The following paper will provide an analysis of a child-caregiver interaction as well as an interpretation of the connection. In doing so, joint attention and gaze following were perceived in the observation. Joint attention, is also described as shared attention; is known as an early developing social communicative skill where two individuals use actions and gaze while sharing attention with objects (Carpendale, 2016). Joint attention is a vital step in the development of language and social skills in children (Carpendale, 2016). The quintessential place to observe a child’s interactions with a caregiver would either be at home or at the mall, due to the high number of groups to observe. While there were many groups, one that caught my eye …show more content…
Most of what I observed was the father using a miniature yellow bus toy to try and help his daughter learn colors and shapes. The father would show his daughter the toy in a manner that would convey excitement, while asking questions about the color of the object, the shape of the object and what sound it would make. The little girl tried to answer these questions, but unfortunately most of her answers were inaudible. However, when the father would point to the object, both of them would look, exhibiting joint attention on the yellow bus toy. Joint attention is when there is a “mutual knowledge of both individuals as being attentive towards the same external entity” (Fiebich & Gallagher, 2013). In this case the yellow bus and other objects pointed out were the external entities. Although the child would occasionally look at the toy, most of her attention was wondering; she would look around at other spots in the mall, including bystvanders passing by and signs but …show more content…
Gaze following refers to interactions where another’s attention is drawn somewhere else, usually cued by another’s head turn or eye turn (Carpendale, 2016). As people age gaze following becomes more advanced, but at the observed stage it was very basic; as the daughter would try to follow her father’s head direction, but often would look at another object in the same direction, as opposed to the red block he was trying to point out. The author Moore (2008) in the “The development of Gaze Following” pointed out that this can be attributed to the fact that “when infants first start to follow gaze, they do so on the basis of head direction, not eye direction”. Upon looking back at her father, he would make eye contact with her, and then try to lead her eye contact to the red block by switching his gaze and turning his head. Finally, when the daughter recognized the block, the father told her to go get it and she did. It seemed as the young girl was just learning to follow the father’s eyesight, but more success came from following his head. This proves Moore’s aforementioned theory from years back. However, there is much controversy as to when a child starts to understand gaze as a means of focusing on something else. A recent study has shown that “infants begin to notice others’ gaze by their first birthdays, however,
“Matilda” directed by Danny DeVito demonstrates how elaborating on both the psychological effect on the child and the various parenting methods and how it affects mental development of the infant. Warmth, shown through affection, touch or nurturing gestures, and responsiveness, or how sensitive a parent’s interaction is with the child, are key aspects for child attachment. However, infants only become attached to a few people, such as the mother and close relatives, derived from social interactions with the infant’s attachment figure. Through attachment, organizational changes occur in an infant’s behavior as brain function and cognitive awareness develops. There are several different phases of attachment, each representing the mental, social and cognitive abilities of infants. In phase 1, which is from birth to three months, for example, attachment is shown through social gestures, such as smiling, crying and babbling. The second and third phase, which is from three months to six months and six months to three years respectively, on the other hand, represents how infants develop key motor and sight abilities, as
When parent and child make eye contact, they initiate a harmonic meeting of the mind. As the mother and child gaze into each other eyes, the baby will gaze into the mother’s eye with a radiant smile and the mother will automatically respond with a lot of emotion and verbal and bodily joyfulness and they smile back. The brain of the mother and child are synchronizing the neural activity in the right cortex of each brain. “The brain rhythms are getting in tune, performing a kind of mind- meld that is very pure form of intimacy” (Brown
...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.
“No cost nor labour did I spare” is a phrase every mother lives by. It shows that a mother loves her children so much that she will give anything up just so her children can reach success in life. The way this is written suggests that there was no thought involved in making this decision, the mother did not even think about it for a second, she knew immediately that she would not spare any cost or labor for her child. Anne Bradstreet is the author who wrote this, suggesting that the most important thing in her entire life is her kid’s success in life. In the poem “In Reference to Her Children,” author Anne Bradstreet demonstrates her love for her children by raising her children with pain and care, watching concernedly her children grow up, and wanting to be with them in the afterlife.
