This document contains an analysis of a video of an eighteen month old child, a boy, and a woman who is presumably but not certainly his mother as they interact with various toys including blocks, photographs of fruits, and photographs of animals. An assessment of the child's development and a brief analysis of how this assessment can be used are provided.
Video Assessment
The 18-month-old child depicted in the video is seen first playing with blocks and then identifying pictures of various objects and animals, with prompting from an adult female (presumably the child's mother, though she is not identified in the video). There are not significant hesitations on the part of the child before identifying pictures, with approximately a three-second interval typically occurring between the time the prompt is given and the time the child responds. No anxiety or other stress is exhibited by either the child or the adult at any point in the video, and the relationship the child has with the adult and with his environment -- the blocks and the pictures especially -- appears to be secure. Motor skills from grasping to standing/walking are strong and in keeping with expectations for the child's age. A further analysis of the child's behavior as depicted in the video is given below.
Cognitive
Clearly puts thought into the questions and prompts presented, accessing memory/knowledge to give responses. Responses are also consistently correct -- identification of animals and animal sounds, fruit, etc. are met with approval by the adult. Child shows clear thinking process when prompted and stumped by the question, as well, then makes an appropriate guess.
Social/emotional
The child does not make eye contact with the adult despite responding to the prompts/questions given. Interaction is clearly present, but not acknowledged. Emotional state is happy, with smiles and laughter given; contemplation is also evident during thinking periods. No frustration evidenced when questions stump the child and no negative emotionality displayed.
Physical
Ability to grasp and move objects, stand and walk, squat, point and make other gestures, and other basic movements. Does not show a great deal of facial expression. His coordination is strong but his movements are still jerky and awkward, as expected at this age.
Language
Very limited language use. Single word answers to prompts and only one instance of semi-child-initiated talking. Clear ability to understand spoken language insofar as simple questions/prompts.
Strengths
The child in the video demonstrates a very strong ability to focus and to carry out planned thoughts and actions in a determined manner. His play with the blocks is far less deliberate than his examination of the pictures and his engagement with them at the prompting of the adult, but when prompted his focus is very much intact. He also displays physical and cognitive/behavioral control in keeping with expectations regarding his age. His happiness in play and in task fulfillment is something that should also be noted in assessments both as a means of ensuring appropriate perspective in such assessments and as a means of creating positive communication with parents and others who read the assessment (Wortham, 2008; Colorado Department of Education, "Finley's Parent Teacher Conference, n.d.). Sharing information about the observed emotionality of a child is important in caregiving relationships due to the lack of direct parental involvement of parents in many activities, as well, though it is clear the child in the video is capable of making strong emotional bonds and has one with the adult in the video (again, presumably though not certainly his mother).
Learning Activities
Though nothing in the video suggests anything abnormal for a child of 18 months, activities to promote faster recall, better coordination, and improved language use can be recommended. Using an assessment to guide instruction must be done with care, however, and is especially ill-advised when using only a single source of observation and assessment (Wortham, 2008). Keeping this caveat in mind, however, the parents can be suggested to read more frequently with him, asking questions about the story and the pictures in the book, engaging him with language and the learning and recall of facts as much as possible. Improving coordination can be encouraged with certain toys that require specific manipulations, such as holes through which blocks can only be passed when turned the right way and/or are the right shape.
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