Throughout the development process, children are achieving skills which are necessary towards achieving the demands of their daily life as well as to enable them to cope with their daily task.

Throughout the development process, children are achieving skills which are necessary towards achieving the demands of their daily life as well as to enable them to cope with their daily task.

Throughout the development process, children are achieving skills which are necessary towards achieving the demands of their daily life as well as to enable them to cope with their daily task.

Throughout the development process, children are achieving skills which are necessary

towards achieving the demands of their daily life as well as to enable them to cope with their

daily task. The development milestone enables children to continuously adapt to various

situations (McCoy, Waldman, Team, & Fink, 2018). Child development is the structuralization

of cognitive, psychological, and behavioral functions constructed by some physical and

biological characteristics, and through the maturation of the central nervous system along with

the exposure to different environmental aspects. The discussion of this paper is based on the

observations which were made on the developmental milestone of preschool and school-age

children. The observations made are analyzed based on the cognitive, physical, socio/emotional,

and language development of children being observed.

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There were activities which were created to help in the identification of similarities and

differences in the developmental milestone of preschool children and the school-aged children.

Children were allowed to participate in running, jumping, drawing, climbing ride along toys, playing with

balls, pedaling of a bicycle, constructing or saying words in the form of sentences, and creation

of the blocks naming and differentiating different colors. The discussion of this paper, therefore,

is based on providing a summary of various developmental abilities as well as skills observed on preschool children; giving a thorough comparison on the developmental milestone of the school-aged children with preschool group across all skills and abilities which have been identified, completion of the activity charts, and giving a conclusion on the major points of learning experienced.

Methodology (please follow outlines subtitles)

(this part needs to be rewritten based on my my new templates, make sure the school aged children comparison is not based on observation  but on a research perspective)The main objective is to give a similarity between school-aged and preschool children in

terms of the developmental milestone. In order to achieve this objective, both preschool and

school-aged children were given some activities to participate in so that it can be easier to

identify their differences in terms of the developmental milestone. These children were divided

into groups i.e. preschool children on one side while school-aged children on the other side of the

school compound. Both were allowed to participate in activities such as running, jumping,

drawing, climbing stairs, playing with balls, pedaling of a bicycle, constructing or saying words

in the form of sentences, and creation of the blocks naming and differentiating different colors.

Summary of the various developmental abilities and skills observed in preschool children

Based on the observation made from the activities carried out, the preschool children

were running and walking without tripping over their feet; they also jump while at the same time

standing on their foot; walking backwards as they climb stairs with one foot after the other; they

love throwing smaller balls while at the same time catching bigger balls; and they could start

pedaling bicycle. In terms of drawing, these children drew a crayon using pencil; played using

toys which were having smaller moving parts; they turn pages of the book one at a time while

trying to read, and they actively participated in the building of the blocks and creation of the

towers.

These children were able to differentiate the colors of the crayon box especially the red,

yellow, blue, purple, brown, black, orange, and green. They were also able to recite number up to

10 with ease. They were also able to speak well with their colleagues and easily understood what

they were saying. They were able to use four to six words within a sentence and had two to three

words in a sentence during a conversation. These children were able to tell their names while at

 

DEVELOPMENT MILESTONE 4(please follow outline sub title)

(rewrite based on revised templates and school age comparison is based on research not observation)the same time understanding words such as; majority of these children were hesitant to

make an attempt to new activities which were unfamiliar to them and took turns while playing

for example during the pedaling of the bicycle. They also actively involved in real-life activities

like cooking and making attempts to find solutions during arguments.

Comparison

Both preschool and School-aged children became more jealous of each other as they

scrambled for the balls and bicycles. Both loved to take part in the activities, especially during

bicycle pedaling and playing using balls. School-aged children were physically active and in

most of the time, sharing of the bicycle became a challenge as each one preferred to play alone.

This is contrary to the preschool children who were ready to share their bicycles. However,

school-aged children were ready to treat peers with respect during climbing, pedaling bicycles,

and running. The pictures which were drawn by school-aged children were more recognizable

than the preschool children.

During pedaling of bicycles, preschool cooperated without gender issues. This is contrary

to school-aged children because most of their games were based on gender grouping as boys

played on their own and girls likewise. School-aged children were more creative than preschool

children in the building of the blocks and when it comes to different styles of pedaling bicycles.

School-aged children received little instruction from the teacher as the majority of them shows

an improved skill in performing simple chores on their own. During reading, writing, and

choosing the colors, school-aged children asked a lot of questions more than preschool children.

They seek more answers about new things they were learning in the process. School-aged

children were fluent in reading words as they were fully involved in a discussion about books.

 

DEVELOPMENT MILESTONE 5 (please follow outline subtitle)

(please rewrite based on revised templates and school aged children is based on research not observation)Both preschool and School-aged children became more jealous of each other as they scrambled

for the balls and bicycles.

Conclusion

Developmental milestones are an important step towards the life cycle of children since

they improve them in terms of exploiting their world. These developmental milestones tend to

different and the differences are basically determined by age. At preschool age, children seem to

be learning for fun, however, at school-age instead of enjoying activities for fun, they start

understanding the importance of these activities as they assist in building their skills through

incorporating the personal skills they have learned.

 

DEVELOPMENT MILESTONE 6(incomplete- please follow outline subtitles)

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