Observation
N is sitting in a quiet corner of the room. He is holding a rattle in his right. He looks at the rattle and then puts it in his mouth. He takes it out of his mouth and then shakes it.
Then, he said, “d … d… d.” He shakes the rattle again and smiles. “d… dd…da,” said N. N suddenly looks towards me and gives me a big smile. N puts the rattle on the ground and crawls towards the toys container made up of glass and wood. He held the container with his both hands and tries to lift his body. H bends his body and tries to grab a toy with his left hand. He is unable to reach the toy. He tries again. He looks around and slowly sits on the ground. He bends his head and looks at the toys from the hole at one end of the container. He puts his hand into the hole while looking at the toys in container through glass. He grabs a toy and pulls it out of the container. He looks at the toy and puts it in his mouth. He takes it out of his mouth, looks at it and puts it in his mouth again.
Analysis of the observation
N is around nine months old child and is at the infancy phase of childhood. He is
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Given that N is at the babbling stage of language development, adults could foster his language acquisition skills through ‘joint attention’, wherein carer and child together attend a stimulus, such as reading books or playing peekaboo games. Secondly, adults can adjust their language to child-directed speech. Nevertheless, the content of child-directed speech is also important to children’s language development. Thirdly, singing songs and lullaby’s to children is another important strategy for language acquisition, and is valued in both Māori and Pākeha culture (Duchesne & McMaugh, 2016; MacNaughton & Williams, 2009). Given that N has Māori and Pākeha ethnicity, it is important to work in partnership with N’s parents, the first teachers of the child, to foster N’s communication
The infant that was observed for the purposes of this essay was Phoebe, a two-month old girl, born via cesarean section at thirty-eight weeks of gestation to interracial parents. She was observed in her own home, in normal behavior and interactions between her and her mother. The observation was separated into two different one hour sessions.
Curious of what else was in the house, he wandered into the living room. There were three books laying on a small table. He picked up the first book and opened it, the words were way too small. Then he opened the second one, and he started reading it. He got a chapter into the book and decided it was too easy. Finally, he started reading the last book. He was about half way through the book when he decided he needed to take a nap. He decided to bring his book with him into the next room. There are three beds in the next room. He laid on the first one, which was too hard. Then he gets into the next one, which is too soft. Finally he lays in the last one which is just right, and he instantly falls asleep with his book on the floor beside him.
Suddenly, the whole shed begins to shake. Bob is seriously scared—not like creeped out; I mean, full-on terrified. Bob sprints to the door and tries to open it, but it is locked from the outside! With all the commotion going on, Bob faints!
Toy stores are perfect places for a sociologist to use their sociological imagination. Gendering and racism is thought to be something that is socially constructed as opposed to biologically constructed. Gendering starts during infancy, and around 2 years old children start to internalize these gender differences. I argue that children’s toys help socialize children into gender specific roles. Toy stores, like Target and Toys R Us help us understand what types of toys help to gender children. I will explain how the toys in the toy aisles differ and compare. Not all toys are either male or female, some toys are gender neutral.
He paints red on the corner of the drawing paper. He dips the brush in the blue paint and paints on the red. He again dips in red and paints. He says, “I like to do this”. He paints over and over. Teacher asks, “What are you painting?” He says, “I make fish” He moves the brush to the middle of the paper and says, “Fish jump in water”. He looks at Keshaav and says, “My fish small”. He paints in a circular motion all over the paper. He says, “No more fish. Now fish come back. Tha”. When he paints at the corner of the paper he says, “Fish go already”. When he brings the brush to the middle of the paper he says, “Fish come back”.
He went to go check it out the box on top of the fringe had fallen. How could it have fell, asked dusty now one is here besides me. Dusty started back his room now he another noise coming from the bathroom. It was medicine it was all over the floor. He picked up all the medicine and thought again how did it fall.
