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Child Observation Report

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Confidential Material Detailed report of five observations.
The names used in this Observation Report are fictitious. This is absolutely necessary to protect the privacy of the children being observed.

Observation #1: Ron and aggression

Date and time: Wednesday April 16, 2014; 11:25-12:50

Setting: Playground for 1st/2nd grade recess 11:25-11:50, 3rd/4th grade 11:55-12:20, Kindergarten recess 12:25-12:50

Activities observed: Children climbing across the climbing rings, watching children pretend play at the tire mountain and under the large wooden play structure with the blue plastic slide.

My interaction with the children: I spent a lot of time answering questions about my name and where I am from for the children.

Example A:

There was one child named “Ron” on the first recess who was racing across the
rings with another child, lost the race and fell to the ground. He then started to cry and
called himself a loser. I pulled him aside to try to talk to him to find out what was wrong.
He kept telling me that he was a loser because he didn’t win the race and he never wins,
and that “all my friends think I am a loser because I cry all the time. They make fun of
me because I cry. They beat me up. I am a loser.” I tried to reassure him and tell him I
did not think he was a loser. I explained how I thought one of the reasons he lost the race
was because he had been climbing across the rings for most of recess was tired from
racing. He continued to cry even after his friends came over and tried to get him to play.



He just sat in the sand sobbing, so I tried to tell him that his friends came over and asked
him to play so it did not appear that they think he is a loser. He said they would beat
him up. I tried to get him to go and see if they would play; initially, he refused to interact
with his friends but then he got up and tried to find his friends. He searched for a few
minutes and when he could not find them he started crying again and walked away from
me.

Date and time: Monday, April 21, 2014; 11:25-12:50
Setting: Playground for 1st/2nd grade recess 11:25-11:50, 3rd/4th grade 11:55-12:20,
Kindergarten recess 12:25-12:50
Activities observed: Chi...


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...g & Homer, Bruce. (1999). Children as folk psychologists: The developing understanding of the mind. In A. Slater & D. Muir (Eds.), The Blackwell reader in Developmental Psychology (pp. 228-252). Oxford, England: Blackwell
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Pepler, Debra, Craig, Wendy M., & O’Connell, Paul. (1999). Understanding bullying from a dynamics systems perspective. In A. Slater & D. Muir (Eds.), The Blackwell reader in Developmental Psychology (pp. 440-451). Oxford, England:
Blackwell Publishers.

Putallaz, Martha, & Wasserman, Aviva. (1990). Children’s entry behavior. In S.R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 60-76). Cambridge, England: Cambridge University Press.

Rubin, Kenneth H., Burgess, Kim B., Coplan, Robert, J. (2002). Social withdrawal and shyness. In P. K. Smith & C.H. Hart (Eds.). Blackwell Handbook of Childhood Social Development (pp. 329-352). Oxford, England: Blackwell Publishers.

Seifert, Kelvin L., Hoffnung, Robert J., & Hoffnung, Michele. (1997). Play. In Lifespan Development (pp. 221-228). Boston: Houghton Mifflin.

Shaffer, David R. (2000). Social & Personality Development (4th ed.). Belmont, CA: Wadsworth: Thomas Learning.



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