Billy the nursery alongside the other children in the

Billy is a one year old soon going to be two, he lives with his mum, dad and two siblings. Billy’s mum is expecting another child and we have noticed a massive change in Billy’s attitude and it seems to be getting worse. Billy attends the nursery three times a week and like the other children he loves playing in all areas of the baby room, his favourite corner at the nursery is the home corner. He enjoys music and singing time with the staff he loves to imitate actions and dance along. Billy finds it hard to share with the other children; myself and the other nursery nurse have noticed that he doesn’t seem to approve of the word ‘NO’. Billy tends to not listen to the staff in the room.  Whenever his mum drops him at the nursery he begins to fight so his mum doesn’t let he go, which is unlike him but this shows that Billy has created a secure bond with his mother as he cries when she leave or is about to leave. Throughout this case study I will be observing Billy carrying out different activities at the nursery alongside the other children in the room.PHYSICALBilly is unable to walk up and down the stairs on his own as we have noticed when he tries to go up the slide or on the stairs of the obstacle, he still requires assistance. Billy has reached the required gross and fine motor skills that are needed to be developed at his age.  Billy is able to run, walk and jump from playing football with the other children and staff. He also finds it difficult to take turns when playing, Billy tends to push the other children when playing .I recently observed Billy going up the stairs of the slide on his own but watched him to see if he could do it indenpently and I have also noticed that he only seems to struggle with sitting at the top, so I helped him and showed him how it should be done. I believe Billy is right where he should at his physical development. COGNITIVE Billy has a good cognitive development for a one year old . From observing Billy for a week, I have noticed that he babbles a lot when spoken to which is really good. Vygotskys theory states that children’s cognitive development is mainly supported by different social factors. When Billy is playing he wants everything to go his own way and if it doesn’t he gets frustrated and then leaves the activity.  Billy was observed playing with the dolls in the home corner alone during free play, he sat two dolls down at the table and gave them something to eat and he later took the dolls to the bed and laid them down and babbled a few words.  Billy was very imaginative when playing with the dolls and was able to converse with a private conversation with the dolls. Whenever a child would move the dolls from he had placed them he would give out through babbling and then collect the doll back from them. EMOTIONAL AND SOCIALFrom all the observations carried out on Billy at the nursery we were able to see different type of emotions from Billy such as happiness, shouts when angry, fright and sadness when upset. Billy is usually an enthusiastic child that loves to do new things. Billy is very interactive and he communicates with everyone. From when he started the nursery he has been very communicative with everyone especially his key worker and his family friend that is at nursery with him. At times he might be very shy but he is very welcoming. At the nursery we are aware that he loses his temper when he doesn’t get what he wants and when he gets it he holds on to it for the whole day which is also why he doesn’t like to share.  But recently he has been finding it hard to show his emotions, this could be due to the fact his mother is pregnant.  From my knowledge of attachment, Billy has a secure attachment with both his mother and father which shows that he is able to trust others around him which is going to be required when he is transitioning to the toddler room.