When I entered the classroom the teacher introduced me and told the children that I would be joining them in class today. When I first got there only the two boys were there and the little girl came in a bit later.
One of the first things I witnessed was a fall by one of the boys. He fell while running in the classroom and bumped his head. He cried hard and looked to the teacher for comfort. During my two hours of observation the class did free play time, circle and story time, and then arts and crafts time.
During free play time the two boys were playing together with a big toy truck. The little girl joins the class by this point and the teacher slowly encouraged her to join the other boys in free time play. She was obviously shy and a little unsure of the new person in the classroom. The children were instructed to move to the building station and build with blocks.
These blocks were able to be pulled apart and be placed back together. The little girl stacked the blocks 5 high several times and then knocked them down. She also then lined them in a row of nine. She helped clean up the blocks with directions from the teacher. While one of the boys was playing with the blocks he was talking to himself, although it was too quiet for me to hear what he was actually saying.
The other boy put the blocks on his hands through the holes in the center. He was pretending to be a boxer and punching the air. The other boy is very helpful and cooperative.
He helped the other children put their toys away after free play was over. Next, was circle time. During this time the children sit in chairs in a circle and are facing a large board with a big calendar, shapes, colors and letters to interact with.
The teacher started a basic preschool class and told all the children to sit in their chairs and keep their hands to themselves and pay attention. All three kids had great interaction with the teacher and where all shouting out answers to her questions. They happily sang along with the little songs that she had made up for the days of the week and the months of the year. They were pleased with themselves that they knew the answers.
They knew what letters started their first names and even knew the letters that started their classmates names. They easily followed directions, provided appropriate answers, and could answer routine questions. The children could combine two or more words and used different modifiers and qualifiers. During story time the teacher read a book to the children about the sun and the moon.
The two boys were now getting restless and having a hard time paying attention to the story. The teacher had to stop a number of times to speak to the boys about keeping their hands to themselves and staying in their chairs. Arts and craft time was next and the children seemed to all really enjoy this time. During arts and crafts I observed the children tracing a picture of a sun and they used paint to color it, with the help of the teacher.
The children also used their fine motor skills to manipulate Play Doh and they used their self-help skills to put on and take off paint shirts. Suddenly, during arts and craft time, the fire alarm went off. The children were visibly startled and sought comfort from the teacher and other staff members.
They were able to follow directions from the staff and line up to exit the building. Once we were all back inside it was time for me to leave for the day. To review, below are some of the developmental skills witnessed from the two and three year olds: Running, jumping, throwing and climbing stairs. Working with Play Doh, painting, tracing and building with blocks. Taking off and putting on painting shirts and putting on shoes. The use of me, I, you and his.
Understanding the concepts of more, empty and counting. Helping each other put toys away and sharing supplies during arts and craft time. Happiness, sadness and I observed a boy hit another boy out of frustration.
Day two, I observed the four and five year olds. This class was made up of nine children. I arrived for the start of circle time. This age group is a lot more interactive and seeks more approval from adults and peers. The children said the days of the week, months of the year, the colors, and numbers and signed all the letters of the alphabet. One of the boys struggled with this.
He has almond-shaped eyes and a very light complexion. He is sitting on the floor in his living room which is sparsely furnished with two couches and a television. The room is very comfortable, and it appears it was furnished with his comfort and safety in mind. I s there any adult interaction with the newborn? What behavioral states affect the infant-caregiver relationship? Ryon is sitting on the floor with his toys around him.
His mother sits on the floor next to him, and he begins to hand his mother a series of toys. He is interested in the reaction of his mother as he hands her his blocks, one by one. Ryon leans forward, grabs a block, and gives it to his mother.
He watches her face and sort of drops his mouth open as he waits for her reaction. She then tells him the letter and color on the block. He nods his head forward, reaches his arm out, and proceeds to pick up another block. After picking up five blocks and handing them to his mother, he then crawls across the floor to a toy car and pushes it for a moment. He looks up at his mother to see what she is doing and pushes the car toward her.
She continues to watch him even when he is interested in a toy or moving away from her. He does check to see if she is paying attention to him as he plays. His mother starts picking up toys and organizing the room, and he periodically goes over to her and becomes interested in what she is doing.
Ryon seems very dependent on his mother's mood. He smiles when she smiles, and if she is distracted, he wants to obtain her attention and appears to gauge and react to her facial expressions. It seems that their relationship is positive, and his mother is very attentive.
Ryon sits up with ease. He seems very balanced and sure of himself. His legs are spread apart, and his feet point outward. He can lean forward with his stomach to the floor and sit back up with some effort. Ryon crawls across the floor with his hands flat on the ground and fingers spread wide. His feet are pointed away from him.
When he goes from crawling to a sitting position, he raises his right leg up and puts his right foot flat on the ground and then leans back on his bottom. When Ryon goes from crawling to a standing position, he crawls to the couch and puts one hand up on the couch while leaning his head backward and plants his right leg on the ground to steady himself.
Then he puts his other hand on the couch and pulls himself up. This takes some effort. Ryon seems to be very tall and heavy for his age and is not walking yet.
He does walk along the edge of the couch. He may have trouble walking on his own because of his size. Ryon seems healthy and strong, and his coordination seems typical for his age. Is the infant able to carry, push, or pull objects? Ryon can carry, push, and pull objects. I observed him pushing a toy car across the carpet in a back and forth motion. Ryon crawled to the toy car and came up alongside it. He put his right hand on the top of the car and placed his fingers through the opening of its front window.
At first, he pushed the car over to where his mother was sitting while crawling. Then he paused and stopped pushing the car until he had moved it to his intended position. He then sat down and pushed the car back and forth making noises as he did. At one point he began to drool, and his mother wiped his mouth.
Ryon is displaying typical behavior for his age. He seems to have good motor skills—both fine and gross—for his age. He is able to grab items that can fit in his hand while crawling, sitting, and standing. Describe the nonverbal communication between the infant and other individuals.
How do they respond to each other? Ryon is very interested in facial expressions. When his mother smiles, he smiles back at her. When he is smiling, he opens and closes his hands and, at times, wiggles his toes at the same time. If his mother is not smiling or paying attention to him, he will bring her a toy after watching her for a moment. I think he is gauging her emotions and likes the comfort of her stare. Ryon watched me also. He wanted to know what I was feeling as well.
Apr 26, · Child Observation Paper After observing a nine month old child for this Child Observation paper, the author of this paper has taken copious notes during the session. The purpose of this paper is recognizing the biological, cognitive and psychosocial development of the child.
Jun 28, · This essay seeks to critically evaluate my role as a child observer. Drawing on two or more theories of child development, I will look at the main theoretical concept and critically evaluate in relation to my observation.
Free child observation papers, essays, and research papers. For this assignment, I observed my six year old niece, Faustine Bui who was born on August 16, , at the park where I was babysitting her with her mom for approximately thirty minutes.
The observation took place across 5 weeks involving 5 different observation sessions, allowing the child to be observed across a variety of different times during the day. Unlike most editing & proofreading services, we edit for everything: grammar, spelling, punctuation, idea flow, sentence structure, & more. Get started now!