Analysis Of Piaget's Reflective Development Of Children

Since the volunteer brought her phone out during the last fifteen minute interval, she has participated less and less in the game the kids all play around her. The effects of this can be seen two different ways. The kids have been allowed to play without the supervision of an adult at all times, which should be a normal skill for children during middle childhood. The “it’s all about me world” mentality that preschoolers and toddlers exhibit is absent, and the kids have played now for about thirty minutes with no real problems. As for the second view, the nineteen year old removed herself from playing with the younger kids perhaps because she feels as though she is older and should not play with the younger peers. Or perhaps because she views

The kids have continued to look around the playground in the hunt, the two other caregivers have stayed around the center of the playground mostly. The volunteer has continued to pace pretty much back and forth the shady parts of the playground, never really going to far from the room. I posted up against a wall, well away from the nineteen year volunteer in the hopes that she would not notice me and begin to act a bit more like some of the theorist said. Piaget’s reflective thinking and abstract understand is a bit hard to determine from simply watching a person, personally I feel like this period of development would be best observed in a classroom setting where the teens or young adults could engage in academics. Erikson’s theory however has been on my mind through the majority of this observation, particularly how adolescent years are characterized by “identity”, which is attempting to find a role or alternative path in life for the future. The reason for this volunteer having to work with kids may have something to do with a career choice, seeing as how she is older than an average high school student. Overall, this fifteen minutes has shown me that the volunteer respects what she is doing. The reason I feel this, she could easily walk near the outer edges of the playground where some of the kids are and start texting or getting on her phone, but instead she

Understandably, I had some doubt about carrying out this age group’s observation at the UCF Creative School, seeing as how I knew that the oldest kid in the school was about eleven. My backup plan if no volunteers in the proper age range were available or if I felt as if the data I gathered was not sufficient was to observe teenagers at a mall. However, after the first fifteen minutes I was hopeful. Of course, as mentioned before, during the third observational time the volunteer who was nineteen left the area I was allowed to observe in. So I stayed a little later in order to ensure I had the proper amount of time to observer. It was a bit different only being able to observe one person at a time, but I reasoned that it makes sense doing this as their may be a time in my future career as an educator where I will be asked to write a report about a particular student’s behavior for an IEP teacher or parents. During this additional fifteen minutes the class was still outside in the playground. Most of the kids finished their scavenger hunt, however it was very clear that most simply copped or traded answers about where they found certain things. Because of this, the daycare employees in this group decided to walk the kids around and have them explain where they found the items. While the two daycare ladies were doing this, the volunteer collected the sheets and pencils from the