Early Childhood Developmental Path

Question: Discuss about theEarly Childhood for Developmental Path. Answer: Introduction A four-year old child is quietly building a ring enclosure with wooden blocks on the floor. He brings two rectangular blocks into the enclosure, which he forms into a bench. Next, he brings a 4-legged life-size footstool and places it into the enclosure. He picks up his pet hamster from the hamster cage and places it into the enclosure. The hamster walks into the footstool shelter and stays inside for a while. It reappears and climbs on to the bench. The child goes to his toy box and takes out a cheese carton box, which has a small piece of sponge at the top. He stands and faves the hamster in the enclosure. He places the cheese carton box near his left eye and pressed the sponge and made the sound chug-chug. As per the vignette given above, according to Hayes Johnston (2014) describes that the child is in the stage of associative play in Partens five play where the child is focusing on making contact with the hamster through sharing toys or giving him cheese. It can be portrayed that the child is communicating with the hamster internally and is trying to make a contact through an understanding of the external world. As opined by Lev Vygotsky in children at play at this age try to sense the world through inner speech in which they are talking loud to themselves (Grzesik, Grzesik Vena, 2012). However, this is lost in the adults due to social development. The other characteristics is that they try to analyse things like the way the child knew that by giving hamster a cheese will keep him outside or making a sound will relate to food for the hamster. On the other hand, Vygotskys social development makes language of the children as a powerful tool of intellectual adaptation, which is directed to self (Siraj-Blatchford Brock, 2016). This can be further highlighted by the way the child sees its toys especially building blocks and doing puzzles and craft. On the other hand, according to Richter (2016), it is based on Sara Smilansky stages of development. This four year child is in its constructive play where the child is beginning to manipulate things through different object and patterns like bringing two rectangular blocks together is the representation of the bench as the child is attempting to work on making a place to stay for hamster. The characteristics that the theorist can elaborate on the vignette is given as: Firstly, the child has been substituting descriptions for the declarations and actions as verbal make believe with regard to actions and situations (Lindon Brodie, 2016) The same can be illustrated as using rectangular blocks in making bench for the hamster. In a way, the sponge acts as a place where the cheese is kept for the hamster to eat. The other characteristics that can be highlighted is the imitative role in which the person or object is expresses through imitation or verbalization. In the example it can be broadly classified as the hamster jumps on the bench to sit and gets back just the way the humans sit on the bench and gets up and moves and again comes and sit. The other possible characteristic would be make believe with regard to objects in which not only child substitutes the movements or verbal declarations but also assumes to build replicas through materials and toys by replicating objects with the real objects (Pellegrini, 2016). In the vignette, the same has been used for 4-legged life-size footstool where the hamster uses to be inside as a place of shelter just like in humans where home is supposed to be a place of safety and shelter. Interaction is the other feature that not only helps the two players to interact but also helps in establishing a mode of communication (Roseberry, Hirshà ¢Ã¢â€š ¬Ã‚ Pasek Golinkoff, 2014). As depicted here, the child is termed to be a beginner in interaction where the child is playing also with no support and awareness from the people nearby while building a place of shelter for hamster with blocks through a ring enclosure depicting the area of safety. Moreover, it can also be seen that the building a hamster home is the act of sharing the experience where specific people are need to be placed. However, the child is applying the same act with hamster. References Grzesik, T. A., Grzesik, S. M., Vena, K. J. (2012). The Developmental Path: From Boyhood to Older Adolescence.Counseling Boys and Young Men. Hayes, M., Johnston, J. (2014). Chapter Three: EI and children's.Emotions in Education Settings, 36. Lindon, J., Brodie, K. (2016).Understanding Child Development 0-8 Years 4th Edition: Linking Theory and Practice. Hachette UK. Pellegrini, A. D. (2016). Object use in childhood: Development and possible functions. InEvolutionary Perspectives on Child Development and Education(pp. 95-115). Springer International Publishing. Richter, K. M. (2016).Universal screening through play: identifying preschool risk factors(Doctoral dissertation, California State University, Sacramento). Roseberry, S., Hirshà ¢Ã¢â€š ¬Ã‚ Pasek, K., Golinkoff, R. M. (2014). Skype me! Socially contingent interactions help toddlers learn language.Child Development,85(3), 956-970. Siraj-Blatchford, J., Brock, L. (2016). Early Childhood Digital Play and the Zone of Proximal.