenges facing immigrant children and how various child development theories can be used to deal with these challenges. Specifically, the researchers are interested in analyzing various theoretical dispositions of outstanding child development theorists in a spirited attempt aimed at understanding the divergent needs of immigrant children in a classroom setting.

Body of the text

The study is informed by the need to come up with proactive solutions to the challenges facing immigrant children, who are undoubtedly the fastest growing segment in the United States child population. It is believed that an estimated one million immigrants enter the United States each year, with many of these immigrants being at their childbearing age in addition to exhibiting exceptionally high fertility rates (Onchwari, Onchwari & Keengwe, 2008).

In one of the case studies discussed in the article, the researchers demonstrate a scenario where the kindergarten teacher has in his class an African child who is often in conflict with other children due to his show-offs, particularly during the time he dresses in his African outfit. Despite the fact that other children in the school frequently complains about this behavior, and in spite of the fact that the teacher has taken time to talk to the African child about this behavior, the child does not stop this undesirable behavior, in large part because it is not viewed as overly negative in the African culture (Onchwari et al, 2008).

Sigmund Freud’s theory revolves around five stages of psychosocial development, “…namely: oral, anal, phallic, latent and genital” (Singelman & Rider, 2009, p. 37). In the phallic stage (3-6 years), Freud explained that the libido is centered on the genitals, and preschoolers develop initiative by formulating and carrying out independent and bold plans. This Freudian assertion therefore demonstrates that the discussed African child, who is a preschooler in a kindergarten, behaves that way in an attempt to find an independent way to satisfy his own needs for recognition and acceptance within the school setting.

In the analyzed research study, another case is mentioned involving a second grader immigrant who just jumps in when he wants to play with the other children, a behavior that the other native children finds not only disturbing, but rude and inappropriate. But in the immigrant child’s perspective, he is only expressing his urge to be part of the play. However, upon close examination, it is revealed that this particular child lost recognition and friendship when he came to America, and therefore he continually exhibits this form of behavior (Onchwari et al, 2008).

Using Freud’s stages of psychosexual development, it can therefore be revealed that something must have gone wrong during the child’s oral stage (0-1 years), and the libido – which is focused on the mouth as a source of pleasure – has been fixated to the extent that the child will continue to exhibit some form of arrested development, particularly with regard to the development of trustful relationships with his peers (Singelman & Rider, 2009). It is only by developing trustful relationships that friendship and recognition are reinforced.

Away from issues of the research study, it is a well known fact that researchers must take extra caution when making some ethical considerations in child development research. Children, by their very nature, are not independent entities and researchers must therefore seek for approval and informed consent from the care givers (parents and guardians) of the children before subjecting them to any form of development research (Pia & Allison, 2008). The right to withdraw from the research process must be guaranteed to the caregivers on behalf of the children, as well as the right to confidentiality of information received from the minors.

Conclusion

Above all, the research methods and data collection tools must be designed in a way that is understandable to the minors, and caregivers must, as a matter of principle, have access to these methodologies to erase any doubts of foul play or inappropriate exposure of children to harmful research methodologies (Pia & Allison, 2008).

Reference List

Onchwari, G., Onchwari, J., & Keengwe, J. (2008). Teaching the immigrant child: Application of child development theories. Early Childhood Education Journal, 36(3), 267-273.

Pia, C., & Allison, J. (2008). Research with children: Perspectives and Practices (2nd ed.). New York: Jessica Kingsley.

Singelman, C.K., & Rider, E.A. (2009). Life-span human development. Belmont, CA: Wadsworth Cengage Learning.

Introduction

In chapters 8 and 9 of the book Child and adolescent development in your classroom: Chronological Approach, children’s unclear cognitive and social development during their early childhood development phase are further explained. Various guidance themes important for children’s growth are defined by elaborate concepts addressed in the chapters. In connection to emotional development in children’s early childhood development, Chapter 8 describes the functions of emotions, self-system, self-control, effective discipline, and parental style. On the other hand, chapter 9 discusses how social development is related to morals, conduct, physical activity, and media influence. Thus, this discussion aims to illustrate how some of my past experiences correlate with the book’s topics.

