Child Observation : Cognitive And Language Development

Observing children’s development is very important while they are growing up. When a child is physical growing every child growth may not be the same. At this age the child may began to lose fat and gain muscles. Children’s that are at the age of 2 and 3 height will increase faster than the weight. Motor skills are when you observe a child when they are engaging in with others and using their muscles. When children’s use their fine motor skills, there is so much that you can observe as simple as a child climbing the stairs. The main purpose of a child using there fine motor skills is to gain more control of their muscle movements. That’s why sending your child to a preschool because this will help them master those skills.

I got an appointment for observation on July 13 at De-Anza Child Development Center. I chose room No. 26 for observation. I observed one child from 3:26 P.M. to 4:00 P.M. There are total 10 children present in room no.26 at the time of my observation. Out of 10 there are 4 girls and 6 boys. They range from 3 to 5 years of age. There are three adults in the room, all are female. One adult for every 3 children- 1:3. When I entered kids are doing free play. I settled myself and started to observe a kid named Aaron. He is around 3 and half years of age.

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,

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.

It was 9:45am on Tuesday, October 20th, 2015: The children were taking part in an art activity. On the piece of paper, each child had a drawn out bubble lettered number one. They were given each given four popsicle sticks and a small pile of glue. The teacher instructed them to use the paint brush to spread the glue out inside the number one and then place the popsicle sticks on top.

Observation is important to find out what the child is interested in and what motivates them to learn alongside their progress and how they behave in certain situations with others, and interacting with someone. Child development theories focus on explaining how children change, develop and grow through childhood. My observation of a child was done with a seven old boy by the name of Romeo. I first observed Romeo development such as physical growth, gross motor and fine motor skills. My observation was done at his house. He has black eyes and has fine, short brown hair. He is between 4 feet with 2 inches tall. When I visited him, He was sitting on the floor in his living room which is laying down with two couches and watching television.

1. The three videos have displayed many examples of pre-operational children's abilities and inabilities. Children enter the preoperational stage of cognitive development during the pre-school years. They now have the capacity to think symbolically. Symbolic play is one example of a cognitive function that preoperational children can engage in that younger children cannot. They can use blocks to represent something else (a building), as shown in the video "Preoperational Stage." They can also engage in pretend play, where they imagine different scenarios that represent different objects/people. The "theory of mind" states that children's views of how minds work are very different than the view that you or I would have. In the mind of the 3-year-old, everyone sees the world the same way. But once you turn five, an understanding develops that is much similar to ours. They think that the 'false belief' test is almost silly, because the answer is so obvious (have a view of the mind much similar to ours; things aren't always the way they seem).

Within my ten hours of observation, I witnessed an Early Childhood, Childhood, and Middle Childhood classroom. Through the duration of these hours, I visited School 17 and School 30. My seven hours at School 17 consisted of experiences within an Early Childhood and a Childhood setting. The Early Childhood hours occurred in a Pre-Kindergarten classroom setting with Ms. Mitrakos. The Childhood observations occurred in a first-grade classroom with Ms. Hordan. My three hours at School 30 involved experiences within a Middle Childhood setting. These observation hours occurred in a 6th-grade math class. My observations within both schools inspired me to continue my passion for Early Childhood Education.

The child I observed was a four year old boy. My Child's weight is 39.6 pounds. His height is 42.1 inches. My child lands on the 75 percentile. The child's body mass is 15.62. He landed on the 50 percentile for his body mass. My child's height, weight and body mass is a typical for a four year old.

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.

To complete my Preschool Atypical observation I went to Bruceton Elementary School. While there I observed a 3-year-old boy named Tucker who was diagnosed with High Functioning Autism. Tucker is a little boy who was born and raised in Preston County, West Virginia and is attending the Preschool offered at Bruceton Elementary for half a day. He is an only child who speaks only English, both Tucker’s parents are local and have been part of the Bruceton communities for years. I observed Tucker from 7:30 in the morning till his lunch at 11:30 while he participated in multiple activities showing off his development in all 5 major areas.

Subject “Chris” is a 7 year old middle class Caucasian male. Observation is taking place in the child’s home over the course of two separate afternoons. Chris is a friendly and well spoken child who is small for his age. Chris is the youngest child in his family and both observations take place while his siblings are home. In each case one or both parents are absent.

This behavior has significantly decreased throughout the year. During Language Arts, Jayden…… Jayden is able to take turns with his peers, but he will frequently ask if it is his turn and occasionally becomes impatient when waiting. When Jayden is asked to share materials with his peers, if there is an item he wants, he will grab it quickly off of the table before others have a chance to get it. There are also times when Jayden will take materials such as books, out of other students hands. When Jayden is asked to identify facial expressions, he is able to consistently identify sad and happy. When he is asked what makes him feel the above emotions, he is not able to answer the question. When Jayden is given unstructured time, he will choose an activity such as playing basketball or hitting a balloon back and forth with an adult or a peer. When Jayden is starting a new task and is asked to gather materials, he needs 1-2 verbal prompts to do so. He will also watch what his peers are doing and follow along. With adult support, Jayden is able to work to completion on a task. When completing a task independently, Jayden seeks adult

She first arrives at the daycare at roughly eight o’clock in the morning with her mother dropping her off. Her mother carries her into the day care with all of her belongings, says her goodbyes with hugs and kisses, and hands her daughter off to the daycare provider. The child does not seem phased that her mother is leaving her and she seems content and happy in the day care provider’s hands. The day care provider then talks to the child as the mother is exiting and brings her over to the other children. The subject is smiling and seems happy. The caregiver places her down with the other kids and she begins playing with them. Before she arrived they were all playing with Legos and she quickly joins in with them. She begins mimicking them doing as they do. After joining them for about 8 minutes she gets up and begins to walk toward the playroom. She stops by the toy bin where she finds a toy with many buttons and levers that she begins playing with. She stayed by herself for the remainder of the 15 minute observation. She occasionally looked up at the observer with a smile on her face but for the most part went about her business playing on her own occasionally letting out a little babble talk to the

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.