FEM3101 PJJ
SEMESTER 1 – 2015/2016
ASSIGNMENT ON PRENATAL DEVELOPMENT
Date given: Week 1
1. Watch video on:
Conception - How you are born – Amazing
From the womb-conception to birth
From Conception to Birth
Development of Fetus
- Labor and Birth | BabyCenter Video
2. Write a report on
- Process of prenatal development
- Factors that influence on prenatal development
3. Individual assignment
4. Five (5) marks
5. Report can be written in Malay or English language
6. Page limit: about 5 pages
7. No mark will be given if plagiarism is detected
FEM3101 PJJ
SEMESTER 1, 2015/2016
LAB PROJECT FOR CHILDREN: PROJECT PAPER ON
CHILDREN DEVELOPMENT
- Observe on children’ development.
- Collect children’ background information. (Refer to Practical Form 1)
- Make an observation/ assessment on the following dimension:
- Physical development
- Perception development
- Intellectual development
- Language development
- Socio-emotional development
- Outline of the report:
- Introduction (general introduction, photo and personal information)
- Main content (respondents’ development level based on analysis and observation conducted)
- Conclusion on every aspect of development
- References
- Appendix (All Lab Forms)
- Apply appropriate theory to explain respondent’s development
- Report presented in group
- Type your project paper using the following format:
- Font type: Times New Roman; Font size: 12; Spacing: 1.5
- Margins: top-1”; bottom-1”; right-1”; left: 1.25”
- Evaluation:
- Introduction (20 marks)
- Main content (50 marks)
- Conclusion (15 marks)
- References and appendices (5 marks)
- Lab manual (10 marks)
Date of birth
Race
Sex
Religion
Father’s Name
Father’s Occupation
Father’s Education
Father’s Income
Mother’s Name
Mother’s Occupation
Mother’s Education
Mother’s Income
Family Income
Number of Siblings
Name of Best Friend (s)
Favourite Food & Drink
Hobby / *Circle following appropriate options
______* minute / hour
______* day / week
Whom usually involve game activities like sightseeing or playing lego, or guiding activities (e.g. using computer/ reading/ counting)
Whom / Type of activities / Whom / Type of activitiesFather / Mother
Brother / Sister
Helper / Others (state)
Have parents do these things?
Please write () if yes or ( X ) if not
Items- Introducing child to
Recognize alphabets ______
Reading ______
Counting ______
- Helping child in skills domination
reading ______hour (s) / week ______
counting ______hour (s) / week ______
- Fit the schedule for activities:
recognize alphabets ______
reading ______
counting ______
- Structured Activity (30 minutes): ______
Time / Observation
1
2
3
Time / Observation
4
5
6
7
8
Time / Observation
9
10
Summary
- Unstructured Activity (30 minutes): ______
Time / Observation
11
12
13
14
Time / Observation
15
16
17
18
Time / Observation
19
20
Summary
Test / Note
Gross Motor Development
1
2
3
4
5
6
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8
9
10
11
12
13 / Throwing ball with motive
Catch the ball with both hands
Throw, catch and lob the big ball
Throw, catch and lob the small ball
Hoping and enable to play ‘hob-scotch’
Running with ropes
Running without fall
Climb up the climber
Ride three wheel bicycle
Ride three wheel bicycle skillfully and fast
Ride two wheel bicycle skillfully and fast
Involved in outdoor games (cycling and see-saw)
Involve in games (state name of games and skill level of children) / ( )
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Fine Motor Development
14
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38 / Draw/ copy the circles
Draw/ copy the square
Draw/ copy the triangles
Write the “V”
Construct block in to shapes that can be understood by others
Construct a more complex shapes (state the construction)
Shape plasticine
Shape plasticine into simple shapes (state the shape)
Shape plasticine into complex shapes (state the shape)
Cutting paper (without shape)
Cutting pictures/ paper roughly
Precise the picture cutting
Cutting creative shape and paste on the piece of paper
Put on and take-off clothes (Dependently)
Put on and take-off clothes (Independently)
Put on button (state the button size)
Button, zip and tie an object without looking (e.g: back/ below)
Thread beads (state the bead size)
Insert thread into needle (state the needle size)
Sewing
Handling pencil/ crayon/ drawing brush
Scribble idly/ doodles
Drawing (state the drawing result and level)
Combing hair
Go/ use toilet independently / ( )
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Note: Use child product and picture to support your observation and test.
Summary:
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Form 2.4: Copy the Pattern
1.
Form 2.4: Copy the Pattern (Continue)
2.
3.
Form 2.4: Copy the Pattern (Continue)
4.
5.
Form 2.4: Copy the Pattern (Continue)
6.
7.
Shape Drawing / Score / Hand
1. / / 1 / Left / Right
2. / / 1 / Left / Right
3.
