Early Childhood Observation Paper

During this stage, the child can engage in symbolic play, and have developed an imagination. This child may use an object to represent something else, such pretending that a broom is a horse. An important feature a child displays during this stage is egocentrism. This refers to the child’s inability to see a situation from another person’s point of view. To test whether or not children are egocentric, Piaget used the ‘Three Mountain Task’. Piaget concluded that the four-year olds thinking was egocentric, as the seven year olds was not. Children, at this stage, do not understand more complex concepts such as cause and effect, time, and comparison.

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

The first stage is wanting to grow up and looking forward to it. The story “Eleven” by Sandra Cisneros shows the perspective of an eleven year old going through a tough situation:” I wish I was anything but eleven, because I want today to be far away already, far away like a runaway balloon, like a tiny o in the sky, so tiny you have to close your eyes to see it” (248). This little girl has no idea what growing up is, she believes that being older will fix everything, this shows how differently someone thinks when they’re younger and more naive. Cisneros says,” Today I wish I was one hundred and two instead of eleven because if I was one hundred and two I’d have known what to say when Mrs. Price put the red sweater on my desk” (247). Furthermore,” Because she’s old and the teacher she’s right and I’m not” (Cisneros 247). The little girl says this and it applies to younger kids like herself because they’ve lived their whole life listening to what adults say that they have a tendency to just think they are right. The poem “On Turning Ten” by Billy Collins says,” It seems only yesterday I used to believe, there was nothing under my skin but light/ If you cut me I could shine” (29-32). This ten year old boy explains how he thought he was invincible and nothing was impossible. The picture “Growing Up” by Hannah Galvin shows 7 figures at different stages in their life, the third figure shows a little boy who is excited and running with his face up. This shows how he did everything with his head held high no matter what. This first stage gives someone the innocence that makes them a little kid, and allows them to have an imagination.

Child observation occurred in a large preschool classroom at Southwestern School Corporation’s Early Childhood Academy in the morning of November 30th for one hour. The classroom was divided by a curtain to separate the younger and older class. Tables for the children were located in the center of the room, facing the teacher’s desk and chalkboard, while toys and games (costumes, play kitchen, etc.) were located on the perimeter of the room. My fellow peer and I sat at a small table in the back corner of the classroom to observe the older age group, which consisted of children ranging from 3.5 to 4 years of age. There were approximately nine children, four of which were girls and five were boys. Two adults/teachers were supervising the children. The child who served as the primary focus of observation seemed to be one of the older boys in the class based on size and language capabilities. For the purpose of this observation, the child will be referred to as Eli.

In the aspect of speaking and his development, he is able to build on vocabulary that accommodates and reflects on his past experiences. He is also able to talk in pretending objects are something

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

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.

It seems as if he relies heavily on his parents on everything including making his decisions. I’ve noticed that whenever my boyfriend would ask him a question, he would stare off or look at his parents until they would give him an answer. As to his language development (communication skills), he didn’t speak much unless my boyfriend was playing games with him. My boyfriend would also attempt to start a conversation when they weren’t playing games, but he would just give him a blank stare or a smile in return. As an hour or so flew by, more relatives of his joined. Nate now had kids his age to play with. I was in awe when I heard Nate talk to his cousins in English and Tagalog. Although he was born in the Philippines, I would say that his English is slightly better than his Tagalog. Seeing the way Nate communicates with children his age compared to adults is ludicrous. As to creativity, like every kid should be doing, Nate uses his imagination. Once his cousins arrived, they imagined that they were being followed by a genus of zombies and their goal was to terminate them all. Lastly, as for his judgement it is primarily based off of his favor. He only makes judgments if it catches his attention. For example, it was time for lunch therefore his parents called Nate over to eat. Nate was too captivated by the horseplay that he didn’t want to eat. Once his parents said that he could use their phones to watch

I have talked to the classroom teacher about three similarities between activity transitions in the learning environment for infants and toddlers compared to children 3- to 5-years-old the teacher said that parents, childcare teachers, teachers need to teach children when they are they are still infants to help prepare them for their life when they grow up. Teacher and parents need to have schedule for infants and toddlers for feeding, sleeping,and playtime so that they can learn so that they can become to depend on their own (Honig, 2002). Teachers can have mobiles on cribs or on things so that they infants can listen to the play music, or the teacher can have toys that can sing to the infants and toddlers to help them develop

Working with Bella Venditti this past school year has forever impacted my philosophy of teaching. , I have grown in my understanding of child development thought observing, analyzing and documenting of Bella. This work has expanded my knowledge of child development in the areas of art and cognitive reasoning. The two macro theories that I created after observing Bella are: Bella approaches learning hands on, vocalizing her new knowledge, and Bella expresses herself through art. These two macro theories have not changed over this past year, however my understanding of Bella has evolved.

He is at the Integrating Earlier stage of this measure, which means that he develops strategies (negotiation and verbal reminder) to regulating feelings and behaviors and he becomes less reliant on adult guidance. For instance, my anecdotal to prove this happened on 4/19/2018 in the block area, as D is playing with a cardboard box with a few plastic animals, another child (J), immediately, walks in and takes away the cardboard. D speaks in a softly, “I was playing with it first.” J holds the box tightly on his chest with both arms around it and refuses to return it to D. D tries to negotiate with J by saying, “Those are my animals.” D pauses for a moment and then continues, “Can I have the horse, please? Because I was playing with it first.” This shows that D communicated using words to get his needs met and was able to negotiate with a calm voice, instead of showing misbehavior toward child J. The Preschool Learning Foundation highlights, “by the later preschool years, children are capable of spontaneously suggesting simple conflict resolution strategies (such as proposing alternative play materials or taking turns) and enlisting negotiation over aggression.” (California Department of Education. 2008, p. 28). According to the Preschool Learning Foundation, D’s development level is in the normal developmental range

His physical and motor development skills were emerging for his age level. The activities he did such as coloring and playing with cars and trains seemed to really be an interest of his. He knew different