Infant Observation Paper

Babies will start to lift and turn their heads, using their arms to support their upper body when lying on their stomach.

The age of nine months to a year, the infants can do a lot of things without help. They can sit up by themselves. Infants can stand up without the assistance of an adult. They can decide which toys to pick up and they can pick up the objects they would like to entertain themselves with. Infants can also sit unaided as well, they have built enough support for their neck to support their head weight

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

At around THE AGE OF 3 months time baby Michael will be able to sit supported by their carers. This develops up to the age of 6 months the where the infant will be able to sit unsupported for a few minutes, turn their head and roll over. At about 9 months the infant will be able to sit for about 10 minutes, and roll and crawl around. At the age of 1, Michael will be to sit unsupported and go to a sitting position by himself. He will also be able to crawl

A baby has to hold his or her head up, learn to sit with support, and then without support, before he or she can stand by holding on to furniture and then

1.1 From birth babies move there heads head’s and arm this moves down through to legs and feet. New Born babies turn their head side to side when their cheek is stroked, which aids in feeding. Babies can turn their head side to

At 6-9 months a baby will be beginning to move their body in different positions this could be because they might not like staying in one place for too long.

Babies at this stage are able to crawl, sit without much support and therefore becoming

By one year old they are beginning to crawl or shuffle, pulling or pushing on furniture to stand and then cruise using furniture or adults for support. Sitting has progressed to unaided and they are rolling from their front to their back.

RELEXES ICLUDING SWALLING AND SUCKING, RROTING,GASP, STARTLE AND WALKING AND STANDING REFLEXES AS THEY REACH AROUND ONE MONTH BABIES BECOME LESS CURLED UP AND WILL BECOME LESS STARTLED.

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.

The mother carrying a baby has a responsibility to ensure enough nutrition is supplied for the rapid growth of the organism. However it is also crucial that the fetus also plays a part to survive, by being active and moving to develop. Hamburger, 1975 illustration of fetal activity (as cited in The Development of Children, 2nd ed. p.87.) indicates that fetal