Toddler Observation Paper

The physical domain refers to the physicality of the toddlers and what exactly they are able to do such as, walking, crawling or climbing. The toddler I observed seemed to be around the age of 18-24 months and she displayed several fine and gross motor skills throughout the day. According to education-portal.com gross motor skills are defined as “movements that involve using the large muscles of the body.” The main gross motor skill that I was able to observe was walking, she was able to walk around the classroom without the assistance of the teachers. TG stumbled a few times but was able to recover her balance fairly quickly. According to babycenter.com fine motor skills are defined by “small movements — such as picking up small …show more content…
Each classroom was equipped with a two way mirror, I was able to fully see into the classroom but unable to completely hear everything that my toddler said unless she was very close to the mirror. I often would hear her saying “no” or “mine” when interacting with the other children. One thing that I noticed was when she wanted attention from one of the teachers she would go to them arms outstretched and say “up”. It reminded me of my niece who is around the same age, she would say “Aunt Jami I want uppies” and I would automatically understand what she wanted. According to the text Infants and Children Prenatal through middle Childhood children’s ability to learn and store language largely expands between the ages of 12-36 months. Receptive language is defined as what we hear and understand while expressive language is defined as what we say to others. As toddlers grow they become more aware of their surroundings and are able to understand much more than we think. Receptive language is essentially what the toddlers hear so even though they may not be able to repeat everything they may hear their receptive vocabulary has a lot more words stored than they are able to actually speak. The toddler that I observed displayed examples of both receptive and expressive language. When the teacher would address the group for example to tell them to make their way to the table for lunch I could tell that she was listening and taking in what she was hearing. When interacting with the other children she would often respond saying no or shaking her head that gave me the impression that the word no is used a lot by her parents and or care

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