Early Childhood Observation

On November 13, 2014 at Grossmont College’s Child Development Center, I observed Konnor who was born on March 11, 2011. At the center, there are roughly around 15 children between the ages of three and five; there is one adult for every six or so kids. The preschool center’s indoor environment is safely secured with a locked gate that separates the outside door which leads to the younger children centers and parking lot with the hallway to the learning and play area. There are two separate rooms, but they both have screen doors that lead to the same play area outside. The room on the left, which Konnor is placed in, was smaller

I observed a local daycare that just opened its doors in January. I observed in the preschool classroom; it had twelve children in it. I wanted to observe there to see how the interactions are since it is a new childcare facility. Each day the number of children changes, as it is summer time. There is one host teacher, but another aide comes in, as needed. I came into the classroom at 7:50 and left at 9:15. I observed the children while they were outside, so most of my observation consisted of sensory and physical development.

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

On May 2, 2018, I went to the Williams College Children’s Center to observe a group of children and see how signs of development show up in everyday life. According to the website, the Center serves a wide age range of children, going from six weeks to preschool, while also caring for elementary-aged children with after-school care. However, the group I observed when going to the Center were the preschool children that were roughly 3 to 4 years old. Arriving at 10 AM, the group started the session with show and tell, before moving on to play outside. Within the hour, there were many examples of physical/motor, perceptual, cognitive, language, and emotional/social development from the children that was very appropriate to see within their particular age range.

She tells her teacher, “Here teacher, help me put it on.” The teacher gives the coat back and tells Rosa to try by herself. Rosa says, “I can’t.” The teacher shows Rosa how she would put her coat on. Rosa then looks for the first arm to put in and puts the coat on the back. She finally then puts both arms in and says, “Look teacher, I did it by myself.” After Rosa put on her coat she runs outside with a smile on her face to play with her friends.

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,

I observed a twenty-four month old named Caiden. He weighs twenty-six pounds and is thirty-four inches tall. He had blonde hair and green eyes. Upon arrival, he appeared very happy, full of energy, and ready to play. I had a puppy with me, so I was very interested to see what his reaction would be. Fortunately, Caiden loved the puppy. Caiden and the puppy were nearly the same height, and Caiden kept tapping the puppy’s head. After playing with the puppy for about five minutes he took off running towards the cows. He ran right up to the fence and started to “moo” at them. He did this for a few short minutes. Next, he ran back to the driveway where his parents were. He began picking up rocks and asking me to hold them. Once he gave me a handful of rocks, he would get his own handful and want to throw them. This activity was repeated about eleven times. After he got tired of the rocks, he went into the barn and started to pick up empty gas cans (the big ones that were about the same size as him). He would drag them from one side to the other. I asked him why he was moving them and with the most serious look on his face he responded, “daddy does it.” Once all the gas cans had been moved to his liking- took a significant amount of time- he started to point to the top of a shelf, saying “that, that.” I eventually figured out he was pointing to a rope. He wanted to put it around the gas cans. Later, his mom gave him some goldfish for a snack. Each time he picked up a goldfish he

Since my observation took the course of three days I have several findings. So day one’s observation begin with Regina and Gabriella who appear to be accompanying Annabel to what appears to be a building of great interest. While the exterior looked plain the inside does not the walls are lined with these brilliant garments the walls are also adorned with several looking glass. When they enter Annabel begins communicating with another human who then leaves and the three appear to sit on these rectangular prisms. The human from earlier comes back and she is followed by four other humans who each appear to be bringing a square on wheels and in these squares each appear to be carrying five brilliant garments. When I first entered the building there

All of the mentioned observations are linked to biosocial, cognitive, and psychosocial aspects of human developmental in early childhood. The observations provided many connections to different concepts and theories produced by developmental psychologists. This analysis provides an understanding as to why the children acted the way they did in the observations.

Infants move through stages that allow them to make increasing varieties of sounds such as cooing, babbling, laughing, and advanced babbling. Understanding infants sound production is very important because use sounds to communicate. Language is taught as conversation. In order to be developmentally appropriate for infants, the environment for infants, cognitive, language, and literacy development the caregiver need to have specific ways to talk. The caregiver need to talk a lot to the infants and use a wide vocabulary. When talking, give the infants choices and ask them about things. Interaction with infants is the basis for cognitive development. Infants need to interact with objects and people. Interacting with objects and people will help them explore and add on to their understanding of the world. To encourage words in older infants give then experiences and objects to label. When they point to objects they want, say the name of the object. Creating patterns and labeling the same way each time is the key factors in learning particular contexts.

For my last observation, I decided to go to a Head Start in Roselle, New Jersey. When I walked in, the children were all sitting on the carpet having circle time. As soon as I took a seat to observe, I noticed there was a child in the middle of the carpet laying on her back with her feet in the air, while all the other children were sitting correctly and listening to the teacher. The teacher called out to the child to sit correctly, and she did, but after a few minutes she would lay on her back and do the same thing all over again. She would also give her back to the teacher and didn’t seem to be interested in what everyone else was doing.

This paper will examine the observation of a child below the age of 11 years old which will be conducted in a public place. The observation conducted was done in Merced Ca at a daycare center. Two children were observed for two hours to collected data. Observation examined children elements of development this includes motor skills, interaction, emotional and physical. Piaget theory of development will be used to reference some the elements observed of the children. Furthermore, impacts of the observation on the observer will be discussed followed by opinions about the assignment.

In the place where I’m completing my observation hours, is a toddler classroom, where there are 8 children in the room. The classroom is divided into 9 areas, which are: music area, dramatic area, art area, sand and water area, manipulative and science area, library area, and the cozy area, all these areas are composed of different material that is used for children. Also, all the areas have their names in both languages; English and Spanish. The material all around the classroom is label with their names and their pictures, I think, this is very helpful and beneficial for children, to place all the things in the right place, specially when they want to located something or at the time to do clean-up, they know to place all things in their

I performed my observation on a 3-year, 5-month old girl, P.H., from rural Oklahoma. She is the middle child of three children. During weekday working hours, P.H. spends 4-5 days a week with her grandparents. Her parents, siblings, and P.H. do/have not received any special-needs (speech or language) services. I was able to observe several aspects of communication, motor, social, sensory, and literacy development.

The child that I had observed for this experience plan was J. J has just turned two years old or 24 months. J is a white Caucasian toddler with strawberry blonde hair that is slowing becoming red. J is slightly tall for his age and I believe he weighs around 20 to 25 pounds at the max. J has rosy red chubby cheeks with blue eyes, J also has a small scar above his right eye from where he fell from his grandmother’s stairs.