Empathy Experiment

Firstly, I always talk to the parents to find out as much as I can about the child, their needs, interests, how much they can say or gestures they make for juice, hunger or toileting. Who they are closest to.

bread) from the house and make it into a game by hiding the pieces of

I am using Observation #4. Children are interested in pretend playing where they pretend to be a doctor and a nurse. It demonstrates that they seem to be responsible conduct as a group member.

If messages are not clear to them or if they are conflicting and contradictive they are going to get confused and maybe frustrated and will then find it hard to behave. If children are met with the same response every time they do something wrong they will be less likely to repeat at a later day. All rules and boundaries should be suitable for their age and stage of development and all language used should be clear and make sense not to confuse the children. You must

Close doors and windows and try to get the children out of the premises by normal routes.

Anne’s First Street Preschool is in Beaufort, North Carolina. Anne Street has a Mother’s Morning Out Program. The MMO is everyday 8 to 12, so the mothers and fathers can do what they need for that brief period of time without having to watch over their child. The MMO has two teachers, A and G. They supervise 7 children, 4 girls and 3 boys. The child used for this project is named C and he is almost 2 years old. The other girls named L, B, K, and T. L and B were twins who were 2 years old. K was almost 2. T was almost 3 years old. The boys, not including C, were D and M. D and M were both around the same age, almost 2 years old. The observation took place from 8 to 9:30, when the children went outside to play.

have information about the children or informing us about something important in the room, listen to

In the pediatrician’s office that I work, there is a playroom for the children of parents that came to bring a sibling to the office. I work there at this playroom taking care of the children in this playroom. I often observe how the parents, usually the mother, interact with their children, and also how the children act when the mother needs to leave the room and when they come back. It was not until this week that I was able to name the interactions and to understand what is behind the children reactions. This week, in my developmental psychology class I learned about an experiment developed by Mary Ainsworth called ‘Strange Situation’ (Belsky, 2013, p. 115). In this experiment, a mother and a child enters a play room like the one that I work, and after the child is playing with the toys, a stranger comes in and interact with the child; after a while the mother leaves the room, the same way the mothers at the pediatrician’s office leave the playroom; after some minutes the mother returns and the stranger leaves the room; a couple of minutes after the child is situated again and playing, the mother leaves again leaving the child alone, and returns after another couple of minutes (Belsky, 2013, p. 115). While the researchers observed the children, their interaction with their mothers, and their reactions to the situations through a one-way mirror (Belsky, 2013, p. 115), I observed as the stranger that is in the room interacting with the child.

During observation, free play occurred indoors only no outdoors free play that day. In group activities like reading books although most of the children participated, the books were not large enough so all children can see it clearly or easily.

time. Teacher sitting with them and play with the balls this girl does not want to ball she wants do

The girls near the back of the room have begun to sit at the table they used for painting, but the arts and crafts game has seemed to come to an end as most just look to be talking. The boys and some of the younger kids continue to play or watch the Ipad’s game, and those who do not play with blocks near them, although the amount of building they do is very minimal as they continue to get distracted by the larger group beside them. “Sofa boy” has since gotten up and walked around the room about two times since the end of the last observational notes, each time he comes back to the sofa and sits down and looks around. At first I had thought the kid was just board, but judging by how he tugs to his shirt when he walks and by how different his behavior is I have come to think that this child may

In the first stage of the experiment, children were brought to the experimental room by the controller and the model, who was in the hallway outside the room and was invited to come in and join in the game. The room was set up for playing and the activities were selected because they had high interest for nursery school children. One area was arranged was a child’s play area, where there was a table and chair, potato prints and stickers. After settling the child in its corner the adult model was brought to the other side of the room where there was a small table, chair, tinker-toy set, a mallet and a big inflatable Bobo doll. After the model was seated the experimenter left the experimental room (Diessner, 2008).

When dealing with children, parents and educators usually have a hard time in understanding kids in order to help them follow guidelines. It is a great achievement to be able to adhere to children and keep them on the right path. When one has to deal with a child it is very difficult to communicate, understand, and listen in order to get a feel of how to guide the child. If all these components are obtained then it can lead to a positive relationship with the child all the way to adulthood. If the parent and educators want to truly create an open communication and stable environment they should utilize the book, How To Talk So Kids Will Listen & Listen so Kids Will Talk by Adele Faber and Elaine Mazlish. It can guide you to establish

One example I have is, if I remember correctly, five children were in the circle and they have old cell phones that were in a cabinet. For the children they were new cellphones. One child was acting by talking on the phone with one of her friends and she was saying "You want to come with me so we can buy ice cream?" The other one said “Yes, come pick me up.” Then the other one said “I’m ready, please pick me up.” Lastly, the other two pretended to be live together and one said “We are going to the mall now or later? And the other responded “We are going now, get ready.” They were all having a good time talking on the cell phone and it is good that at this age they have good communication skills with their

Find out when it’s safe for you to take them on their first big adventure into the real world.