Middle Childhood Observations

The sun is out. It is a gorgeous spring day in the desert. There are sounds of children laughing at the swing set, and dogs lapping at water nearby. The smell of the burgers on the grill makes my mouth water as I approach the park bench. I set down the neatly wrapped gift that will soon be torn apart by an eager child. I approach the group of friends laughing as I am greeted with a warm hug. For my observation, I attended a one-year-old birthday party on Saturday, April 23rd from 10 am to 1 pm at Luckie Park. I observed several people at different life stages that I will discuss. Infancy stage was represented through Liam at three months, and Johnny at one year. Lilian, seven years old, is in the childhood stage. I observed Erin as the young

1. Chapter 8 “Middle Childhood: The Social World,” section “The Peer Group,” highlights the social factors among middle aged children, how they are aware of reality and conscious of others’ opinions, judgments, and accomplishments (Berger, 300). This chapter explains the culture of children, similar to actual ethical cultures, there are games, nursery rhymes, jokes, insults, and superstitions that are part of the peer society; in which the older children pass down these customs to the younger ones. This is one of the ways that communication between different age groups are formed, other ways are having actual conversations. Moreover, children will dress in ways that is accepted by their peers and have the sense of belonging to a group of friends;

Berk explains that, “motor behaviors are softly assembled from multiple components, allowing for different paths to the same motor skill” (Berks, p. 183). Showing that each child as unique development of motor skills. While observing, the child was extremely physically activity. When in the indoor gym with him, he rode a tricycle. At first using his feet to move and then pedaling with his feet. He also, walked along a balance beam by himself and played chase the leader. When running the child has a hard time stopping without losing his balance and falling. He is able to jump without losing his balance, though. The child also has a hard time walking down stairs without losing his balance. Yet, seemed to have an easier time walking up them as long as he holds the railing. Child also had to hold onto to counter top when walking up step stool to the sink in

At 11:30 a.m. – 1:00 p.m., on Wednesday, March 2, 2016, I had a chance to conduct an interview with Dr. Isabella Jenkins. Dr. Isabella Jenkins is a Professor, Curriculum and Instruction at Education Department at Clark Atlanta University. She has been enrolled to many different schools around the U.S., so she has enough experiences to tell us about the U.S. schools earlier and today.

Forty Five! Forty Six! Forty Seven! Those numbers were the highlight of my family reunion. It was all because of my cousin Steve. The whole family would stand around him counting how many pushups he could do after drinking 5 or more cans of beer, it was like basketball season you were anticipating it. He drank beer everyday not just one can, but more than the amount of fingers on both hands. Steve could drink alcohol until he was blue, but still manage to accomplish so many things. For example, he maintains a morning exercise routine, teaches Karate, and learns to cook like a true chef. Steve impresses me with everything that he does eventhough he drinks excessively.

Pre-conditional morality describes children ages 4 to 10 at this level children have not developed intellectually to enable them to set standards of ethics, so they act on obedience and punishment. They act on what is outside of them- they follow rules so as not to be punished or rewarded in the interest of self. The second level is conventional morality (or morality of conventional role conformity), at this level children have taken in an incorporated the criterion of authority- they concern their moral development as being good-good relationship with others (maintaining the social order), this level is normally not reached until age 10 and may not ever be reached. Level 3 is post-conventional morality (morality of autonomous moral principles)

This was my third field assignment. I elected to sit in the third grade, gifted class of Mrs. Alexis Martin at Hynes Elementary School. I chose to observe a public school for this assignment since my first two schools were parochial schools. Although these were all different grades and age levels, I thought I would have a richer experience by diversifying my subjects. I have not been disappointed in my decision.

No matter the age of your child keeping them healthy is one of the most important aspects pf raising them. You know that you need to take them to be seen if they are sick, however, it is just as important to take them for their children well visits in Summerville, SC as well. How often they need to be seen is based on their age, you pediatrician will cover that for you. Below you will find a break down of what to expect during your visit.

