I. Sources of Information Aside from observing this child for an hour, I gathered the information from the mother, father, and the siblings of this child. Her mother enlightened me with some background information. Her father told me how close he is with her. Lastly, her siblings described the way she is at home and how they treat and play with each other. During my observation, I was focusing on the child’s behavior and recognizing the development of this child through his/her actions. II. Background Information My niece Celine is three years old; she has brown wavy hair and brown eyes with long black eyelashes. She is the youngest out of her two siblings. According to her mother, Celine is very smart and acts older than her age. Her father states, Celine is her daddy’s little princess because she gets a special treatment from him. Her siblings say, Celine respects and defends them whenever they are in trouble. She does not like being yelled at or being punished no matter what she does. Her oldest sister, Zeina; says that no matter how much they fight with each other, Celine always looks up to her and asks to play with her. Celine is stubborn at times, but obeys the house rules and listens to what everyone has to say. She usually waits for the person who gets her angry, to go over to her, and cheer her up. If they take long; she comes towards them and makes sure they know that she is upset. According to her older brother, Lucas; she annoys him most of the time, but at the end of the day, she is still his cute baby sister and he loves to play “Tag you are It” with her. For a three year old, her mother says that Celine has an amazing personality; she is genuine, loving, and friendly. Also, she spoke her first... ... middle of paper ... ...ying, “I hope mama remembers to get me them and all in different colors, too.” Furthermore, she was looking at her nails and then she told me that she misses her mommy so much and wants her back home. I told her, your mother is on her way back, she is buying you balloons and all the other stuff you asked for. Celine kept asking about her siblings and how they left with her mom and she did not. I had to make up a story and lie to her. Celine then told me, when they come back, I’m going to be mad at them because they left us here alone. She finished off her last word, folded her hands together, and put an angry face on. I went inside and brought her a lollipop to cheer her up. As I was going back inside, I found her mother and everyone in the living room. My observation ended when Celine was greeting them with a big smile and a heartwarming hug for each one.
In this assignment I am going to describe a child observation that I have done in a nursery for twenty minutes in a play setting. I will explain the strengths and weaknesses of naturalistic observation through the key developmental milestones based in Mary Sheridan (2005) check-list and provide a theoretical explanation to support the naturalistic observation.
The individual that I chose to observe is a toddler. She appears to be between the ages of ten to fifteen months. She has brunette hair, wore a pink outfit on, and is of mixed race. My observation was completed at chucky cheese. She was accompanied by her mother, father, and older brother. Her brother was not that much older than her. He had to be about three or four years old. When I arrived, I had a hard time picking someone. When I first saw her she was in a teacup ride. Her father was standing close by watching her. I thought to myself, “how cute”. I knew instantly she was the one. I grew up with a father who was detached. It was nice seeing a father interacting with his daughter. At first, I didn’t know her mother and brother were there.
The environment in which an infant is raise, has to do a lot with his/her development. I was surprise by this observation because there were different personalities. Loui was the child who interact more with the students in the classroom. Also, he was surprise of the things that he was able to do by using his gross motor skills. Charlotte imitate the behavior with the toys that were in the classroom. On the other hand, Benjamin was insecure child that needed to be near his mom/dad. I learned many things from this activity. I was able to understand the concepts because I related to the observation. This will help me in my future
Children are complex, and the way a child develops differs from individual to individual. The study of children is a field that researchers, scientists, theorists and educators have been exploring for decades. CHYS 1F90 studies the foundations of childhood development and allows the students to look at the way children develop through multiple lenses. Many conclusions have been drawn, observing how, when and why children develop the way they do. Jerry and Samantha are both grade one students who are unrelated. Although these two students are both the same age, they are different on a variety of accounts. Jerry is a shy and introverted boy who quickly becomes uncomfortable while talking to adults, teachers and peers, contrariwise Samantha is immensely confident and demonstrates extroversion around others. After analyzing both Jerry and Samantha through a biological, learning theorist and psychoanalytical lens, the reasons for the first-graders differences are clear. Depending on the lens in which an individual looks through when analyzing the development of children, interesting and intriguing conclusions can be drawn regarding the broad topic of understanding how children develop.
Observation is very important in young children because that is how you get to know a child better. While observing how a child interacts with their peers, adults, and how they behave in different settings, you are getting to know the child without speaking to them.
