Examples Of Infant Observation

Similar to her fine motor skills, this toddler has demonstrated that her language development is progressing at an appropriate pace. She may not have spoken too much, but when she did she was able to combine words into somewhat of a sentence. She was also able to listen to what the teacher said and repeat the word back to her. ((Toddler Developmental Milestones:

My observation began in the outside play, first with the animal pin and then played with the outside toys. When going into the animal pin Emily had a smile on her face and walked around and looking at each and every animal, she bent her knees down, reached using both hands she grabbed a chicken and when the chicken would move she would say, “silly chicken”. During the outside play Emily kneeled down, petted the pig with her right hand and said “Aww, it’s so cute!” Later on in the animal pin Emily reached put with both hand and pushed another classmate for trying to hold the same chicken. In addition, Emily would repeatedly tell other classmates “pet him softly, don’t hurt him” when they would try and pet the animals. When transitioning into

At around 4-6 months old a baby will have developed an awareness of sound in particularly a person speaking and will turn towards the sound when someone familiar speaks for example their parents. They will start to mimic sounds and start to babble and laugh. Intellectual development is rapid and although they may not be able to speak in more than just babble, their understanding will be greater and they will become much more inquisitive. They will be able to understand simple instructions such as “point to your nose.” By a year old, they’ll be able to say simple words like “Mama” and “Dada” or words with similar sounds. They may start to develop their own language with odd sounding words for common objects that take their interest. Sometimes these words will sound similar to the name of the object particularly if their parents spend time speaking to their child and repeating the names of these objects.

His studies showed that at any stage of life, thinking skills of individuals are similar.” (pg.142) The first stage of Piaget’s theory is based on infancy years. This stage is the sensorimotor stage. This age range is from birth to two years of age. In this stage, infants begin to learn about their surroundings and the world by using their senses. At the beginning, they rely on their reflexes to learn, but then use more purposeful movement to enhance their learning. The second stage is the preoperational stage. This age range is from two years to seven years of age. In this stage, toddlers and younger children begin to communicate by using language. They need to be given hands-on experiences and imaginative play. These are key for a child’s development. The third stage is the concrete operational stage. This age range for this stage is from seven years to eleven years of age. When children are at this stage they are beginning to think logically about things. They are beginning to make generalizations, classify different objects, and are suggesting solutions to their own problems or their peers’ problems. The final stage is the formal stage. This age range is from 11 years of age and older. During this stage children and young teenagers are beginning to ask “what if” questions. They are starting to make predictions about certain things. Children that

My observation was during outdoor play time at Child Development Center in Milpitas. There are 40 children ages from three to five and four staff when children. In the play yard has two playground equipment. The bigger play set has swings and climbing. Each staff cover and supervise different areas in the playground.

In addition, during my observation, Sydney was able to demonstrate the following gross motor skills. Sydney was placed in a sitting position on the table as well on the floor and was able to sit up unassisted for brief periods of time. Although Sydney appeared to be unstable at times, her mother closely spotted her to ensure her safety. Most babies are able to sit up by themselves unassisted for short periods of time (Oswalt, n.d.). By being able to sit upright and support the weight of her head in the proper position, shows Sydney has developed her core body strength and has met this developmental milestone. In addition, while lying on a blanket on her stomach, Sydney was able to lift her chest and head. According to American Pregnancy Association, most infants at 6 months old can lift their chest and part of their stomach while lying face down (First,

Describe the locations where you conducted observations and how much time was spent observing at each site: who was there, what were they doing, when and where did you observe, how was it being conducted. Briefly describe the people and setting at each site.

6 months, a child will start to recognize familiar faces and begins to know if someone is a stranger, likes to look at themselves in a mirror. Responds to sounds by making sounds, responds to their name, and makes sounds to show joy or displeasure. Looks around at things nearby, brings things to mouth, shows curiosity about things and tries to get things that are out of reach. Rolls over in both directions (front to back, back to front), begins to sit without support.

Toddlers and preschoolers are at different developmental stages, and therefore require their teachers to use different approaches and techniques to further learning. I completed my observations at the Bright and Early Children’s Learning Center where I observed a toddler classroom and a preschool classroom. My observations took place from 8:00 a.m. – 11:00 a.m. on the 21st and 28th of September. The first day that I observed I was placed in the toddler classroom which had two teachers, Miss Ashlynn and Miss Miranda, and six students, most of whom were two years old. In the preschool classroom there was one teacher, Miss Stephanie, and eight students, each of whom were 3 years old or 4 years old. While the rooms were physically similar, the teachers used different strategies and activities to appeal to the different age groups.

For this assessment I chose to observe my six- month old daughter, Abigail, interacting with her mother, Melissa. Abigail is our third child and Melissa is comfortable with her role as mother. Abigail was born full term and is a healthy baby. All developmental milestones have been reached up until this point. She is a happy baby.

0 – 18 months – Babies love to listen to language and react to the tone and content of what is said to them. They particularly enjoy songs and repetitive games, as they start to learn and predict what will happen, an example being “round and round the garden” and games such as “Peek – a Boo”. By 12 months, they are trying to speak and will often use words in isolation and they will communicate what they want by pointing at an object at the same time as saying “cat”.

An individual can always learn new aspects of life when they are observing an infant. This observation took place in the home of the participant. The participant is familiar with the house. During the observation the child played with her toys in the living room. The participant was a 12-month-old girl who is cared for by both her mother and father. Other participant included the child's mother and the child's aunt. The mother is a teacher, so during this observation and in the summer, they both stay at home. The participant is the only child in the household. After an afternoon nap and snack, the child sat in her mother's lap on the couch in the living room. While she was with her mother, she stayed close to her mother and made eye contact with everyone in the room. The child then got down and played with her toys in the floor of the living room. She began with the toy closest to her and began pushing the buttons while singing along with the different rhythms. The next toy she found was a child's magazine and she quickly flipped through the pages and found pictures of other infants similar to her. After a quick look around the room, she proceeded to crawl over to the nearest shelf in the living room. She began to pull her self up to a standing position and began pulling items off of the shelf and putting them on the floor. The mother quickly diverted her attention by

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

In the first, or sensorimotor, stage (birth to two years), knowledge is gained primarily through sensory impressions and motor activity. Through these two modes of learning, experienced both separately and in combination, infants gradually learn to control their own bodies and objects in the external world. Toward the end of Piaget¡¦s career, he brought about the idea that action is actually the primary source of knowledge and that perception and language are more secondary roles. He claimed that action is not random, but has organization, as well as logic. Infants from birth to four months however, are incapable of thought and are unable to differentiate themselves from others or from the environment. To infants, objects only exist when they are insight

Jean Piaget is one of the pioneers to child development, he was an important factor in the growth, development and one of the most exciting research theorists in child development. A major force in child psychology, he studied both thought processes and how they change with age. He believed that children think in fundamentally different ways from adults.. Piaget’s belief is that all species inherit the basic tendency to organize their lives and adapt to the world that’s around them, no matter the age. Children develop schemas as a general way of thinking or interacting with ideas and objects in the environment. Children create and develop new schemas as they grow and experience new things. Piaget has identified four major stages of cognitive development which are: sensorimotor stage, preoperational stage, concrete operations, and formal operations. According to the text here are brief descriptions of each of Piaget’s stages: