Catuiran, Cristy C.

BECED 3A
ACDL

Activity 1: Understanding stages of development

0-2 years 2-5 years 6-10 years Adolescence
 Able to  Develop a  Still think in  Become more
consider sense of concrete involved with
several parts humor terms friends
to a problem
or situation
 Start to roll  More able to  Become  Have an
over from control the increasingly emerging
their back to use of their separate from interest in
their front hands and parents and sexual
fingers seek activity
acceptance
from teachers
 Begin to  Begin to  Sometimes  Struggle with
recognize and understand moody and a sense of
respond to and assert a disengaged identity
their primary sense of self
caregivers
 Cannot  Recognize  Feel under  Desire for
engage in letters and pressure to greater
purposeful numbers, conform to privacy
activities colors, shapes the style and
and textures ideals of the
peer group
 Recognize  Begin to ask  Acquire a
letters and questions – capacity for
numbers, why, what, abstract
colors, shapes who? thought
and textures
 Able to put  Develop the
2–3 words ability to
into phrases think through
the
consequences
of their
actions
 Not yet able  Peer group
to engage can place an
more directly increasingly
in social influential
forms of play role on their
or interaction lives
Activity 2: Case study
Sam is a 2-year-old boy who lives with his grandmother. His mother passed away when Sam
was 3 months old. Sam started to support his head and sit unsupported at the age of 6 months.
His grandmother started to feed him a supplementary diet to make sure he doesn’t go through
nutritional deficiency and end up being malnourished. Sam started to crawl at 9 months and
still crawls at the age of 2 years. Sam has not yet started to walk, and he doesn’t speak any
words. His grandmother knows he’s hungry whenever he cries out loud continuously, since
he doesn’t point at food when he wants to eat. She is worried about his developmental
progress since she has had experience raising Sam’s mother. So she decides to take him to a
nearby health facility.
If you are to assess Sam’s condition, identify the normal and delayed development of 2-year-
old Sam.

Normal Developmental Milestones for a 2-Year-Old

1. Gross Motor Skills:

 Walking: Most 2-year-olds walk independently and may even start to run.
 Crawling: Some children may crawl and use crawling as a primary mode of
mobility if they have not yet started walking.
2. Fine Motor Skills:
 Using Hands and Fingers: By 2 years old, children usually can stack blocks,
turn pages in a book, and scribble with crayons.
 Hand-Eye Coordination: They can usually complete simple puzzles and
manipulate small objects.
3. Language Development:
 Vocabulary: Many 2-year-olds can say 50 to 100 words and start to combine
two words into simple phrases or sentences.
 Understanding: They typically understand simple instructions and can follow
basic commands.
4. Social and Emotional Development:
 Interaction: Children engage with others, show interest in playing with peers,
and exhibit a range of emotions.
 Imitation: They often imitate adult behavior and engage in parallel play with
other children.
5. Cognitive Development:
 Problem Solving: They start to show curiosity, solve simple problems, and
understand basic cause-and-effect relationships.
 Play: Engaging in pretend play and showing interest in how things work are
common.

Sam’s Developmental Progress:

1. Gross Motor Skills:

o Delayed: Sam is still crawling at 2 years old, whereas most children begin
walking independently between 9 to 15 months. This is a significant delay in
gross motor development.
2. Fine Motor Skills:
 o Not Specifically Mentioned: Sam’s fine motor skills are not described in
detail. However, it’s important to assess if he is reaching other fine motor
milestones appropriate for his age.
3. Language Development:
o Delayed: Sam is not yet speaking any words at 2 years old. By this age, many
children have a vocabulary of 50 to 100 words and begin combining two
words into simple phrases. This lack of speech is a notable delay.
4. Social and Emotional Development:
o Typical Concerns: Sam does not point to food when he wants to eat, which
could indicate a delay in communication skills, but may not be directly related
to his social or emotional development.
5. Cognitive Development:
o Not Specifically Mentioned: Cognitive development is not explicitly
described. Observations related to problem-solving and interaction with toys
or people could provide more insight.

Summary:

Normal Development:

 Sam is reaching some developmental milestones typical for a 2-year-old, such as

sitting unsupported and crawling.

Delayed Development:

 Gross Motor Skills: Sam is delayed in walking.

 Language Skills: Sam is delayed in speech development.

Given these observations, it would be important for Sam to undergo a comprehensive

developmental evaluation to assess his overall progress and identify any underlying issues.
The healthcare professional may recommend further assessments or interventions to support
his development and address any concerns.