Introduction
Manasseh, a 2 year 2 months old child with an approximate weight of 25 pounds and an average height of 36 inches, looked shy and reserved at the daycare centre. This was evident from the hesitation he showed in mingling with other children. Despite this behavior, Manasseh was quite enthusiastic about exploring his surrounding as he was frequently seen wandering around at a slow pace. Such an actively developing response is usual for a 2 year old kid regardless of his limited social interest in fostering play or contact with other children.
Physical Development
Gross Motor Skills
Although Manasseh was able to walk slowly without support, he was still practicing the skills such as jumping and rolling. This was seen by the effort he had to put to jump over and kick the toys that were obstructing the walkway. Therefore, while observing Manasseh, it was pretty evident that the kid was still in the learning process of excelling at the gross motor skills.
Fine Motor Skills
As compared to the slight trouble Manasseh was facing in an accurate set of gross motor skills, he was seen to do quite well at the fine motor skills. This was conspicuous from his mastery on positioning his eyes correctly at the objects as well as his ability to move things with his fingers and toes. Furthermore, these skills were also observed in detail from the fact that while gazing around and glancing at other kids, Manasseh came across a brown table. He touched its edges curiously examining it and then finally reached towards a car resting by the side. He grasped it tightly. Running his fingers over, he gradually rolled the wheels.
Cognitive Development
Language Skills
Upon observing Manasseh for at least an hour, it was obvious that the child was developing his language skills as the sentences he used for of 3-4 phrases. Although because of being shy around other kids at the day care center, Manasseh was not seen to talk much. Despite this, he was able to recognize the noise of the bell with which a girl was playing. He responded by saying, ‘loud bell ring.’ Also, when Manasseh was moving from one place to the other, it was observed that he approached a rock on the floor. Immediately, someone exclaimed, ‘Beware that is a sharp object.’ Manasseh being a 2 year old child was able to understand the contrasting concepts such as sharp and bad.
Sensory development
While examining the sensory development phase in the case of Manasseh, it was seen the child was interested in exploring the environment and the objects around him. Although hesitant, Manasseh took time to pick up the toys from the floor slowly analyzing the texture and shape of the toys by touching its surface. Also, when he came across a small red ball, Manasseh was seen grabbing it and putting it at the corner where there were other similar balls.
Sensorimotor skills
While Manasseh was reaching out for a packet of chips on the table, someone suddenly came and kept a pile of books and trays in front of it which blocked the view. Although, from the position where Manasseh was standing, it was quite difficult to visualize the packet, Manasseh interestingly discovered it by moving at the other side of the table. This moment was a perfect reflection of the object permanence concept as proposed by Jean Piaget (1957). Being unable to open the packet, Manasseh brought it towards the mouth. Seeing this, I asked him ‘do you want chips?’ When after asking this same question a couple of times, he responded by repeating ‘yes, chips’. I brought two other kids towards him giving them more chips and toys asking them to sit and share. Although, there was little sharing amongst them, I saw the kids eating besides each other while they took frequent breaks to push and roll their toys (Muthivhi, 2009).
Socio-emotional Development
Interaction
While the kids were playing besides and not with each other, Manasseh was slowly seen imitating the way an adjacent kid was playing with his car. The kid started making whoosh whoosh sounds as he pushed the car. After few minutes, Manasseh did the same. However, the car slipped out of his hands and bumped into leg of another child. Immediately Manasseh jumped to pick up his toy. As soon as he brought his hand forward resting it on the car, a loud noise from behind drew his attention. His body immediately trembled upon hearing the sound. He turned his head and saw a deflated balloon. Consequently there were mixed emotions amongst children. While some were frightened, few were crying whereas several were laughing by nearing to the pieces of the balloon on the ground. Unlike many others, Manasseh did not leave his place and continued to display an expression of worry and fear where he repeated the word ‘balloon’ few times and took time to return back to his toys.
Fears
Manasseh did not show any episode of aggression or frustration but was however seen slightly intimidated and shy towards other children. He was also seen looking around especially towards the door from where his mother left him. His shyness towards approaching other kids can be attributed to the separation anxiety which he was experiencing because of being away from the primary caregiver as her mother had just left her at the day care centre for her office job.
Summary
Manasseh depicted a series of behaviors which are typical for a 2 year old child. This is noticeable from the way he was being possessive about his toys without sharing it with others. Although, there were many children who were playing and joining other kids, several of them were like Manasseh who preferred playing alongside other kids. Manasseh did show appreciation and preference for different toys as conspicuous by the glow in his eyes and the smile on his face. Thus, although Manasseh demonstrated hesitance in getting along with others by being shy and waiting for his mother, it could be said that his language skills were in the phase of good progress along with his gross motor skills. This was evident via the short phrases but unclear delivery of sentences which were often encompassed several different expressions. Manasseh appeared to be a talented child who was gradually progressing and excelling at the typical behaviors of his age.
References
Muthivhi, A. (2009). A Dialogue between Piaget and Vygotsky on the Developmental Acquisition of the Notions of Necessity and Possibility: A South African Case Study. Journal of Educational Studies, 8(1), 68-90.
Piaget, J. (1936). Origins of intelligence in the child. London: Routledge & Kegan Paul.
Piaget, J. (1957). Construction of reality in the child. London: Routledge & Kegan Paul.