All of the studies that were analyzed were given to young subjects. While we do need the relevancy of young children, we also need to see the effect of the parent and care-givers of the young children. As we all know, most thoughts and perceptions of children stem from their parent’s thoughts and perceptions. That is why it is absolutely vital for researchers to first study how children are taught and who better to show this than their parents.
Each daycare has their own menu for the children’s breakfast and lunch. Through my observations, I have noticed that the “Don’t Worry Childcare” has a variety of food options throughout the month. For example, the children could either choose from fruit loops cereal, or frosted flakes for breakfast. The snacks eaten varies every day as well. For instance, the children ate milk and cookies one day, and cheese crackers another day. An example of lunch would be, milk, chicken fingers, French fries, green beans, and mixed fruit one day, and spaghetti, corn, peaches, and bread and butter another day. I observed the children eat ham, mashed potatoes, green beans, and peaches one day for lunch. All those food options seemed very delicious. Each meal and snack give the children an option to what they would like to drink. For instance, the children can pick
From my personal experiences, I have to come to the conclusion that it doesn't always work the way I believe when observing a child. I strongly feel that in order to get to know a child you should not spend most of your time observing him/her. Interacting with the child gives off better results. Not once or twice, this should be a consistent thing.
An eye tracker is a device for measuring eye positions and eye movement. Recent reports from the social-cognitive neurosciences have emphasized the importance of eye movements in carrying crucial information about emotional states of others (Kliemann, Dziobek, Hatri, Steimke, & Heekeren, 2010). An amount of eye gaze has been reported to be predictive of one’s ability to interpret the intentions of others and the meaning of social situations. As face perception is a basic process in interpersonal communication (Haxby, Hoffman,, & Gobbini, 2002). In the current study, pattern of facial gaze processing of young subjects on viewing faces with neutral expression was performed to understand the patterns of spontaneous human face
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 hypothesis was to determine the effects of maternal presence versus absence on sibling behavior.
This summary aims to provide information about my target child “Jayden” that that I have observed. That observation focused on self-care and the method that I used to document the child’s behavior. By using this method I have the ability to observe my target child in a way where I can get precise information on his behavior.
As the child of immigrants coming from an island where social structure is strict and gender plays a big role in determining what a child does and grows up to be, I spent a lot of my childhood looking after others. As a female I followed what my mother did, and what her mother spent her days doing before her. This passing of tradition meant getting up before the men did, to prepare myself and make sure I looked presentable, braids done and skirt dirt and wrinkle free. Then I would hurry to the kitchen to help prepare breakfast, as breakfast would always be set on the table strictly at 9 a.m.. Then chores would be done in between lunch and dinner- the mopping of the floors, picking through and cleaning of grains, and putting recently hand washed clothes on the clothing lines that were always a bit too high for my reach. These were not the most enjoyable
To engage an infant in communication, a teacher should get down to the infant’s level to develop the best shared reference and eye contact possible. By doing so, the teacher can position themselves so that the infant can see their face as he or she talks and provides the teacher the opportunity to observe the child’s facial expressions and their level of attentiveness. One position the teacher may use is sitting on the floor with their knees bent up, while the infant is held in a sitting position on the knees. Other position’s that can be beneficial for a teacher to establish these face-to-face interactions can be to lay on the floor (on their side or stomach) with the infant close by or the teacher can be sitting on the floor with an older
The focal child, “Mia” demonstrated social and emotional skills and abilities in the observation. She is a five-year-old girl and currently attends transitional kindergarten and previously attended head start and preschool. Mia lives with her mother, father, and little sister but spends time with her grandparents such as on Monday she spends time with the Vietnamese grandma and on Tuesday through Friday; she spends time with her Cantonese grandma. Mia speaks English fluently and knows a few phrases in Cantonese and Vietnamese.
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).