For 12 weeks I observed a young pre-schooler Child C aged 31/2 years old, through my account I would give an observer’s view of Child C, three theories peculiar to Child C and my the emotions evoked in me as an observer. My observation assisted in my understanding of the changes in Child C as the week progressed over the 12 weeks. My first few visits at the nursery Child C appeared boisterous and obnoxious. This led me to assume Child C was the class bully, I shared my finding with the class and the views were ambivalent and divided. I was concerned for a few weeks, however after a few more visits at the nursery my opinion changed as I realised Child C was not a bully but rather a self willed, assertive child. According to Piaget Child C’s thinking could be considered as self centred, he’s at an age (4) where he thinks his views are right and others are wrong. According to Piaget children within the age range of 2 – 6 are in the preoperational stage, at this age children are not yet able to comprehend reasoning, they are unable manipulate information hence the reason why they tend to make statements such as ‘he or she is not sharing’ or ‘it’s not fair’ or ‘I’m not your friend’, this sort of behaviour is referred to as egocentrism. During the preoperational stage children tend to become increasingly skilled or proficient at play acting and pretending, they also role play “mummy” and “daddy”, doctors, nurses to mention a few. For example in week 7 Child C was playing ‘mummies and daddies’ Child C offered to be the mummy laying the table and putting dinner on the table, Child C realised the table cloth was not placed properly on the table, he proceeded to take the cloth off the table and lay it properly. The other children com... ... middle of paper ... ...; this is demonstrated through how he imitates her culinary skills at the nursery. He tends to play act baking cakes, laying the table and table manners. He also demonstrates proximity maintenance as tends to want to be near his teachers or teachers assistant, he seems to bask in the attention they give him teachers approval or to report his peers to them, although Child C often plays with his peers he tends to gravitate toward his teachers especially when other children are talking to the teachers, as an observed it seems as if Child C is trying to stake his claim to all the teachers.I do not want to share her. Excerpts from week 3...Child C was in the play ground Works Cited (Bowlby, 1969, p. 194). (Neven R, S. P.21-emotional milestones from birth to adulthood: a psychodynamic approach.) Coleman, J.S. in Play by Brunner, J.S, Jolly, A and Sylva, K. (eds.)
During the first nine months of Dominic’s life he was sick several times with colds and digestive complications which are not typical for infants. Physically, Dominic was active the first nine months. At three months he began to start laughing and would focus his eyes on me, the mom (My Virtual Child). At eight months we would play object permanence games which enhanced his cognitive development and at nine months old Dominic was adv...
...focus of attention by showing his watch to his friends so that everyone could be around him. The child showed the ability to differentiate between reality and pretend by interacting with objects and communicating with the other children.
Theorists such as Jean Piaget, Lev Vygotsky, Erik Erikson, Sigmund Freud, and Lawrence Kohlberg have studied and documented information about the stages of childhood development. The three main stages of childhood development are early childhood, middle childhood and adolescence. Each stage contains developmental behaviors and characteristics of different age groups. However, the childhood development stage that this paper is focus on is the middle childhood stage. During this phase in a child’s life, they go through a variety of changes. Such changes include; physical, cognitive, social and emotional changes. According to this course text, HDEV (2010), middle childhood comprises children between the ages of 6 to 12 years. In addition, in relation to the information that is presented in this text about the
Side note: Piaget also felt in this stage children were “egocentric” that everything was about them. For example, when my three-year-old builds a tent and demands for her one-year-old sister to play. If her sister does not join in her fun, she will get mad and yell at her saying, “Mommy Anika come in my tent! Make her!”
Children are reacting to the authority of persons in their lives. The teacher acts in a firm but friendly manner to reinforce limits, raise conscious levels, and teach alternative behaviours. I have noticed a child in a childcare, showed mistaken behaviour as a result of dominant character. Despite her small size, she has rapidly become one of the leaders. She plays with just about all of toys, and she has a constant need to be in control of other. She occasionally gets in to arguments, with her peers when they no longer accept her leadership. She has difficulty resolving these conflicts and frequently has a tantrum when she is unable to have her own way. Then I made them sit quietly and I asked her whether she likes it when her friend feels sad. He says "no." I continue to guide him through discovering a solution by asking questions until we reach one that works. The kind gesture makes her feel happy and stopped her argument with peers. Together we find a solution that builds her awareness and how to solve peer conflicts, giving him tools to build positive relationships in the future. According to Gartrell” At the socially influenced level, children have learned that using
I observed at St. Eve’s Learning Center location in their preschool room. The center has a naturalistic feel to the environment and all of the staff is friendly and welcoming. The classroom displayed best practices, modern theories and research, and followed expected standards set by their accreditations.
