Observation record of children with developmental delay

Observation record of children with developmental delay

According to the observation records of children with developmental retardation, parents should pay more attention to their children after work, and younger babies should not worry about this problem for the time being. At the same time, many parents believe that the more outstanding the child's ability, the better. Parents should seize every opportunity to educate their children well. After reading the observation records of children with developmental delay, learn to enlighten the little angels at home!

Observation record of children with developmental retardation 1

First, the situation of young children.

Behavior in the class: Tingting is a child in the middle class. In class, she doesn't talk, socialize with her peers, play with toys, exercise or do exercises. She refused to take part in any activities organized by the class, sat quietly in a small chair and kept the children away from her. When the teacher talks to her, she sometimes shows frightened eyes and sometimes turns her head to one side and ignores you. When the children approached her to associate with her, she either ignored them or pushed them away, even burying her face in her hands and crying. After observation, although Tingting doesn't associate with people, she will observe the activities of teachers and children with her eyes. Some children make funny moves, she will laugh, and when she finds someone watching her, she will immediately put away her smile as if nothing had happened.

Family Survey: Tingting's pronunciation is unclear since she was a child (commonly known as Lickitung). I have been taken care of by my parents for four years and have no experience in entering the park. Both parents are self-employed and don't have much time to take care of her. Because she can't speak clearly, she is afraid of being laughed at and ridiculed by others. She is often locked at home and rarely allowed to contact with others. Ignoring the legitimate needs of children to explore the world around them, failing to meet and support children to overcome difficulties and carry out practical exploration through appropriate attempts has inhibited children's desire for activities, and also caused children to have an inferiority complex of relying on their parents and being afraid of interacting with others, and their language expression ability has developed slowly.

Cause analysis: Language barrier refers to children's unclear articulation, mainly vowel pronunciation, and some languages can't make sentences with tone sandhi, mistakes and omissions. Tingting, on the other hand, is a child with unclear pronunciation caused by physical defects. Her parents did not take active and effective measures such as treatment and education, but only passive "protection", which made Tingting's body and mind unable to develop healthily and became a child with serious withdrawal behavior and language development obstacles caused by inferiority.

Second, educational measures.

1, cultivate a good mood.

Children can only learn well if they are in a good mood. Happy emotions can often promote children's learning, and unpleasant emotions can often lead to various negative behaviors. A relaxed, equal and democratic communication atmosphere can induce a child's good mood. Tingting cried every day when she came to the class door, hugging her father's neck tightly, and stopped crying when he left. I'll start with this. Whenever Tingting comes to the garden, I always give her more care and care, or show her around the corridor of the garden to relax her nervousness, or let her stand at the door with me to welcome other children into the garden. After nearly a month's guidance and relaxed educational atmosphere, Tingting stopped crying and pestering her father when she came to the park, and sometimes she could come to kindergarten by herself. To this end, I gave her more encouragement and praise, and she also had more friends among the children.

2. Increase the time and opportunities for close contact and more attention with children, and establish a good teacher-student relationship.

Teachers should take a proactive attitude towards children with a strong sense of inferiority, give more attention, care and caress on their own initiative, and make children feel safe, warm, credible and amiable. Because teachers have a high position in children's minds, generally speaking, teachers are more active, so it is easier to have normal communication with children and establish a good teacher-student relationship. In this way, children are willing to listen to the teacher's teaching and lay a good foundation for the smooth development of education. This paper analyzes the reasons for Tingting's deviation in physical and mental development, mainly due to the discrimination and ridicule of many people, which makes her increasingly insecure and lose trust in others, thus forming an incorrect psychology of refusing to communicate with people other than her parents. Establishing a good relationship between teachers and students is the basis for promoting the healthy development of children's body and mind, and it is also a necessary factor for Tingting to eliminate psychological barriers of inferiority. After Tingting was able to enter the park easily, I set out to help her get rid of the psychology of being wary of others. When preparing meals for children, I will ask her for help with a smile and set the bowls and spoons with me. At first, she just stood there looking at me instead of helping me. Once, I dropped my spoon on purpose. As soon as she saw it, she quickly picked it up for me. I hugged her and thanked her. She did not refuse. This is the first time that she hasn't refused to be close to others. After that, she can take the initiative to put bowls and spoons together with me and put them neatly, and gradually accept my intimate behaviors such as touching her hair, cheeks and hugs, and gradually eliminate her nervous and defensive mentality, or give me a bright smile. In fact, what Tingting needs more is spiritual care and love, which helps to enhance the feelings between teachers and students, and inspires children to treat others with a peaceful attitude and accept others' wishes for care and love.

3. Establish self-confidence and gain the respect of others.

In the process of learning and observation, no matter at that stage, whether intentionally or unintentionally, as long as she makes a little progress, she should be given effective encouragement and affirmation in time. Such as beautiful small stickers, small seals and so on. And clearly tell her why she will be rewarded. Tingting has a strong inferiority complex due to language defects, and protects her self-esteem by refusing to associate with others. At the same time, it deprived her of the opportunity and confidence to communicate with others. Building self-confidence and getting respect from others is an important condition for her to eliminate inferiority. Tingting can enter the park easily and happily. She can help teachers do things for the group, such as putting bowls and spoons, small chairs, watering plants and making beds for everyone. I praised her in front of everyone, let the children know that Tingting has made progress like them, guide the children to share the happiness of Tingting's progress, let everyone say something to thank her, encourage her, let Tingting know that the children need her, and everyone respects and likes her, so that she gradually has the confidence to communicate with others.

