Socio-Emotional Development
Mason was furthermore assessed using the 36 month Ages and Stages Questionnaire: Social-Emotional (ASQ:SE). According to Janet Squires, “early identification of social and emotional problems in young children is critical for improving developmental outcomes” (Squires, 2003, p. 3). In relation to Mason, the statement more than ever elicits truth. Despite the fact that his 36 month questionnaire raised attention to possible areas of developmental delays; his social-emotional evaluation amplified the concern. Thirty-four questions ranging from interaction with peers to tantrums for long periods, the assessment of Mason suggests several social and emotional predicaments. Unlike the ASQ-3, the ASQ:SE provides one combined score. Mason’s combined score of 200 was drastically over the cutoff score of 59; providing his parents and educators with alarm. The ASQ:SE suggests first to consider factors in the child’s life that may contribute to his or her behavior thus producing his score. Setting/time, development, health, and family/cultural factors are to be examined in detail to further assess the child’s behavior, provide guidance for parents and teachers, and advise follow-up suggestions. Before making a referral for a mental health evaluation, parents and teachers are given a series of questions to answer based on the factors. Pertaining to the setting/time factor a parent may ask if the child’s behavior is the same at school as at home. Development factor questions include if the child’s behavior is associated with a developmental delay or a developmental stage. Questions for the health aspect take account of the child’s health or biological factors, and the family/cultural questions take in consideration the child’s behavior as acceptable in the given cultural or family environment (Squires, 2002).
It has not yet been determined by the family or teachers if Mason will be evaluated by a mental health professional. Through my observation of Mason, I believe it is of vital importance. Through use of naturalistic observation, I discovered Mason to be of intensely defiant in character. Many people may state a child who tells his parent no numerous times, to be stubborn or strong-willed. Yet Mason had several tantrums, screamed no continually to his mother and cried furiously; all because his mother asked him to pick up his toys. When the mother decided to place Mason in the time out chair, Mason defiantly stood from his chair and walked back to his initial location. Numerous times, the mother would take him to his time out chair, each time challenged by Mason. Finally, the mother spanked Mason and placed him on the chair, causing Mason’s defiance to alter to absolute ear-piercing screaming. Mason, unfortunately, could not self-calm resulting in his mother aiding in the process. I observed Mason to be picky in his eating, yet only wanting considerably unhealthy items. This could attribute to his moderately large size. Weighing near 45 pounds at three could be an issue as Mason further develops physically. According to John Santrock, each child’s diet needs to be considered important as what a child eats can affect various aspects of his or her physical health development and eating habits are embedded in the early ages of life, influencing future habits and body weight (2007). The article Preschoolers' Dietary Behaviours: Parents' Perspectives, childhood obesity is linked to several disorders and diseases, and with obesity on a rise and one in four preschool-age children being classified obese, current calculations propose 26% to 41% of obese preschoolers, will be obese adults (Tucker, 2006). Mason lacks appropriate exercise and according to his grandparent, spends entirely too much time watching TV. Santrock asserts through recent studies children’s time in front of the TV and not engaged in physical activity, are at risk for weight increase and a decrease in activity (2007).
Language and Communication Development
During observation, Mason did not use private speech; in fact, he barely verbalized any understandable words. Vygotsky alleged private speech to be of extreme importance to a child’s social development. Children who engage in abundant amounts of private speech are much more socially proficient than those who do not. By engaging in private speech and developing communication socially, Vygotsky believed children can direct their behavior and lead his or herself (Santrock, 2007). Furthermore various researches revealed a child’s attention is linked to his or her achievement and social abilities. Children who deal with the inability to adjust their attention are more prone to encounter rejection by peers and take on aggressive conduct (2007). Mason is already demonstrating attention problems and aggressive behavior. In a study conducted to evaluate “the co-occurrence of cognitive problems and difficult temperament characteristics in children aged 3 to 5 years exhibiting aggressive behavior” (Sakimura, 2008, p. 38). The study contends that children who display aggressive notions early in development, have a high probability for school failure, drug abuse, and crime; have simultaneous language issues, and are more apt to possess more difficult disposition characteristics (2008). With regard to the study, the author confirmed information known to her showed just one study explored the co-occurrence of temperament and cognitive characteristics in children showing aggressive behavior. Two groups of children, one group comprising of children with low language and challenging personality and those with low language and midrange disposition, retain elevated levels of aggressive behavior in the classroom (2008). Mason is in the second group. His lack of language skills, his consistent tantrums, his defiant nature, and his attention span connect to his aggression. Mason’s parents deem him a sweet and loving little boy, particularly with his family; yet his interaction with peers, teachers, and outsiders produces a different perspective.