Will you show me how it works? Can I play with the cat?' After he made more notes in his book, he raised his head and smiled. ' Not today, but I’ll get one of my teachers to show you when you’re better. Now you, young lady, must get some
Suddenly, he jolted to his feet barking and growling at what he thought was a centipede. As Carl took a closer look he realized it was no centipede it was a Burmese python. Once again, he another vision of the black panther but this time there is no tiger there is a snake. IN this vision the panther takes his time when he chooses to lunge at the snake because he knows the snake is poisonous and can really hurt him. He has to wait until the snake loses focus then he goes in the for the kill. As the vision faded away the snake was now much closer, now he is starting to get scared. as the snake inches closer and closer, he get more confidence he stares the snake right in the eyes. Locked in he now waits for the snake to lose focus so he can strike and make the kill. now as he waits in complete non motion he sees him time to attack. Bang! He has the throat of the snake and now rips the snake head off. as he pushes the snake's head and body out of the cage he is feeling really good and geeked up. As he falls back asleep he is feeling really accomplished with himself over the long week he has
When I started on this paper I figured all the information I would find out is knowledge I would already know of on this subject, but then I actually found out more new information than I already knew. One day in late November Hayden and I were joking around with Evan and he said a very interesting thing that I will never have guessed he would ever say again. He said, “I just got out of the hospital” we asked why and he said, “Because of my depression.” I never knew even had struggled with depression until he told us he did. So I had to find out if the over use of video games led to his depression. The first question I asked him was when did you first start playing video games, and he answered, “I started playing video games when I was in kindergarten it was on my Nintendo 64 playing Frogger. I asked him besides sleeping and at school at what percentage do you play video games he replied, “65%.” I also went on to ask him if he knew that playing to many video games leads to aggression and depression and if he thought this is why he has been diagnosed with depression. He answered yes to both of these questions. Because of this story it made me think, does certain toys create problems in a child’s future development?
The two children that I have interacted with this week at the Early Childhood Education Center from the Willows group is Emily and Harriet. I got a chance to interact with these two girls this week. They are both so much fun to play with and be around. With Harriet, we played in the dirt box and played with the musical instruments. We also played with her stuffed little gray and white cat and a toy tiger. With Emily, we played doctor and played in the kitchen area. Together Emily and I played nurse and doctor to make her little baby feel better and got to play dress up with it. We also played some in the kitchen to make food for the baby as well. From what I have learned from Harriet and Emily is that they have two different personalities.
Richie, J. (1999). The use of te reo Māori in early childhood centres. Early Education, 20, 13-21.
Observations of a young child’s behavior have seen to be beneficial to the observer because it allows the observer to determine what that specific child is interested in and how they react to certain situations. For my observations I observed two children who were both the age of three, one being a boy and the other a girl. One interesting fact about the little boy is that he is autistic and that these children happen to be cousins. This observation was made during a huge family get together and there were other toddlers present as well, however I’m only focusing on the young boy and girl. While observing the little girl for the first part of my observation there were quite a few characteristics that stood out to me. One of those being that
Children are complicated beings and the development of each differs from one another. Observing a child is an amazing experience because we learn how children interact and perceive the world around them. In my observation, I will be observing my sister who is 3 years old. My observation was done over a 4-week period via facetime, where I could monitor and observe her without her knowing that I was there. I will be examining her cognitive, physical, language and social-emotional development.
Language is a multifaceted instrument used to communicate an unbelievable number of different things. Primary categories are information, direction, emotion, and ceremony. While information and direction define cognitive meaning, emotion language expresses emotional meaning. Ceremonial language is mostly engaged with emotions but at some level information and direction collection may be used to define a deeper meaning and purpose. There is perhaps nothing more amazing than the surfacing of language in children. Children go through a number of different stages as language develops. According to Craig and Dunn, (2010), “Even before birth, it appears that infants are prepared to respond to and learn language” (p. 112). Children develop these skills quickly with nature and nurture influences. Researchers have proposed several different theories to explain how and why language development occurs. This paper is an overview of the process of early childhood language development with research evidence supporting the information stated.
I observed a teacher and an assistant teacher in class for three to five years old children. When I entered the classroom at 8:30, there were nine students and a parent. A boy was crying next his parent, a girl was drawing, two boys were playing with toy cars, and rest of them were playing blocks. The teacher was talking with the parent, and the assistant teacher were inviting the boy next his parent to play blocks with her and other students. After the boy began to play, she left the table. She walked around, talking and asking some questions to other students. For example, “Are you drawing flowers on your garden?”, “What are you building?”, or “I am glad to see you guys sharing the car.” It would be said that the assistant teacher developed a warm relationship with each child in the classroom through spending time with each child (Bullard, 47), and she employed coaching to teach pro-social skills (Bullard, 45). Soon other students with their parents arrived. The teacher had short conversation with each student and parent who was signing a check-in sheet. The teacher also created a warm relationship with students and parents (Bullard, 47). The assistant teacher let the students to their rockers and invited the students to the play area. At 8:50 a.m. when the teacher and the assistant teacher began to sing a “Put toys