4. Create certain communication scenes so that children can feel the happiness of interacting with others.

Teachers consciously organize and create some activities that can attract children's attention, so that children can observe activities more clearly in the process of communication and activities and feel children's happiness more deeply. With the enhancement of emotional experience, let children gradually participate in social practice activities. For example, when I was a child, I was playing the game of "Little Fish, Little Fish Swim". I found that she was particularly devoted to it and her mouth smiled slightly. I understood her desire for children's games, walked up to her gently, took her hand and joined the game. Although she was still a little stiff and shy, she slowly learned to play "small fish" hand in hand with me in the internet, but when she was about to be caught by children, she was still very scared and quickly hid behind me. After the activity, I asked her if she had a good time. She nodded gently at me and said nothing. From her expression, I saw hope. In the future, I will pay attention to guiding her to observe the communication behavior of other children, or invite her to join the game and enjoy the fun of the game. In this process, Tingting became a little lively and cheerful. After returning home, she is willing to tell her parents about her happiness in kindergarten or recite children's songs to her mother. Slowly, I encouraged her to take the initiative to do some small things for everyone, let her sit with the children, let the lively and cheerful children with strong language expression and communication skills sit next to her, and let her have language and physical contact with the children. In outdoor activities, holding her hand and sliding with children, she gradually experienced the joy of playing games and sharing toys and books with her companions. She also unconsciously had two good friends, Zi Hao and Wei Ze, and felt the joy of collective life and communication with others.

5. Raise parents' awareness and expand living space.

Life is the source of language. With rich living space and life experience, children have something to say and have something to say. Help children expand their living space and accumulate life experience and social experience, so as to continuously improve their language ability. In the process of learning and correcting Tingting, we should constantly communicate with parents to improve their correct understanding, so that parents and teachers can have unified expectations and requirements for Tingting and avoid inconsistency in education. Guide parents to discover the advantages of their children and affirm and encourage them in time. Ask her parents to make use of the holiday to let her get in touch with more relatives and friends, praise her advantages and strengths, make everyone feel happy and proud of her progress, and gradually eliminate Tingting's tension and inferiority. In the language communication with adults, she was encouraged by recognition, gradually learned rich sentences, formed civilized language habits, and gained more opportunities for verbal communication. In the family, parents should listen to their children patiently, and don't rush to express for their children because they feel that their children are struggling to speak, or interrupt their children's words, or even show impatience. Parents' careful listening can give their children the greatest comfort. Children will gain self-confidence from their parents' affirmative eyes, which is an important embodiment of Tingting's elimination of inferiority. In the research process, I not only communicate with parents in time, but also provide parents with good books to improve their language cultivation, such as reading some children's literature works and books with children, so that she can learn simple scenes and dialogues in stories and promote the development of children's language.

Third, the effect

Tingting has basically overcome her inferiority complex through the joint efforts of teachers and parents since she entered the park for one year and seven months. Now Tingting can concentrate on listening in class, feel happy and gain weight. She can easily play games and communicate with her peers, and she can also participate in performances with children. She is much more lively and cheerful, and her pronunciation is much clearer than before. From the above cases, we can realize that children's language development is influenced by physiology, language environment, cognitive development and other factors. Because of the difference and particularity of each child's development, the language development level of each child is uneven and varied. However, the acquired language environment can be changed. Efforts should be made to create conditions for children, expand the scope of children's life, enable children to use language to communicate in the process of understanding life and society, and promote the development of children's social cognitive ability and language expression ability. For children with certain language defects, parents and teachers should pay more patience and love than others.

Observation and record of children with developmental retardation II. Performance of children with developmental delay

1, physical development is backward.

Some children with congenital developmental delay have abnormal facial features. For example, children with congenital stupidity will have wide eye distance, squint eyes, collapsed nose, tongue dragging out of their mouths and drooling, which is often called international face. Children with hydrocephalus have a particularly large head circumference, and children with microcephaly have a particularly small head. Children with hypothyroidism are particularly short, and children with phenylketonuria have unusually white skin and light hair color.

2. Sports development is backward.

The motor development of children with developmental retardation is obviously behind that of normal children. The starting age of prone head, sitting, standing and walking is later than that of normal children of the same age. Especially when walking, it is more obvious. You often have to be 3-4 years old or 4-5 years old to walk on your own, and you can't walk steadily.

3. Language development is backward.

Normal babies will imitate sounds at 7-8 months, call their parents at about one year old, speak more than a dozen words at one and a half years old, understand simple instructions, ask simple questions at about two years old, and basically express their ideas at about three years old. Those who are four or five months behind, or even l-2 years behind, should be regarded as the performance of mental retardation.

4. Mental retardation

The earliest symptom of having a baby late is often that it is difficult to suck, and it is particularly easy to vomit, indicating that the nervous system is damaged and the intelligence will be affected in the future.

What should I do if my child is stunted?

1, nutritious diet

The most common reasons for growth retardation are not only protein and insufficient energy intake, but also insufficient intake of other macro elements. Therefore, in daily life, children should be given enough protein and trace elements.

Step 2 get enough sleep

Sleep is closely related to growth hormone that promotes height. The content of growth hormone in the blood of infants is very high 24 hours a day, and there is no obvious difference between sleeping and waking. Children's growth hormone is secreted only when they sleep at night, but not when they wake up, and its basic content is 9 1 μ g/day.

Step 3 get enough exercise

Exercise can promote blood circulation, improve bone nutrition, accelerate bone growth, make bones tight and promote body length growth. 3-4 months ago, children should lie prone several times a day to promote whole body activities. With the growth of months, they should cultivate basic abilities such as turning over, climbing, standing and walking in time.