Frameworks for Child's Learning and Development Case Study

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health care strategies and skills for Zoe to improve in her decision-making, communication, introspection, and problem-solving. The strategies will focus on using and developing various ground rules for health care discussions. The interventions will also assess independence of attitudes and knowledge in relation to Zoe's content. Recognizing and reflecting on Zoe's personal feelings and emotional negotiations is essential in this study. The paper encourages stakeholders such as Mrs. Flynn to listen to different views while accepting Zoe's rights of growth and development. The strategies recognize the diverse impacts and influences on family, media, peers, and religion on parental decision-making. It is critical to appreciate that learning and decision-making processes inform thinking and taking responsibility for health care alternatives. The essay proceeds to identify ways of enhancing awareness of community resources as availed for the assistance of individuals and families.

Assessment of Zoe's need

Zoe is experiencing delayed growth. The delays appear when children do not grow through normal rates for respective age brackets. The implication of delayed growth is noticed by parenting and through examinations within doctor's office. Failure to grow and develop by close to 2 1/2 inches yearly is one of the early warning signs of wrong growth pattern. Slowed growth results from problems like lack of growth hormone, poor nutrition, pituitary gland tumor, Down syndrome, growth delays history in the family, hormone imbalances, severe stress, and dwarfism. Additional symptoms are dependent on the causes of delayed growth. For instance, hormonal imbalances result from other symptoms from delayed growth (Bickley, Szilagyi & Bates, 2009). Thyroxine is one of the important hormones secreted by the thyroid gland with a responsibility for enhancing cell metabolism. Diagnosis begins with acquiring information regarding the health history of the child, the mother's pregnancy, the child's weight, and height at birth, as well as heights of other family members.

Suggestions to focus in on for Physical Development

Zoe's caregivers should focus on analyzing and using current theories and knowledge regarding specific developmental disabilities, delays, and risk factors in advocating appropriate treatment for Zoe like other children having developmental disabilities and delays. She can develop large and small motor skills based on playful activity alongside caring and peers adults. It is important to develop communication skills while interacting with fellow children as well as with adults playing and talking with them. The family can also work with community members, families and early childhood professionals in implementing policies to nurture the development of Zoe (Allen & Marotz, 2009). It is important to collaborate with other parents and consultants for purposes of planning learning experiences and meeting Zoe's individual interests and needs. Children of Zoe's age develop a high competence sense and an ability of effectively interacting with social contexts in which they play and live. The environments are characterized by mutual respect.

The focus permits planning and implementation of curriculum through balancing adult-guided and child-initiated experiences along the children and adults' interests. The health care programs can infuse required activities, and routines based on elements of playfulness where possible. Zoe can construct knowledge in the immediate world where she lives through teacher-supported and child-initiated play. The case of Zoe provides staff with opportunities to involve family day assistants in home care, and the family can learn best practices and evidence-based theories in using playful learning modes (Kearns, 2010). Zoe can involve them in constructively playing with children. It is impotent to comprehend the development concepts and processes where the roles of adults enhance support for child's growth, learning, and development. Children bear active learning concepts in drawing essential elements in the direct physical and sensory as well as social experiences in constructing personalized understandings to the world.

The variation is addressed through collaborating with others such as professionals, business leaders and family members in sharing reflections on strategies and enhancing learning environments. Application of the formula permits collaboration with peers, business leaders, families, community members, among other professionals in promoting optimal developmental outcomes for Zoe (Kearns, 2010). Child development is invoked as a foundation in which initial childhood practices are based. Since psychomotor, cognitive, linguistic, and socio-emotional developmental domains are interrelated, the initial variation of childhood professionals is based on different forms of programs like child care homes and early childhood education environments.

Suggestions to focus on for Intellectual Development

One of the ways of enhancing the intellectual ability of Zoe is through acknowledging that play avails an optimal mode that facilitates physical, social, emotional, and cognitive development through active engage the child.

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The concepts frontend have some serious and irreversible implications. In the absence of ample guidance, perceptions will dominate Zoe's judgment. For moral-ethical realms, Zoe will not be in a position of showing principles that underlay the best behavior. Mrs. Flynn should know the relevance of providing Zoe with ample time and materials for engaging in playful activity (Bickley, Szilagyi & Bates, 2009). The children have intuitive grasps for logical concepts in different areas. On the other hand, there are substantive tendencies of focused attention to different aspects of objects and ignoring others.

The focus also recognizes that adults bear important roles in the facilitation of development through engagement of children in playful activities. The concept provides assurance that such expectations may implicate the child based on their realistic age brackets. Speech will become less egocentric and more social (Kearns, 2010). The service should avail a description of the appropriate time within playful activity against time through controlled activity and adult-directed such as safety procedures. The approach is a presentation of overview techniques of developing intellectual abilities as children differ from adults. To the age of 15 years, they do not have absolute capabilities in reasoning as adults. The extensive forms of information are based on work of counseling and inclusiveness in psychology. Developmental biology devotes close observation and records to intellectual abilities of children with delayed growth.

The stakeholders should promote awareness of how best to organize psychological and physical environments for advancing promote play and creating environments that facilitate and enhance the development. The concept can be facilitated by setting the context such as materials, time, and space. In suitable scenarios, it is beneficial to follow the child's lead in supporting playful attitudes such as make-believing, choice, and flexible rules. The intellectual development stages, as formulated through the model, have a close relationship to different developments of brain growth. A child's brain does not have full development until later adolescence years (Allen & Marotz, 2009). The observation is also made in case of children in delayed growth syndromes. Mrs. Flynn should expect Zoe to think like a child while developing capacity to do so. The relevance of the case is that parents have an increased awareness and expectation of the child while developing. The focus also implies the need for articulating to parents among other individuals to play important roles in developing young children. Mrs. Flynn can assist Zoe understand the immediate environment through providing suitable opportunities and equipment for supporting age-appropriate through different play types which are important to the development.

Suggestions to focus on for Language Development

One of the ways of addressing Zoe's language development issue is through usage of good speech, which is simple and clear for the child to model. Mrs. Flynn can repeat what Zoe says to indicate understanding. The concept builds and expands the speech she gives. The foster family can use baby talk in case Zoe needs it in conveying messages. The concept is used in the accompaniment of the adults' word. The family can make scrapbooks for Zoe comprising of familiar or favorite things through cutting out various pictures. Grouping them into categories allows Zoe distinguish the things that ride on, things that are edible, things for fruits, dessert, and toys to play with (Bukatko & Daehler, 2011). Mrs. Flynn should also create simple pictures through matching and mixing pictures. An exercise includes gluing pictures of dogs behind the car wheel followed by a small talk about the wrong placement in the picture and approaches to "fixing" it.

Mrs. Flynn can help Zoe in understanding and asking questions for clarification such as playing a yes-no game. It is important for Mrs. Flynn to encourage Zoe to develop up questions aimed at fooling her (Brownhill, 2009). With time, the questions can diversify into the requirements of choices such as "will you have apple juice or orange?" Mrs. Flynn can expand her speech vocabulary. This includes naming body parts coupled with identification of their roles. It is important to make time with Zoe to sing simple songs while reciting junior rhymes for showing the speech rhythm and pattern. It is also beneficial for Mrs. Flynn to place familiar objects within containers accessible to Zoe. Having Zoe remove such objects and inform her of their names and use will contribute to her intellectual growth. The foster brother, Michael, should use photographs representing familiar places and people in retelling major happening or even make up a simple.....

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