Non Judgmental Observation At Sloane

The purpose of this assignment is to closely observe the development of a child through an interview and apply the theories and concept of child development in his particular cultural and educational context. I selected the child who lives in my neighborhood for the interview and began with seeking the permission from his parents. The child’s name is ‘Abdullah’ and he is seven years old. He lives with his family in Terre Haute and his family consists of parents and two sisters. Abdullah goes to Sugar Grove Elementary School in the Terre Haute city along with his two sisters and he is in grade 2. The interview was conducted at his home and I ensured his convenience. He was cooperative and provided insightful responses to the questions and he provided significant detail in the interview. I was able to track his development stages and connect it to different theories of Developmental Psychology including psychoanalytical perspectives and Piaget’s stages of development. In the following paragraphs, I will explain my observations about Abdullah’s development in the light of developmental theories with special focus on cognitive, social, linguistic, and emotional development followed by making connections between his socioeconomic and cultural background and development. Lastly, I will conclude paper by highlighting that the observations during the interview can facilitate my future practice as a teacher.

For my middle childhood observation I chose a 10 year old female by the name of Mycah Landry. Just to give you a bit of a background, Mycah attends a magnet school and makes straight A’s. She is a very smart young girl. We will start off by comparing Mycah’s physical development to that of Berger’s in the text. As documented in the text “Unlike infants or adolescents, school-age children’s growth is slow and steady. Self-care is easy –from brushing their new adult teeth to dressing themselves, from making their own lunch to walking to school. In these middle years, children depend less on their families and do not yet need to cope with the body changes and impulses of adolescence. Muscles become steadily stronger.” From my observation I

To sum up, during my naturalistic observation I applied Piaget’s theory of cognitive development and Erikson’s theory of emotional and social development. Both of these theories gave me the opportunity to understand the subject better. According to my observation, all physical skills of the girl were developed properly. After analysis I came to the conclusion that the subject is on the

girl’s life from childhood to her early adult life. Johnson begins her piece by talking about the

Bee H., & Boyd D. ( 2003). The Developing Child, 10th ed. Boston: Allyn & Bacon.

This writer met all the children in their home. They appeared calm and engaged. They appeared well fed, appropriately dressed and groomed. They appeared developmentally on track for their age.

In Life-Span Development the class had the ability to observe the infant, Riley, and her parents, Erin and Robin. The class had the ability to discover to talk to real parents and ask the questions that most students are too shy to ask. The class was also able to observe how Riley acted in front of forty people. This experienced allowed people to understand the true development of infant whether it be cognitive, physical or social

Zac displays enthusiasm for participating in physical play and continues to challenge himself each day. (Outcome 3: Children have a strong sense of wellbeing). This shows Zac’s sense of security and confidence in himself and his environment. Zac displays determination and will revisit experiences many times over to master the skill.

The story boards concentrate on her (only showing little hands and feet of the [child] in most of the frames -- it is not so much about the [child] but it is about the person who wants to and is able to maintain a vibrant and healthy life style – NYC

I begin observing Faith Sanchez a six-year-old, who is in the first grade at Emerson Elementary School on November 7, 2017 over the course of three days. The observation took place at the child’s home, where we had access to the materials needed for the different set of skills that I would be conducting during the observational period. The reason for observing Faith was to see if her Physical, Cognitive and Psychosocial domains are developing at the average range for a school age child or if she was showing signs of atypical development.

The film Matilda, created by Raold Dahl, tells the story of a gifted young lady named Matilda Wormwood, played by Mara Wilson, who was born into a very unaccepting and unsupportive community. She began her life in a very close-minded family. Her family did not support her thirst for knowledge and learning but rather were constantly pressuring her to be more like them; dishonest and unmotivated. When Matilda was of school age, she was overwhelmed with excitement at the prospect of beginning school until she met Agatha Trunchbull, the school’s principal. Even from their first meeting, their relationship was a difficult one and this tension tainted Matilda’s school experience. As Matilda continued to grow and learn, she realized that her power of telekinesis could be used to negate the effects of Mrs. Trunchbull’s behaviour on both herself and all of her friends. Throughout the movie, Matilda continues to realize the power within her and the love she has for learning. This film analysis will be reflecting on three different developmental lenses including John Bowlby’s attachment theory, Lev Vygotsky’s zone of proximal development and Jean Piaget’s stages of cognitive development and considering how each of these lenses relate to the film Matilda.

Olive has exemplary biological development. She is physically independent, and can run, jump, and balance well, shown through dance (Zastrow and Kirst-Ashman, 2010). Olive actively engages in play but also refines her motor skills by pushing a tire around. Olive has a plethora of dolls and toys in her room, and also has a variety of dress-up items, showcasing her strength in play. She is very independent emotionally, not reacting negatively to the criticisms of the audience during her routine (Zastrow and Kirst-Ashman, 2010). Olive is also self-sufficient. Olive’s social skills are becoming more profound as she orders her own meals at restaurants.

For both of us this would be a SUPER non judgmental experience since I am a discrete young professional who is just looking for others who might want to connect in this way. While everyone is welcome to email THIS AD IS FOR LADIES ONLY!! Absolutely anybody of any body type or build is welcome. I do not judge and take people for who they really are not just by looks. If this sounds of interest to you send me an email and I will be happy to send pics of myself upon request. Please also note I am a large tall guy as well.

The child I observed was a seven-year-old girl in Year 2 who sat on the second highest ability table in a mixed class. While not in school, she lived a substantial distance away meaning she travelled to and from school by car and was often the first child to arrive in the morning and the last to leave in the afternoon. I will focus on the social and emotional development of this child who, from now onwards, will be referred to as C.

Conforming to Erikson’s psychosocial stages of development, Kiara began to explore during her toddler years. As a