Chapter 8

According to the book, children tend to comprehend the need to control their emotions when they are young, starting to show signs of self-awareness in response to their environment. However, because children at this age are still learning to control their emotions, the outcomes might vary depending on their environment (Colliver & Veraksa, 2022). Indeed, the four-year-old boy who lives next door to me fell once but did not cry because his caregiver was not there. However, when the child’s caregiver is around, the boy tends to cry to obtain help. By using this analogy, one demonstrates that children at this age can control their emotions when they realize they will not be able to get the help they need.

In contrast, the book characterizes parental care as the essential concept that affects young children’s emotional development. Children’s emotional intelligence differs depending on the type of parental supervision they receive due to the use of approaches to teaching concepts of self-control through suitable and effective disciplinary actions when determining their emotional intelligence (Bergin & Crosbergin, 2019). The book explains why parents must establish efficient guidance mechanisms for their children’s emotional development.

Chapter 9

Depending on the behavior they already exhibit or have evolved during their early childhood development phase, every child behaves differently in social situations. They might gradually alter or acquire pre-existing behaviors as they continue developing through their lifespan (Catalano et al., 2020). The following personal experience shows how children develop socially during their early childhood development phase, illustrating the topics discussed in Chapter 9.

Back in preschool, because I was comparatively anti-social and had a little frame compared to other kids, I attracted bullies who habitually gave me wedges during mid-day breaks. Although reporting the incidents to teachers was an option, I was hesitant to do so because I would later face punishment from the bullies. After seeing a TV program on how to deal with bullies, a swing of my backpack that caused a bully to start somewhat sobbing and bleeding signaled a turning point that ended the bullying behavior from the other bullies. Nevertheless, despite my ability to repel bullies, a visit to the principal’s office with my caretaker demonstrated the wrongness of my acts, leading to sanctions from my parents and the school.

My analysis of the scene in light of the cognitive development theory of the mind suggests that my slow mental growth caused my failure to confront the bullies. However, after minimizing my retaliation against the bullies, my behavior in approaching the conflict shows my moral justification development. Being an introvert, I understood that my lack of friends made me a target for bullies. Nevertheless, I could influence an activity that matched my judgment by imitating behaviors I copied from media platforms (TV). Based on this comparison, it is clear how important social development is for children regarding morals, behavior, physical activity, and media influence.

Conclusion

In summation, the reflection on Chapters 8 and 9 helped me structure my thoughts and better understand the concepts and ideas articulated by the authors. Child development at the early stages of life involves obtaining emotional self-control, moral judgment, and social behavior skills. The thorough analysis of my experiences informed by the chapters’ arguments allowed for connecting the knowledge on child development I obtained with the real-world situations I witnessed.

References

Bergin, D. A. & Crosbergin, C. A. (2019). Child and adolescent development in your classroom: Chronological approach. Cengage.

Catalano, R. F., Hawkins, J. D., Kosterman, R., Bailey, J. A., Oesterle, S., Cambron, C., & Farrington, D. P. (2020). Applying the social development model in middle childhood to promote healthy development: Effects from primary school through the 30s and across generations. Journal of Developmental and Life-Course Criminology, 7, 66–86.

Colliver, Y., & Veraksa, N. (2022). Vygotsky’s contributions to understandings of emotional development through early childhood play. In The Influence of Theorists and Pioneers on Early Childhood Education (pp. 38-52). Routledge.

The present case study is important because the analysis of the given case requires considering the peculiarities of the behavior of autistic children. Having examined this case, we learn that it is very important to consider the special circumstances and backgrounds of the patients to help them. Besides, communication with other specialists who work with the patient is extremely important as well-coordinated work significantly increases the chances of success. It is also important to regard different components of a case separately and then construct the aggregate picture that would indicate the root of the problem and its possible solutions.

