Case Study: Child Observation

| |2. Vygotsky’s theory believed that economic and cultural forces were very influential in child development. |

An unannounced monitoring inspection was conducted on 1/6/2016. I arrived at the operation which is located at 3422 Richmond Rd, Texarkana about 12:57 pm. I was greeted by Comekia Island, the person in charge while director was at lunch. I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing. Roshonda Epps the director arrived approximately a hour later. When Epps arrived I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing.

This report is based on a “Systematic Observation” (Berk, 2003, p.44). I designed a simple form to record the data based on specimen record and event sampling in which the

I will be observing a seven-year-old child for my project. What I have learned from being a parent and watching my kids as they grow up the social emotional, physical and intellectual changes that occur in children between birth and the end of adolescence are that they all progress at individual intervals from dependency to increasing individualism. Because these developmental changes may be strongly influenced by genetic factors and events during prenatal life, genetics and prenatal development are usually included as part of the built in parenting skills we all possess. When children are born they have no sense of fear but quickly develop a fear of what

This study is intended to document my observation of a child between the ages of 2-5. The small child I observed is a 4 years old male. Family arrangements consist of the mother being the primary caregiver of her son. Since the child is not old enough to consent to my amateur study, I have received permission from the mother and father. The method used in this clinical report is a naturistic observation in which I went to the family’s household where I recorded his behavior for an hour.

Behavior Observed: Upon entering the house Abby politely took my jacket and hung it up on a chair. She then ran up the stairs and asked me to come see her dollhouse. She identified every little thing in her dollhouse as she was showing it to me. She showed me the “windows”, “stove”, “soap”, “mantel”,

Eventually he loses interest in his games and joins “A” on the couch to look on as she plays on a tablet. He sits next to her but is upside down with his feet in the air, as if he were pedaling and imaginary bicycle. He tells an amusing though completely inaccurate story about how babies are made. His older siblings who are still in the room raise eyebrows at each other in amusement but don’t correct him. Shortly following this exchange the first hour of observation comes to an end.

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.

Child development is an amazing thing to watch in the way that children interact with one another and how they perceive the world that surrounds. While doing our research of child development we began to observe a group of kids ranging the ages 1 – 12. During these observations we noticed traits such as attachment, comfort, and love. Through the following examples we will proceed to observe development in our environment and explain its relativity to the text

For this project, I observed my mother's preschool class and the three children which she baby-sits on weekends. Most of the kids that are in the preschool class were three years old, but there was one five year old. The kids I helped baby-sit were two twin three year old girls, and one five year old.

Through out the observation both children were moving from place to place. The little girl would grab one toy then go find another one. She would play one type of activity then go back to building blocks. She would stack blocks and connect the rail road tracks for the train. For approximately 3 minutes or more the girl would stay fully engaged trying connecting the railroad tracks. She would forget that she was in a room full of other toys, for a moment I possibly thought she could be autistic because she was able to stay focused on one activity for a long period of time and not engage other children. Her fine motor skills were adequate for her age she was able to hold objects in her hand. While she was fascinated in putting together the railroad

For this child observation, I decided to observe my younger brother Jacob. Jacob is 5 years old, but he insisted that I write that he is almost 6. He is also in kindergarten this year and loving every second of being a loud, rowdy boy. I suppose I am at an advantage in this observation since I have seen the numerous developments in Jacob’s life thus far.

The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in

At the snack table “L” was sitting and eating cereal. And “A” was playing with the stuffed animal. “L” got up from the chair and grabbed the toy from “A” and threw the toy across the classroom. “A” started to cry. The teacher saw what happened and went over to them. And she said to ”L” is throwing a good thing. And she made “L” go pick the toy up and bring it to “A”.