Mason’s ASQ-3 assessment concluded that he was below average in problem solving. In A Topical Approach to Life-span Development, a lack in problem solving and reading comprehension suggests a less than efficient working memory (Santrock, 2007). Mason may have a low active working memory because he struggles with solving problems and understanding language. Once a child has mastered the two-word stage of language he begins to create more complex sentence structures. This usually occurs between the ages of two and three (2007). Mason, when he does speak, speaks mostly in two-word combinations. Rarely is more structured sentences spoken. For example, Mason keep repeating “You fat”, only after hearing his 16-year-old brother say it first. The father confirmed that Mason’s lack of speaking may be linked to his mother doing the talking for him throughout his infancy and toddler years. For instance, instead of asking Mason what he wants when he points at the pantry, his mother would go through every last item until Mason simply grunted or shook his head yes.
Prospective Development
In examining Mason, I am left with two notions: one of pity and one of hope. As an educator, to witness a child fall through the cracks and never receive the help he or she needs is maddening and heartbreaking. At the tender age of 3, Mason has so much potential and room for growth if it is fostered and nurtured by those close to him. Mason enjoys playing, displays affection to his family, and shows a natural curiosity. These all represent strengths in him which can further his development. The father appears to have an interest in his son’s development and a desire to aid positively. Through use of the ASQ-3 and ASQ: SE questionnaires, the teachers and leaders of the educational program Mason attends will be able to direct the parents to effective tools, provide additional guidance, and monitor Mason’s progress. Mason’s siblings can be an asset to his progress as well. The older siblings (eight-year-old within his own developmental capacity), can create activities and various types of play, stimulating Mason’s abilities. Encouragement from family and the education system is imperative to Mason advancing developmentally. Strategies to assist in Mason’s language development would consist of the parents and teachers implementing child-directed speech, recasting, expanding, and labeling; allowing Mason’s vocabulary and communication skills to thrive and his cognitive development to thrive (Santrock, 2007). Choosing healthier eating habits for the entire family may help improve Mason’s individual eating habits. If the parents are willing to stand firm in providing Mason with nutritional options and exercise, as opposed to giving in to his non-healthy choices, Mason’s risk of becoming an obese adult and his vulnerability to disease will decrease; also the entire family will benefit from choosing a healthier lifestyle. It is quite possible that the strategies above will also lessen Mason’s aggressive behavior. Many times a child who is aggressive is signaling his need and desire for help.
Conclusion
If the parents, family, educators work together to benefit Mason and they stay committed to monitoring his progress, noting any problems that arise, and referring him to specialists on a needs basis; I predict Mason to flourish and gain in his development significantly from his current age to thirteen. A positive aspect is Mason is three, still in a very moldable and influential stage. With appropriate assistance, Mason can reach his optimal development. Through nurture and positive support systems, he can grow into a remarkable adolescent. In Mason’s case, it is not too late to learn new skills and abilities. It is not too late for Mason to further develop his language, enhance his working memory, and become a more sociable child with less aggression. Falling through the cracks can be prevented for Mason, only as long as his support system continues to be concerned. If his support system detaches and loses interest in Mason’s development, he may become a violent criminal, will low cognitive ability, illiterate, unhealthy, and morbidly obese. If such is the case, the blame does not fall on Mason, but rather on his support system. After all, Mason is three, thus remains dependent upon those close to him to guide him in his development.
ReferencesPaul H. Brookes Publishing Co., Inc.. (2009). What is ASQ?. Retrieved from http://www.agesandstages.com/asq/index.html
Sakimura, J. N., Dang, M. T., Ballard, K. B., & Hansen, R. L. (2008, January). Cognitive and Temperament Clusters in 3- to 5-Year-Old Children With Aggressive Behavior. The Journal of School Health, 78(1), 38-45. Retrieved January 27, 2010, from Research Library. (Document ID: 1423105511).
Santrock, J. W. (2007). A topical approach to life-span development (3rd ed.). New York: McGraw Hill.
Squires, J. (2003, January). The Importance of Early Identification of Social and Emotional Difficulties in Preschool Children (Educational Standards). Eugene: University of Oregon.
Squires, J., & Bricker, D. (2009). Ages and stages questionnaires (3rd ed.). Baltimore: Paul H. Brookes.
Squires, J., Bricker, D., & Twombly, L. (2002). Ages and stages questionnaires: Social-emotional. Baltimore: Paul H. Brookes.
Tucker, P., Irwin, J., He, M., Sangster Bouck, L. M., & Pollett, G. (2006, Summer). Preschoolers’ dietary behaviours: parents’ perspectives. Canadian Journal of Dietetic Practice and Research, 67(2), 67-71. Retrieved January 26, 2010, from ProQuest Health and Medical Complete. (Document ID: 1062756551).