SETTING
The date of my observation was April 27th, 2010. It was about 9:30 in the morning when I began my study. I went to Grossmont College’s Child Development Center. The first thing I began looking for was if the child-teacher ratio was correct. The child ratio was 2 teachers to about every 8 children. The ratio was good. As I entered there was one large room that almost looked as if it could be two rooms they way it was set up. One half consisted of a large bookshelf with numerous books on it with a couch in the front of it. The other half of the room was almost like a little kitchen. It had a table with chairs around it with a sink and cabinets behind it. There were “age appropriate” toys as well as books all over the
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She is right handed. Right when I saw Addison for the first time she was painting. She was doing everything with her right hand showing the maturation of the prefrontal cortex. Addison’s use of her right hand is evidence lateralization, or sidedness, of the brain. As the corpus callosum connects it allows the person to coordinate functions performed mainly by one hemisphere or the other (Berger 8th edition connecting the Brain’s hemispheres, pg. 226). According to the text the corpus collasum grows rapidly during early childhood. (Addison, at 5, is within in this norm (Berger 8th edition pg. 226). Her fine motor skills were being shown off in many ways throughout my observation. Addison used her plastic spoon to carefully add new colors of paint into her box. She displayed fine motor skills, which involve small body movements (especially those of the hands and fingers) (Berger 8th edition page 234). She is actually advanced for her age because according to (Berger 8th edition pg. 232 table 8.1) bit says the approximate age is 6 when a child will draw and paint with preferred hand. Addison painted by herself around the other children for almost 10 minutes. Addison showed signs of Preservation, which refers to the tendency to preserve in, or stick to, one thought or action (Berger 8th edition pg. 228). Once Addison was done painting she then told the teacher “I’m done”, and the teacher advised her to go wash her hands. She walks over to the
Jackson appeared withdrawn, and was somewhat embarrassed before stating that he did not do well in school. Jackson knows that he can perform better in school. When the other children began to tease Jackson, he was ready to fight some of them. This is typical behavior for Jackson, and is also a pattern of disorganized attachment. Children with a disorganized pattern in infancy tend to show disturbed patterns of relationships, subsequently, their relationships with peers can often be characterized by a “fight or flight” pattern of alternate aggression and withdrawal. Jackson’s coping skills when upset, threatened, or embarrassed is fight, unless the person is physically bigger than him. If this is the case, Jackson uses flight to cope, and seeks his grandmother for protection and comfort.
Based on her reaction it appears she has developed deferred imitation. According to Piaget, deferred imitation is defined as ¨a sequence in which and infant first perceives something that someone else does and then performs the same action a few hours or even days later¨ (Piaget 166). According to table 6.1, stage six intellectual accomplishment, involving both thinking and memory appears at around 18-24 months. Based on this information, Isabella, at 20 months of age, would be within the age range for development and therefore within the norm for her age (Piaget 162).
This paper contains observations of a preschool classroom in Bay Ridge, Brooklyn. The observation was conducted in a Pre-K classroom with approximately ten students present. Observations are presented with regard to dramatic play, the presence of gender roles, and themes that emerge during preschool play. Peer relationships and levels of friendship between students will also be discussed. Relationships with adults in the classroom with in terms of attachment styles and general interactions involving teachers and parents will be reviewed. Observations are also described in relation to self-control, self-regulation, aggression,
Throughout this course of study in Child Development 04, Observation & Assessment, I choose to be observed a child enrolled in a State Infant/Toddler Program School called Galen Clark Preschool, and the child will be presented as D. D is a 4 years old boy. The main idea of this portfolio is to observe and assess child D’s development and growth by using the measure of the DRDP. The DRDP (2015) focuses on the child’s behavior, knowledge, and skills. To capture a child’s behavior, the DRDP incorporates observation in natural settings. That’s the reason why I did my observation on D in a classroom’s setting for 3 hours a day and once a week with a total of 12 observations or 12 weeks. In addition, I collected five anecdotes each time I went
This week I meet up with my Nephew Omari who is currently 2 years old, going on 3 in January. We meet up at home and I sat back and just quietly witnessed the interaction between mommy and toddler. First observation of toddler is that sitting still is not in his vocabulary. He is on the go and in everything that he can get his hands on, mommy is on standby to intercept anything that could be dangerous but still lets him be. Toys litter the floor and he is not even focused on them but on what is on the nightstand (makeup, jewelry). Being that he is still little he cannot reach it (just yet) but his curiosity is in high gear and he wants them bad.