/ / 1 / Left / Right
4.
/ / 2 / Left / Right
5.
/ / 3 / Left / Right
6. / / 6 / Left / Right
7.
/ / 12 / Left / Right
Total of Score / / 26
Conclusion:
Test / NoteSense of touch
1
2
3 / Differentiate between
- Hot/ cold
- Smooth/ rough
- Soft/ hard
Recognize and identify people by touching (state how, e.g.: hair, height) / ( )
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Sense of scent
4
5
6
7 / Comparing two type of scent
- Nice scent
- Bad scent
- Onion
- Powder
- Soap
- Nescafe
- Nice scent
- Bad scent
- Belacan
- Fragrance/ perfume
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Sense of taste
8
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10
11 / Bring the object/ toys to mouth (state if other object)
Differentiate between
- Sour
- Sweet
Grouping the type of food (fruit, vegetable, meat). State. / ( )
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Sense of hearing
12
13
14
15
16
17
18
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21
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23
24
25 / Respond to the sound of ringing bell
Turn face towards the ringing sound
Respond to the rattler
Turn face towards the rattler
Respond to obvious sound (e.g.: Lamp switch)
Respond to the voice (behind the child) (e.g.: head moving, speak aloud, changing the activity, facial expression)
Baby smiles when examiner speaks and smiles to him/ her.
Selectively listen to the usually words heard.
Copying the word (note down the pronounced words)
Look for the sound source with eyes (ascertain the sound of bell or rattle)
Interested with the sound making
Differentiate between two type of sound:
- Loud
- Soft
Knowing the source of sound
- From left
- From right
- From front
- From back
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Sense of visual
26
27
28
29
30
31
32
33
34
35
36
37
38
39
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91
92 / Look for a while at the red coil
Spend longer time looking at red coil
Eyes movement to the left and right (horizontal eye movement) following the red ring
Eyes movement up and down (vertical eye movement) following the red ring.
Eyes movement following the red ring developing a circle (circular eye movement).
Eyes turning towards the red ring.
Grasped a hanging red ring in front of them (state if other object)
Head movement towards light (state if using other object)
Approach the hanging red ring (check the hand used and from left, right, and not any)
Carefully pull the rope to get the coil
Looking at the tester/ examiner for a while
Eyes movement following people movement
Eyes movement to the left and right following the light movement
Eyes movement up and down
Eyes movement following the light to form circle
Eyes turning towards the light
Looking around freely
Eyes winking toward hand image
Baby’s reaction when tissue paper or cloth put on his/ her face
Turn from one object to another
Eyes movement following a ball crossing a table (state if using the other object)
Head movement follows a falling spoon (state if using the other object)
Looking for a falling spoon
Observing the bell, with great detail
Taking 2/3 of offered cubes
Trying to hold three cubes together (state success or fail)
Constructing a tower using ten cubes
Putting ten cubes into a bowl
Constructing a tower using three cubes
Constructing the tower using six cubes
Eyes following a pencil movement
Show an interest on scribble
Trying to copy the scribbles
Spontaneously scribbling
Copying the crayon model
Differentiate scribbling and modeling
Copying horizontal and vertical model
Looking at picture in a book
Closing a round box
Putting a round block at pink board
Completing pink board
Putting block in an opposite condition for pink board
Constructing a tower using eight cubes
Purring one round puzzle block at a blue board
Putting two round block at a blue board
Putting two round block and two square at a blue board
Putting six block at a blue board
Complete the blue board puzzle in 150 second
Identify basic shapes
- Circle
- Square
- Triangle
- Circle/ oval
- Square/ triangle
- Other (pentagon)
- Big
- Small
- Short
- Long
- Square
- Circle
- White
- Red
- Blue
- Brown
- Orange
- Purple
- Pink
- Grey
- Buff/ other
- Dark/ light
- Darker/ lighter
Realize the three prepositions
Identify the spatial relation
- Far/ near
- Inside/ outside
- Above/ below
- First/ last
- Front/ back
- Left/ right
- a/ o
- s/ z
- m/ w
- h/ n
- v/ u/ n
- 10/ 01
- 12/ 51
- s/ z/ 5/ 2
- b/ d/ g/ p/ q
- 6/ 9/ d/ b/ p
Group the object according to heavy and light
Group the object according to high and low
Group the object according to colours
Differentiate the object according to similarities and differences
Identifying object characteristics (state the object)
Recognize the time concept
- Morning
- Evening
- Day
- Night
- Day/ night
- Today/ tomorrow
- Yesterday/ day after tomorrow
- Before/ after
- Now/ later
- First/ last
- A moments/ Length of time
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Comment:
Test / Original Position / TransformationNumber / Ask: Is the amount of coins the same for each row?
Children answer : Same ( )
No ( )
Why?
