Child Observation Paper

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 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,

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).

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

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

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

While the I.E.P was in progress child A informed me that he finds it very difficult to communicate with other pupils this is due to him having special educational needs. Child A finds it difficult to communicate due to him feeling like other people are treating him differently because of his condition, all he wants is to feel ‘normal’ like every other child. To help child A develop his social and communicational needs in the future we will arrange ‘friendships groups’. These will be introduced at the beginning of the new school term in order to help child A improve his social interaction skills by letting him meet new friends. In year 1 child A is well known and liked but he feel his peers are treating him differently due to his peers knowing

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.

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.

Another effective way of improving social skills is by engaging in conversation with the child as much as possible. It is important not to just ask them yes or no questions but to prompt them to express themselves, to engage in telling stories. In the long run, this can help with such aspects of conversational skills as paying more attention when someone is talking to them, being actively engaged in conversation by taking turns and taking into consideration what the other person is thinking, showing interest and staying on topic (Chin & Bernard-Opitz,

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.

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.

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

Shared activities with peers provide children with opportunities to learn, practice, and develop their communicative, interactive, and social skills. At ages 2-4, children are still developing in all of these domains, therefore their problem solving skills are not yet efficient. For example, toddlers have limited awareness of another’s point of view, therefore limiting their social problem solving abilities. Toddlers also lack the language skills needed to communicate in social situations, further limiting those problem solving abilities. For this reason, it is important to look at how teachers can facilitate problem-solving development in children these ages. In order to do this, one must first determine how children ages