Length: A maximum of 1000 words will be read and graded (not includ. reference list). Task: This assignment requires you to adopt a critical theoretical approach to the analysis of a developmental...

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Assessment 1
PSY202 A1
Student name
Student number
Mrs Katelyn Rossiter
PSY202: Developmental Psychology
Charles Darwin University
Word Count: 1052
    Client's name:
    Mei-Ling Chen
    Date assessed:
    28/08/2020
    Date of birth:
    20/06/2017
    Report date:
    28/08/2020
    Age:
    3 yrs, 2 mo
    Referred by:
    GP
Reason for Referral
Mei-Ling was referred for assessment by her family GP after her parents had expressed concern that she was not adjusting well to daycare. Mei-Ling has been attending her daycare for four weeks now and still is not using English to speak with her carers and peers. They fear her reluctance to use of English will prevent her from making friendships and may indicate a developmental delay.
Presenting Problem and Situation
Mei-Ling often plays alone, avoids playing with her peers at daycare without supervision. When she does communicate with her carers and peers, she opts for using gestures and very occasionally single words only, such as yes and no, hi and bye. Despite this, her parents state that Chinese Mandarin vocabulary is quite extensive, and she is beginning to use short sentences of 4-6 words in length.
Mei-Ling’s parents choose to speak at home and to Mei-Ling in Chinese Mandarin to ensure she retains her parent’s language and to help her maintain a relationship with her family members who live in Taiwan. She currently does not have any siblings. While the daycare is staffed by two bilingual carers, Erica (Swedish, English), and Rin (Japanese, English), as are many of the children who attend, Mei-Ling is the only person at the daycare that speaks Mandarin.
While visiting her daycare upon her parents' request, I noticed she was playing alone and avoiding eye contact with the other children in the room. When requested by Rin, Mei-Ling joined her to sit with some of the other children to participate in what Rin called Song Time. The children participated in a sing-song including “Incy Wincy Spider” and “Where is Thumbkin” during which, I noticed that Mei-Ling was enthusiastically participating in the hand gestures that go with the songs. Mei-Ling was also carefully watching the movement of her peers' lips as they sang the song. She was mimicking their mouth movements but was not audibly singing along. Rin informed me towards the end of my visit that if Mei-Ling does want to interact with at the daycare, she only approaches her. Mei-Ling will often use hand gestures to point and ask her to play.
Rin informed me that they have also had instances where Mei-Ling had a couple of wetting accidents. According to Rin, Mei-Ling does not seem to know how to ask to go to the toilet in English. According to her parents, she has no problems with her bladder control and communicating about going to the toilet when she is at home.
The BSID-III completed when Mei-Ling came to visit me at my practice today, and the results were within the normal range for Mei-Ling’s age (competent).
Professional Formulation
Assessment of Cognitive Development
The assessment of cognitive development of Mei-Ling helped in analysing the framework of the thought process...