Today, I went to Burger King at 7:30 p.m.-8:35 p.m. to eat with my family. While I was there, I decided to observe my surroundings, especially people who left their garbage for others to pick up and those who don’t. I picked this observation because I was interested in knowing the factors that drew people from not cleaning up after themselves after eating. When I was eating, I was thinking about the reasons why some of us decide not to pick up our garbage. One reason that occurred to me was probably because people think that employees working at a fast food restaurant or at any restaurant should be the ones to clean up since they are getting paid. A second reason can be because of people’s culture. By this, I’m referring to the developed habits,

Description of child's actions: J.S. was in the outside environment standing in front of a sensory table that was placed by the door that leads to the lobby. The table contained blue-colored water, plastic sea creatures, and cups. J.S. was squeezing a fish plastic toy. She let go of it and turned around. She walked towards teacher#2 and tapped her shoulder (teacher#2 was crouching on the floor talking to teacher#3) and asked, “Where is Boy#3?” Teacher#2 asked teacher#3 to help J.S. find Boy#3. Then, teacher#3 told J.S., “You want to find him? You have to wash your hands.” J.S. walked to the sink next to the door that leads to the lobby and stood directly in front. She leaned forward against the sink, pressed the soap with her right hand on her left hand, grasped the handle with her right hand, and turned the faucet open. Then, she rubbed the soap in her hands and placed them under the water. She turned the faucet off with her right hand and started to shake her hands up to her sides in an up and down motion. She pulled out a piece of paper towel and dried her hands. Then, she walked to the trash can and tossed the paper towel. J.S. walked back and stood next to teacher #3.

I sit at school or amongst friends and I love to observe. I’m definitely a people watcher. I listen to thoughts and feelings and the way that people my age interact. It’s really fascinating actually. The variations in personalities and the manner in which people talk to others. Many personalities fit into the same categories. I guess that’s why those certain people tend to group together. The thing I notice most about people is their maturity level. Just in the past few years I’ve watched so many people’s maturity change so drastically. So I’ve had this thought, kinda like, how will these people do when they have to make their way in the world on their own. I’ve realized from experience, and from watching others, a statement that can be put as simply as: There comes a point in life somewhere between junior year of high school and sophomore year of college where you have to realize the world no longer, nor did it ever, revolve around you.

I cannot even explain or understand how much parents love the head teachers in every room, which is a great success on their part and on the owner’s part. I have heard nothing but nice words about the teachers from parents and parents love talking to the lead teacher in infant every morning. I understand how they could love her, she puts on a great front when the parents come, but boy they should see her when they all leave. We have a window that looks into the parking lot so she looks to see when people are coming so she can put on her acting face. She is great with infants she really is, but she is constantly not following the rules and laws that Ohio has for childcare. She is constantly leaving the room to go talk to other staff members

The first half of the spring semester, I interviewed a mother and her daughter and observed a children’s choir. The purpose of collecting this data was to learn and experience how children and their brain structures develop and function. The three main points I gathered from my experiences include how children (1) develop different domains by learning directly from others, (2) motivate themselves to explore and learn about their environment, and (3) influence their environment that, in turn, shapes their experiences and behavior. Children are active learners in not just the cognitive domain, but also social, emotional, communicative and physical domains. Different theories cohesively show how children are able to learn and process the world around them. By knowing how these processes work, I better understand how to use music to influence children within a music therapy context.

The industry vs. inferiority stage takes place between six to twelve years, when children begin to more prominently assert their individuality as the move away from the primary interaction of the nuclear family into a world where peer relationships are primary. The child is now looked upon as an independent entity in society and social relationships. Furthermore, must discover whether their place in society, or face rejection from the social world (Wong, Hall, Justice, & Hernandez, 2015).

In the beginning months of children’s lives, they are “introduced” to their little bodies and minds, and start by moving their heads, and then work these movements down and out. When one skill is mastered, they move on to the next area of the body until it is mastered. This process continues so children can control and use their bodies to become strong and active little people. Their brains really connect, control, and communicate with their bodies. Just like children’s first steps; they move one step at a time—slow but