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Goal-Directed Behavior
Madison demonstrated a form of goal-directed behavior when she pushed one of her toys out of the way to reach for another toy that was partially hidden under the first toy. Goal-directed behavior is when multiple schemes are combined and coordinated to create one single action to try to solve a problem (145). This usually begins to occur within 8-12 months, Madison was 8 months when she began to do this so she was on the earlier side of development for this specific situation. -
Object Permanence
Madison and I were playing with her toys one day. I played a game with her to see if she had developed her object permanence, the realization that things exist even if they aren't physically visible (145). I read in a Child Development book that you should shake a rattle in front of the child to let them see it, then proceed to hide it under a blanket in front of them, and then see if they are able to find it underneath the blanket. I did this with Madison and sure enough she found it! YAY! -
Secure Attachment Pattern
When I dropped Madison off at daycare for the first time she was very comfortable and curious when I was there, and once I left she was a bit upset, but soon went to play with the other children. upon my return, she was very happy to see me and sought attention and affection. According to Mary Ainsworth, this is an example of a child that has a secure attachment pattern. A majority of the children in North America (approximately 67%) are considered to have a secure attachment pattern (178). -
Gross Motor Skills
I noticed when Madison was playing outside she was able to run and stop, turn around quickly with control and begin running again with no problem. Madison is only three and refined motor skills such as these are not typically developed until around the age of four. At age three children are supposed to be just mastering basic skills like jumping, hopping, skipping and running. This tells me that as of right now, Madison is advanced in her gross motor skills -
Associative Play
Madison's preschool teacher told me that today she and Suzy participated in social play. They sat next to each other and built their own Lego houses while talking and sharing the different Legos with one another. This style of play is known as associative play and is typically shown in later years of preschool which Madison and Suzy are both in. The American Academy of Pediatrics states that play like this crucial to the cognitive, social, physical, and emotional well-being of children (254). -
Puberty
Before going to the store, Madison came to me from the bathroom saying she had blood in her underwear. The time had come, she started her period, also known as menarche, which for girls is the most obvious sign that puberty has began. Madison is 11 years old she has started on the earlier end. However, this doesn't surprise me because girls who are healthy, and properly nourish their bodies typically do hit puberty a bit earlier (355). With that being said she developmentally, is right on track. -
Autonomy
My husband and I wanted to go out on a date. Maddie insisted that she would be okay by herself and asked if she could stay home alone. By asking this question Madison is seeking autonomy which is the independence and sense of control over her own life (416). She is 14 and because Madison has been a great kid by getting good grades and staying out of trouble, we decided to take this as a sign of growing independence and allow Madison to be home alone under certain conditions. -
The Realistic Period
Maddie is 18, graduated, and starting her first semester in college. She is studying to become a nurse and has been volunteering at the hospital in hopes of an internship. According to Eli Ginzberg, Madison is in the final stage of choosing her career, the realistic period. In this period people explore specific career options, narrow it down, and finally commit to one (396). When Madison graduated she narrowed it down to a few but once she started at the hospital she knew what she wanted to do.
