Mommy And Toddler Observation Paper

Social and emotional development begins by showing affection and becoming attached to parents or carers and becoming what we usually call ‘clingy’. Young children may become distressed when a parent leaves the room or is not in sight. Slightly older children may demand attention and use tantrums to get their own way. They will generally be easily distracted from unwanted behaviour.

While some children were playing “house” others were taking part in constructive play. In this stage, toddlers have a deep understanding of what various objects can do and will now try to build things with the toys and everyday objects they find around them. One child had a box of blocks and was building a train track. Once he finished he assembled a line of trains to ride along the track he had just built. He repeatedly made noises that trains usually make such as “choo-choo.” Other children were interlocking Lego blocks and creating various structures while some were playing with play-dough and sculpting

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,

In the toddler classroom, the children interacted with each other, however many of them were more interested in playing and exploring on their own. The children enjoyed free play at learning centers, story time, and outside play during my observation. The toddlers preferred parallel play in which the children used similar toys in similar ways, but did not interact with each other. For example, when one child began playing with the kitchen toys in the dramatic play center, soon all of the children began playing with the available plastic food items. However, the children were more interested in showing the teachers what they were doing and

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

3 to 6 months Reaches for a toys. Moves a toy from one hand to another. Put objects into mouth. Waves arms to show that they wish to

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

In addition, during my observation, Sydney was able to demonstrate the following gross motor skills. Sydney was placed in a sitting position on the table as well on the floor and was able to sit up unassisted for brief periods of time. Although Sydney appeared to be unstable at times, her mother closely spotted her to ensure her safety. Most babies are able to sit up by themselves unassisted for short periods of time (Oswalt, n.d.). By being able to sit upright and support the weight of her head in the proper position, shows Sydney has developed her core body strength and has met this developmental milestone. In addition, while lying on a blanket on her stomach, Sydney was able to lift her chest and head. According to American Pregnancy Association, most infants at 6 months old can lift their chest and part of their stomach while lying face down (First,

Their development in these first few months revolves around their increased understanding of their surroundings. This leads to their consequent displeasure when removed from a familiar setting. They recognise adults and sounds and now begin to react to a greater degree. They have favourite objects and show happiness around the people they recognise.

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.

The observation took place between a mother and her son. The child appeared to be about 24 months old. The video was 10 minutes and 21 seconds long. In this video, the boy, his older brother and sister, and his mom are painting wooden pineapples and flowers. The paint being used is in six connected plastic containers with pop lids. There is also a brush for each child, a cup of water for each child, and paper towels present on the table. The mom is specifically helping the youngest boy, only the two of them are shown in the video. They are painting outside on a small plastic table outside on what appears to be a deck. Another woman is present as well, again not pictured, and the dad walks by on two separate occasions. Both the women and the dad have small interactions with the boy.

| * Repetitive play as the baby enjoys doing something over and over again * Crying if they cannot see their parent or carer * Maybe shy around strangers

As we noticed he didn't respond to her in the first time, but later when she warned him he responded by behaving for a few minutes only. Children at this age cannot stay for a long time without moving or doing something. Parents and/or care givers can keep them busy by telling stories, playing with them or maybe by providing any kind of toys to assure that they are not bored. When they do not have any thing to do they will try to attract the adults' attention by doing such misbehavior.