Plan for when and where observations will be conducted. Observation will take place at the child’s home with another child and then with parents, out in public that allows interaction with different children, at a family event with a larger group of children and caregivers. These observations will be conducted at different times of the day to allow a variety of interactions and non-repetitive interactions, different times of the day can affect how tired the child is, whether the child interacts better in the morning first thing or the afternoon and how it affects her emotional mood. These different observation locations allow the child to be observed in different situations with one on one play, interactions with adults, interacting with groups of children in new environments and to see how well the child relates to other
The observation took place at the Child-Development Center classroom D at Yuba College. When I arrived the children were outside playing in the grass and play-sets available. We made a few trips to the bathroom, and towards the end of my observation we moved into the classroom. It was a cool day so the kids did not mind being outside, so most of the observation occurred outside the
Another rather consistent observation I saw was the indication that most children used their parent as a secure base. A secure base is provided through a relationship that harbors one or more responsive caregivers who meets the child’s needs and to whom the child can turn to as a safe haven, when upset or distraught. This relationship can be seen in many of the observations I made. The one that stands out the most and that clearly depicts how a child uses a secure base is Susy. Susy used her parents as secure base when she was frightened by the boy that was older than her and whom she didn’t know. She ran to her parents for protection and comfort from the stranger. Another clear depiction of a secure base was when Susy demonstrated separation
The child I observed was a seven-year-old girl in Year 2 who sat on the second highest ability table in a mixed class. While not in school, she lived a substantial distance away meaning she travelled to and from school by car and was often the first child to arrive in the morning and the last to leave in the afternoon. I will focus on the social and emotional development of this child who, from now onwards, will be referred to as C.
Early childhood is considered the most important developmental phase throughout the lifespan. In early childhood, the physical, cognitive, language and psychosocial domains of development are equally important (WHO). For these reasons, the observer would analyze normal growth and development of early childhood using various development theories in this observation paper. For observing the subject’s behaviors and social interaction with others, the observer went to one of Jewish friends’ house to have dinner in Passover holiday, is one of the best known Jewish holidays for seven-days. The house has two floors and grass garden. Almost 30 people attended at the celebration. Most people were family and friends. There were roughly 13 children stayed in the house with their parents. Most of children were 5 to 10-year-olds. For exploring growth and development in early childhood, the observer chose one of girl, is a six-years-olds, whose name is IL. The observer monitored her behavior for 5 hours before and after dinner, was able estimate IL’s age, height, weight, physical appearance, actions, verbalizations, emotions, type of play/activity and interaction with others. First of all, her physical appearances were observed that her height and weight seemed like 120-125cm and 20 kg. She looked like taller and skinner compared to other peers in that house. She did not have two upper front teeth. The observer assumed her level of physical development using by the growth chart. Following the curve in the chart, IL’s rate of growth is normal, and also her height and weight are in balance. Also, gross motor skills were observed during that time. In addition, when she was showing her magic to peers, she pretended as magician. During this time, t...
from the first bar, she quickly swung her feet over to the side for leg support.
What I learned during the observation is that have a good layout and a good environment setting children are more willing learn and play with the children around them. They need to feel that they are apart of the classroom. That is part of Maslow’s Hierarchy of Need. You environment the classroom need to make children feel safe because if they don’t feel safe they are always going to be on high alert and not pay attached to what going on they are also not going to play or do anything in the classroom. Having the right environment makes it easy for children to explore and learn everything they need have those center or station is not just their for children to have fun and play that because while they are playing and have fun they are learning.
I gave birth to a healthy, beautiful baby girl named Luna. Jeffrey has taken quite a liking to being a big brother. He likes to hold and rocker her and helps with feeding her. Jeffrey is still a slow-to warm child. He can communicate fairly well and is now using mostly complete sentences and seems to understand most of what I say. He occasionally makes errors of overregularization. He has taken an interest in music and singsongs even though he usually repeats a certain part a lot. I encourage this by taking him to local performances of children’s musicals. Jeffrey has learned the routines pretty well and is reasonably cooperative for his age. He is rarely aggressive to adults or other children. Jeffrey’s fantasy play has become more elaborate and sometimes includes superheroes or cartoon
The child that I selected to observe through the course of this semester is a Caucasian female. Her name is “R.” She was born on April 24, 2013. She is currently 10 months old, but will be turning one year old at the end of the semester. “R” is a child who is very active. She has an independent but outgoing personality. At this stage, she exhibits uncertainty with strangers and other people she recalls but has not physically seen in a period of time. Some of “R”'s favorite activities include tossing objects, mirroring actions and movements, music, a...
Two data collection methods were used: Parent interview and two oral elicitation tasks. A handphone was used to record the child’s narrative production and the interview with the parent. We played toys and interacted with him for thirty minutes. Thereafter, we proceeded with the tasks.