Fifteen-Minute Observation In Children

On November 7,2016 at 2:50 pm, Shawn was in the special education room for work completion. When his teacher showed him the work to be finished Shawn was adamant he had already completed it. Staff showed Shawn that the work was incomplete. Shaw refused to comply at which time staff started the sequence of his behavior plan. A timer was started for five minutes, to allow Shawn to comply with the directions. Due to Shawn behavior at the end of the five minutes, he needed to be escorted to the break room. During the transition to the break room, Shawn punched staff in the face, kicked, and attempted to bite staff. Shawn refused to enter the room fully to allow for staff to close the door. Staff entered the room, Shawn then began to hit, kick,

The infants were observed through video cameras in a purpose-built laboratory playroom with their mothers. The room contained two comfortable chairs and a play area with a set of toys suitable for young children. The procedure in Ainsworth’s research consisted of a series of situations, which were standardised for all the infants who took part.

I did my observation in a daycare Teddy Bear, the day care has a two toddlers classrooms today a was observation one of them, in the classroom have seven children the age 15 months, and the teacher and assistant, and the wall they have the routine for the day.

In this case study I will describe the observation of a child while applying psychodynamic thinking and theory. The whole observation took place in a secondary school within a 9 week period, one hour every week. However, I was able to observe this particular child 6 times as at the beginning I was given a different child. Due to the fact that the first child was not attending the lessons they had to change him and find me a different one. For confidentiality reasons all the names that will be referred in this case study are going to be pseudonymous. The second child will be referred as Marissa, the Learning Support Assistant (LSA) as Anna, the Inclusion Manager as Alison and the school as Roots. In this observation the main purpose was to attempt to understand the unconscious inner world of the child, the verbal and non-verbal

Setting: I would make observations during inside play time when there are toys around the infant's that they will want to get ahold of.

When caring for infants and toddlers there is a degree of care that has to be mutually positive between the child, the family, and the caregiver. I have been fortunate to experience this fully and have seen the wonderment of learning and independent development with children as they continue to grow. Unfortunately, I have also seen where this has not worked well.

The second interaction I observed was a child went over and grabbed the ring stacker toy. She started to shake the pieces which contained beads that made noise. The teacher walked over and allowed the child to really explore all the pieces of the toy before she intervened. She was laughing along with the child when she got excited that the beads were moving. I would give this interaction a seven on the QQCIIT scale for supporting object exploration. This is because the teacher allowed the child to explore multiple toys and pick one to really explore. She helped her maintain interest in the toy and she helped her explore the object by also shaking a bigger, different colored ring. Once the child noticed the middle piece that the other rings

The children observed were found at the children’s center located on the California State University in Sacramento. The children’s center is a day care/preschool for children ranging in ages from 6 months to 5 years old. The researchers focused on preschool aged children (3-5 years old). All participants in this study will be assigned labels of target 1, target 2 and so forth. The group observed was made up of 3 boys and 2 girls, as well as their childcare giver. The childcare giver will be referred to as Adult. Adult was a woman around the age of 50 with a degree in child development and early childcare. The setting of the observation was in one of the many classrooms the children’s center provides. The classroom was large with around 15

Sophia is a four-year old child who is currently in kindergarten at P.S. Manhattan Beach School. She indicated that she likes her teachers and has many friends school. Sophia stated that she her father drives her to school each day and her mother is home after school with her.

Young children began to understand how to engage in social interactions and what language expressions should be used for different social situations. I believe that young children are able to understand the relationship between language and social emotional development through the experiences of how adults communicate their emotions and thoughts to others. But I also have seen in my work as a lead teacher at a childcare center and as a substitute at elementary schools, that children who seem to have some emotional and anti-social problems have difficulty with language and social-emotional development. For example, I have seen children that are shy have problems with language and social development and they have a problem with interacting with others. They have a hard time using their language in social context and this is important for them to be able to grow in their language and social-emotional development. As educators and adults we have to encourage young children with these kinds of issues so that they can continue to grow in these areas. One way we can encourage this is by making sure that they participate in group activities using language appropriately in social

Taking a step back to observe a child’s physical, emotional, cognitive, social, and moral development gives great insight into the mind of a child. I observed nine year old, soon to be ten, Abigail. Abigail has three sisters and two brothers. Two of her siblings have already grown into adulthood. Abigail has a sixteen year old sister, thirteen year old brother, and an eight year old sister. Abigail’s parents have been married for twenty-five years and reside in the home with Abigail and four of her aforementioned siblings. Abigail’s parents own their own home and work outside of the home. Among strangers, Abigail is quiet and reserved, yet among friends and family she is friendly and demonstrative. When I set out to observe

Based on the last phase of the assessment, Chance was exhausted and tired. The assessment appeared to be rush due to the deadline based on the transition of the children’s services to Trading Space. I honestly feel that this report should have been completed a few months for comparison when Chance started services with Chance and compare it to where he is now. I am disappointed with the errors made:

- The participants were a group of forty toddlers, composed of both males and females, between the ages of 18 to 20 months old.

Observations is needed in our profession because it helps us read children without hearing them. We understand what they’re going through by their facial expressions, body language or tone of voice. I feel that I have mastered this gift of reading what children and adults want because I have three children of my own. Each child is different and reacts to situations differently. Therefore, knowing what signs to look for helps tremendously when successfully guiding children. In my first observation, I had a wonderful time observing one of two three star In-Home daycare in my state. I came in the classroom close to 10:30am and began my observation. The children where freely playing moving around. They played together but wanted what the other

Most children are born being social beings and how they interact with others is one of the main identifications in development. Communication with the child, would not be a normal conversation with the type of responses that you would hear on a regular, instead things might be more on the animated side or imaginary side of things. Gestures and expressions make a big difference as well, since kids often have a way of using their expressions for voice their emotions that they can’t seem to put in words.