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,
Jeremy’s biological development has progressed exactly the way it should. I observed him interacting with his family. I was able to observe that he could process information and react to it in an acceptable manner. He was also walking, running, bending and performing many other tasks that a child his age should. He displayed good motor skills and development.
The observation took place between a mother and her son. The child appeared to be about 24 months old. The video was 10 minutes and 21 seconds long. In this video, the boy, his older brother and sister, and his mom are painting wooden pineapples and flowers. The paint being used is in six connected plastic containers with pop lids. There is also a brush for each child, a cup of water for each child, and paper towels present on the table. The mom is specifically helping the youngest boy, only the two of them are shown in the video. They are painting outside on a small plastic table outside on what appears to be a deck. Another woman is present as well, again not pictured, and the dad walks by on two separate occasions. Both the women and the dad have small interactions with the boy.
This worker met with JAYDEN MORALES ORTIZ at West Broadway office. Both of his parents were present. Privacy practices and Tennessen notices were reviewed verbally. The interview was recorded.
After observing a nine month old child for this Child Observation paper, the author of this paper has taken copious notes during the session. The purpose of this paper is recognizing the biological, cognitive and psychosocial development of the child. The author of this paper identified the background history of the child, the observation made and the development process of the child.
In the United States, many parents feel that their children should be protected from all dangers at a young age and as children get older parenting styles will frequently change. Some parents believe in strict parenting and having rules and guidelines for their children to follow. On the other side of the spectrum there are parents who are very lenient and passive when it comes to how they parent their child. How a parent chooses to parent their child is a strong indicator of how the child will act in public and around other children.
During my observation at the preschool here at Harper, I looked around and realized a lot of similarities and differences it has; compared to other daycare and preschool centers. The age of children in the room I observed was ages 3-5 with one lead teacher, and depending on the ratio of how many kids showed up on that day, about three or four helping teachers. The program was set up to a very open, happy and overwhelming setting. Every furniture and object in the room had a sign saying what it was, and then underneath the typed out word was the children’s way of writing what the object was. For example, a book shelf was in the corner of the room; on the book shelf was the word printed out “Book
Ana Tanaka, a nine-year-old girl is in the third grade. The counselor should consider her age and gender, and use developmentally appropriate language and activities when working with Ana.
I went to a family day care that my sister’s friend mother works at. I made sure to get permission from her and the parents of the child I observed. I arrived at the place around 12 p.m., I saw two caregivers and three children. There were two girls and one boy, one was a 1-year-old girl. The other girl was 3 and the boy was 4 years old. I observed a 4-year-old boy who is Hispanic/Latino with short black hair and light brown eyes. He has a light skin color, loose ear lobes and had casual clothes (gray shirt, blue jeans and normal sneakers). I asked the caregiver if she knew his weight and height, she said that he is 38 inches tall and weighed 32 pounds. It was my first time meeting him so I was surprised by how clam, but upbeat he was. I did get one child out of three who was anxious of me, the rest were mostly curious about me. He is bilingual, he spoke mostly English with me, but Spanish with the caregiver. He
In early April, I traveled to Wautoma, Wisconsin to observe a fourth grade student that attends Parkside Middle School. I observed a nine year-old male student during the first three hours of his school day. Within these three hours he attended his daily classroom morning meeting, followed by two electives; physical education and keyboarding. This seemed to be the less structured part of the day and during this time he tended to act out and seek attention. Examples of this would be talking out of turn during the share time in his morning meeting, refusing to stand and say the national anthem, and continuously making different noises during the teachers lessons. After attending his electives, the student went