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______/ Ask: Now is the amount of coins the same or more?
Children answer : Same ( )
No ( )
Why?
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Length / Ask: Are both the wood/ ruler of the same length?
Children answer : Same ( )
No ( )
Why?
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______/ Ask: Now are both wood/ ruler the same length or longer?
Children answer : Same ( )
No ( )
Why?
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Liquid / Ask: Are the water level in both beaker the same?
Children answer : Same ( )
No ( )
Why?
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______/ Ask: Now are the water levels in each beaker the same or more?
Children answer : Same ( )
No ( )
Why?
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Mass / Ask: Is the amount of plasticine the same?
Children answer : Same ( )
No ( )
Why?
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______/ Ask: Now is the amount of plasticine the same or more?
Children answer : Same ( )
No ( )
Why?
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Area / Ask: Does each cow has the same amount of grass to eat?
Children answer : Same ( )
No ( )
Why?
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______/ Ask: Now does each cow have same amount of grass to eat or more?
Children answer : Same ( )
No ( )
Why?
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Weight / Ask: Does both balls have the same weight?
Children answer : Same ( )
No ( )
Why?
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______/ Ask: Now without putting the ball on the scale, do both balls still weigh the same or one of them weighs more?
Children answer : Same ( )
No ( )
Why?
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Volume / Ask: If I put the plasticine in both glasses, is the level of water the same?
Children answer : Same ( )
No ( )
Why?
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______/ Ask: Now is the level of water the same if I take one of the plasticine out?
Children answer : Same ( )
No ( )
Why?
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Conclusion:
Evaluate aspect / Scale
Item / 1 / 2 / 3 / 4 / 5
Shape produce for each picture/ square / Weak / Moderate / Good / Very good / Special/ Exceptional
Combination original idea/ picture with a new picture / Not suitable / Moderate / Suitable / Suitable and attractive / Suitable, attractive and artistic
Able/ Brave to move out from the border / Limited only to the space provided / Able/ Brave to extend to opposite square / Able/ Brave to extend onto further square / Able/ Brave to go over all border / Able/ Brave to add own space
Line added to the original line / Little / Moderate / Many and suitable / Many, suitable and attractive / Many, suitable, attractive and artistic
Ability to produce creation based on square/ picture on time / 1%-20% from square/ picture prepared / 21%-40% from square/ picture prepared / 41%-60% from square/ picture prepared / 61%-80% from square/ picture prepared / 81%-100% from square/ picture prepared
Total to each scale space
Total mark
Please tick (X) at the space provided below item
1= Very Low 5= Very High
Score analysis
21-25 - Special Creativity
16-20 - Very Good Creativity (Very creative)
11-15 - Good Creativity
6-10 - Moderate Creativity
1-5 - Weak Creativity (Not creative)
Question / ()/( X ) / Note
1)Able to mention his/ her full name / ( )
2)Able to mention age / ( )
3)Able to mention date of birth correctly / ( )
4)Able to mention home address / ( )
5)Able to recognize and identify parts of body (head, body, foot, hand, hair, finger, ear) / ( )
6)Remember song lyric
a)
b)
c)
d)
e)
f) / ( )
7)Use words to produce idea and feeling / ( )
8)Converse with other friends while doing daily activity (state what’s the conversation about) / ( )
9)Take part in class discussion (example: Teacher asks about the Prime Minister of Malaysia name). / ( )
10)Show their enjoyment with book and story / ( )
Conclusion:
Category / ()/( X ) NoteIntimate
1
2
3
4
5
6 / Cry when teacher/ guardian leave them
Cling to teacher/ guardian when there is visitor
Kick or hit teacher/ guardian
Like to be hug
Hug and kiss a familiar person
Able to kiss stranger / ( )
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Happy Emotion
1
2
3
4 / Smile a lot when playing with someone familiar
Laugh a lot when playing with someone familiar
Show happiness when happy
Happy when play / ( )
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Stability/ Calm Emotion
1
2
3
4
5
6
7
8
9
10
11
12
13
14 / Seldom yell
Seldom whine
Not easy throw tantrum
Not jealous when guardian or mother give attention to other children
Cry only when in pain/ hungry/ tired
Did not suck finger
Did not bite on blankets, cloths or toys
Did not bite finger nails
Easy to coax (when cry)
Obedient
Able to control self when angry
Did not revenge other children
Deep sleep
Able to face frustration well (like to laugh/ talk about things that make him/ her frustrated) / ( )
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Bravery
1
2
3
4
5 / Not afraid of dark place
Not afraid of strange places
Not afraid of certain object
Not afraid of animal/ pets (cat, rabbit, dog)
Not afraid of anything / ( )
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Self-confident
1
2
3
4
5
6 / Show multiple feeling such as laughing, affection, anger spontaneously
Face new challenges with full of spirits (in study or any activity)
Feel able to influence other people such as peers
Feel others appreciate him/ her (very sure that mum loves him/ her)
Not easily to be influenced by others
Not easily to be disappointed/ able to defend self when criticized by others / ( )
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Conclusion:
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Category / ()/( X ) Note
Self-concept
1
2
3
4 / Know about his/ her sex (Female/ Male)
Tell about his/ her family
Know about his/ her race
Show skill and ability / ( )
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Proud with Success
1
2
3
4 / Show happiness (smile/ yield) when successful doing something
Show attention at what he/ she has done (drawing, block, puzzle)
Stand the justice
Defend themselves when have challenged / ( )
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Trust Adult
1
2
3 / Ask adult to help in new thing
Ask guardian opinion in solving problems
Willing to involve in daily activities / ( )
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Act accordingly
1
2
3
4
5
6
7
8 / Sit properly when eating
Listen when other people talk
Obey rules
Understand and respect other people
Help friends when playing or doing activities
Help other people
Console a friend when they are unhappy
Invite friends to play together / ( )
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Co-operation with friends in completing the task
1
2 / Construct building with block
Play beside friends without disturbing or snatching his/ her toys / ( )
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Friendship
1
2
3
4
5
6
7 / Like other children
Ready to be near other friends
Able to receive criticism from other children
Smile to someone he/ she newly met
Easy to approach someone he/ she newly met
Look when talking to strangers
Like to share toys with friends / ( )
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Friendly
1
2 / Like to talk with a familiar person
Talk with stranger / ( )
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Activeness
1
2
3 / Like the outdoor activities
Like to play together with friends, rather than looking at others playing
Enjoy outdoor activities / ( )
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Independent and co-operation
1
2
3
4
5
6
7 / Eat by herself/ himself
Drink by herself/ himself
Able to use toilet/ potty by herself/ himself
Co-operate with other children in doing activities
Able to play alone (need supervision from guardian/ mother)
Inform when he/ she wants to go to toilet (to urinate)
Ask guardian for help when facing difficulties / ( )
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Conclusion:
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Children Lab’s Report
NO / CONTENTS / MARK (100%)1. / Table of content
2. / Introduction-overall children development / 10%
3. / 1. Introduction
1.1 Children background (2-4 children)
1.2 Continuous Observation (2-4 children)
a. Structure activity
b. Unstructured activity
1.3 Comparison between children
1.4 Conclusion / 10%
4. / 2. Physical development
2.1 Introduction
2.2 Theory
2.3 Gross motor development and fine motor development (2-4 children)
2.4 Comparison between children
2.5 Conclusion / 10%
5. / 3. Perception development
3.1 Introduction
3.2 Theory
3.3 Sense of touch, scent, taste, hearing and visual(2-4 children)
3.4 Comparison between children
3.5 Conclusion / 10%
6. / 4. Intellectual development
4.1 Introduction
4.2 Theory
4.3 Number, Length, Liquid, Mass and Area (2-4 children)
4.4 Drawing (Torrence Creative Test) (4 children)
4.5 Comparison between children
4.6 Conclusion / 10%
7. / 5. Language development
5.1 Introduction
5.2 Theory
5.3 Child language ability (2-4 children)
5.4 Comparison between children
5.5 Conclusion / 10%
8. / 6. Social emotional development
6.1 Introduction
6.2 Theory
6.3 Friendship, communication, fitness, attachment, social interaction
(2-4 children)
6.4 Comparison between children
6.5 Conclusion / 10%
9. / 7. Overall conclusion/ summary / 15%
10. / 8. References / 5%
11. / 9. Appendix
12. / 10. Labs’ manual / 10%
FEM 3101 PJJ
SEMESTER 1, 2015/2016
LAB PROJECT FOR ADOLESCENTS:
PROJECT PAPER ON ADOLESCENT DEVELOPMENT
- Choose 2 adolescents (male & female) aged between 12-18 years old.
- Individual assignment (15%).
- Collect adolescents’ background information. (Refer to Practical Form 1)
- Make an observation/ assessment on the following dimension:
- Physical development
- Cognitive development
- Socio-emotional development
- Moral development
- Outline of the paper:
- Introduction (including photo and personal information)
- Main content (respondents’ development level based on analysis conducted)
- Conclusion on every aspect of development
- References
- Appendix (All Lab Forms)
- Apply appropriate theory to explain respondent’s development
- Type your project paper using the following format:
- Font type: Times New Roman; Font size: 12; Spacing: 1.5
- Margins: top-1”; bottom-1”; right-1”; left: 1.25”
- Evaluation:
- Introduction (15 marks)
- Main content (60 marks)
- Conclusion (10 marks)
- References and appendices (5 marks)
- Lab manual (10 marks)
PRACTICAL 1: BACKGROUND