Developmental Contexts

To describe the work with the patient and his family, it is essential to consider some facts about the patient and his previous treatment experience. In the given case, the therapist was working with an autistic child who had significant problems with speech; to be more precise, the patient could not speak at all. The patient was Caucasian, and he was not the only child in his family; the family consisted of four people. The fact that was also very important in this context is that the therapist was not the only specialist who was working with the patient. As it became clear from the conversation between the therapist and the child’s parents, the patient was visiting a school for children with disabilities. Importantly, this experience helped the patient to feel more relaxed during a few sessions with his therapist.

Case Formulation

As for the things that presented the patient’s strong suits, he could be called a child who was quite interested in art; although he was not able to express his interest as other children do, it could not remain unnoticed. Besides, his attention did not seem to be very distracted; from time to time, he was able to choose only one object and notice its tiniest details. Like many autistic children, the patient was unable to listen and repeat the words after his parents (Wing, 2013, p.18). To continue, it was very difficult for the patient to express his emotions.

The time that the therapist and the patient spent working was not enough to encourage the child to express his emotions freely (Axline, 2012, p. 82). What is more, it was hard for the patient to establish social contacts (Tustin, 2013, p.4). In the very beginning, he seemed to be disinterested in communication with other people. The important detail was that he did not pay enough attention to his parents’ actions. All the facts mentioned above were the main challenges that the patient was facing.

I suppose that these problems were connected to developmental contexts. For instance, he seemed to be indifferent towards his parents and it was likely to be connected to the fact that he was not their only child; he could feel that he had to share his parents’ attention with his sister. Besides, he was not aggressive when the therapist was trying to contact him, and it was likely to be a result of his visiting the special school.

Many theories can help to understand this child’s behavior and experience. For instance, Uljarevic and Hamilton (2013) present their work concerning the recognition of autistic children’s emotional state. To them, it is obvious that autistic children have deep emotions but their recognition is often performed improperly.

Besides, the work by Just and Pelphrey (2013) can be helpful if you need to understand the reasons of autistic behavior. In the book, a complex approach to the roots of autism is presented. Solving the problem, one can use the book by Kottman (2014), which helps to understand the principles of play therapy better.

Narrative of Work with the Child and Family

During the work on this case, the therapist was communicating with many people related to the patient. At first, he had conversations with the patients’ parents almost every day to ask them if anything was changing in their child’s behavior. What is more, he provided them with useful recommendations to teach them how to communicate and play with their child at home. One day, they were happy to inform the therapist that their child was playing with his sister and he looked quite joyful. Their therapist was glad to hear that as it meant that the situation was ameliorating. What is more, the therapist was cooperating with one of the specialists from the school that the patient was visiting. Due to their conversations, they managed to coordinate their programs to increase their efficiency and avoid exhausting the patient.

Professional development

The work with this patient was a very helpful experience for the therapist as it was the first time he was working with a child who could not speak at all. Due to that, it was far more difficult to establish contact with this very child than with other children suffering from autistic spectrum disorders. To continue, the specialist was able to study the important details that should be taken into consideration during the sessions of play therapy with children who suffer from speech disorders. What is more, these exceptional circumstances encouraged the therapist to review new approaches to play therapy and autistic children’s treatment.

References

Axline, V. M. (2012). Play therapy. New York, NY: Ballantine Books.

Just, M. A., & Pelphrey, K. A. (2013). Development and brain systems in autism. New York, NY: Psychology Press.

Kottman, T. (2014). Play therapy: Basics and beyond. Alexandria, VA: John Wiley & Sons.

Tustin, F. (2013). Autistic states in children. London, UK: Routledge.

Uljarevic, M., & Hamilton, A. (2013). Recognition of emotions in autism: A formal meta-analysis. Journal of autism and developmental disorders, 43(7), 1517-1526.

Wing, L. (2013). Autistic children: A guide for parents & professionals. Levittown, PA: Routledge.