For the majority of my preschool observation, the children were outside. It was very hard to get a good idea of what they did at this preschool and what the kids and teachers were saying. Just from my observation, I realized how different my preschool was. I went to St. Vincent DePaul Catholic Preschool in Shepherd. It was very different because my class was very small. It had eleven people in it, while the class I observed had about twenty people in it. Also, these children go to school all day and they will not all end up in the same graduating class someday. At my preschool we only went for half days and the majority of the students that went to my preschool graduated with me. I think both of the preschools had pros and cons. All day school is most likely better because students will get used to going to school all day and be more prepared for kindergarten. Having a smaller class may be better because it is more one on one. The one thing I think that was really good about my preschool is that we all graduated high school together. I think that it is very fun to get to grow up with the same people. I think both preschools are very good, they are just very different.
The child I observed was born on February 21st, so the baby that I observed is just weeks old. The baby is white and a male. The baby is a friend’s child and I observed him in the living room of their home and in his personal bedroom while he was in his crib. There was two couches in the living room, a television, two end tables, and a big sectional rug which was where the child was most of the time. There was 4 adults. The mom, the dad, my mom, and I. There were no other children in the house at this time.
There is also some personal play involved in their sociodramatic play. The children involved in the play worked to make a family having dinner, which is great example of how this will prepare them for One of the kids did not understand how turn on the stove and the stove top. Another kid taught the others how to season the food. Another kid thought that they should try to make something for the teachers in the gym. They worked together to make a cheeseburger and pizza.
In the classroom I was in there are four infant and four toddlers. The infants were sleep and the toddlers were at the playground. When the toddlers came into the classroom they begin to cry because they saw a new person in the classroom. I was stranger danger to them and infants wake up crying because of the noise. There were only two teachers in the room. One of the teacher went to the toddlers telling them "this is our friend and she is going to be with us for a while". She gives them hugs and kisses and telling "it’s okay". At first, she seems a little stressed out because they all started crying at once and did not know who to go to but eventually she went to the child that was having difficulty having someone new in the classroom. The
On 03/13/2018, at 2317 hours, I was dispatched to 2802 Egrets Landing Dr, Lake Mary, Seminole County in reference to an attempt to contact well being check. Before I arrived dispatch received a second 911 call that
egocentric nature in the child can be seen in their interaction with children and their speech.
Both Piaget and Vygotsky agreed that children's cognitive development took place in stages. (Jarvis, Chandler 2001 P.149). However they were distinguished by different styles of thinking. Piaget was the first t reveal that children reason and think differently at different periods in their lives. He believed that all children progress through four different and very distinct stages of cognitive development. This theory is known as Piaget’s Stage Theory because it deals with four stages of development, which are sensorimotor, preoperational, concrete operational and formal operational. (Ginsburg, Opper 1979 P. 26).
Observation is important as the practitioner can find out what the child is interested in and what motivates them to learn alongside their progress and how they behave in certain situations, additionally at the same time it identifies if children need assistance within certain areas of learning or socially (DCSF, 2008). Furthermore the observations check that the child is safe, contented, healthy and developing normally within the classroom or early years setting, over time the observations can be given to parents as they show a record of progress which helps to settle the parent and feel more comfortable about their child’s education. Observations are not only constructive within learning about an individual child, they can be used to see how different groups of children behave in the same situation and how adults communicate and deal with children’s behaviour (Meggitt and Walker, 2004). Overall observations should always look at the positives of what children can complete within education and not look at the negatives and all observations should become a fundamental part of all practitioners work alongside reflection (Smidt, 2009).
Child A is a forty month old male pupil at this setting and attends regularly for five mornings a week since September 2011. He has two siblings and he is the middle child. He lives with his siblings and both parents. He is one of the younger children in his nursery year. He has not yet formed any friendships with his peers at the setting and children are wary of him due to his unpredictable volatility. His behaviour has also been ...