Observation In Child Psychology

I will be observing a seven-year-old child for my project. What I have learned from being a parent and watching my kids as they grow up the social emotional, physical and intellectual changes that occur in children between birth and the end of adolescence are that they all progress at individual intervals from dependency to increasing individualism. Because these developmental changes may be strongly influenced by genetic factors and events during prenatal life, genetics and prenatal development are usually included as part of the built in parenting skills we all possess. When children are born they have no sense of fear but quickly develop a fear of what

Context: I was observing one child playing on the playground at the Brookville Center for Children’s Services. The child was female, and her name was Vanessa. She is three years old and is very energetic. During my observation, I noticed her interacting with another child at the daycare. The other child was male and one year older. Both students were taking turns climbing up the ladder to slide down the playground slide.

I got an appointment for observation on July 13 at De-Anza Child Development Center. I chose room No. 26 for observation. I observed one child from 3:26 P.M. to 4:00 P.M. There are total 10 children present in room no.26 at the time of my observation. Out of 10 there are 4 girls and 6 boys. They range from 3 to 5 years of age. There are three adults in the room, all are female. One adult for every 3 children- 1:3. When I entered kids are doing free play. I settled myself and started to observe a kid named Aaron. He is around 3 and half years of age.

Our Life-span Development class observed a child in class for his social, emotional, cognitive, and physical development on October 2nd, 2017. The child observed for this report was almost seven months old at the time of the observation. His name is Maddox and he seems to be a very happy baby and developing at a normal rate. He was observed in classroom 1143 on Dordt College’s campus. His mother gave consent for this observation and both his mother and grandmother were present for the observation and answered questions about his behavior and development outside of what was observed in the classroom.

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,

Toddlers and preschoolers are at different developmental stages, and therefore require their teachers to use different approaches and techniques to further learning. I completed my observations at the Bright and Early Children’s Learning Center where I observed a toddler classroom and a preschool classroom. My observations took place from 8:00 a.m. – 11:00 a.m. on the 21st and 28th of September. The first day that I observed I was placed in the toddler classroom which had two teachers, Miss Ashlynn and Miss Miranda, and six students, most of whom were two years old. In the preschool classroom there was one teacher, Miss Stephanie, and eight students, each of whom were 3 years old or 4 years old. While the rooms were physically similar, the teachers used different strategies and activities to appeal to the different age groups.

For this research project, I chose to interview my very own daughter (Alaina). She is a 7-year-old first grader who lives with her mother full-time. She has one older sister who lives in another state. Alaina is an active and inquisitive young lady. She attends year-round schooling and in her free time, she participates in Tae Kwon Do and basketball.

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

| |2. Vygotsky’s theory believed that economic and cultural forces were very influential in child development. |

An unannounced monitoring inspection was conducted on 1/6/2016. I arrived at the operation which is located at 3422 Richmond Rd, Texarkana about 12:57 pm. I was greeted by Comekia Island, the person in charge while director was at lunch. I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing. Roshonda Epps the director arrived approximately a hour later. When Epps arrived I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing.

Subject “Chris” is a 7 year old middle class Caucasian male. Observation is taking place in the child’s home over the course of two separate afternoons. Chris is a friendly and well spoken child who is small for his age. Chris is the youngest child in his family and both observations take place while his siblings are home. In each case one or both parents are absent.

In an early childhood setting, being observant gives professionals and family members a helpful portrait of the children in their care, and as future professionals it helps us see how intellectual, emotional, social, and physical development occurs in children. Observing, documenting, and assessing young children shows how they progress from one stage to the next or when there is a delay in progression. The reason we observe young children is that “there is so much that demands attention and response; at the same time, by building in systematic observation, teachers can improve their teaching, construct theory, assess children, assist families, and solve problems” (Gordon and Browne, p.180). It gives dynamic information about each child’s learning styles, interests, abilities, and needs. Observation helps teachers improve teaching by making them become more objective and self-aware of biases they may have. It encourages us to remember that early childhood development is highly individualized, so customizing activities to benefit each child will help them utilize their abilities to their fullest potentials, and through this we will be able to recognize what behaviors are typical of various age groups. The reason we document our observations is so that we can keep records and show proper evidence of each child’s individual growth and participation in classroom activities. With good documentation, family members will able to see the progression made by their child.

Behavior Observed: Upon entering the house Abby politely took my jacket and hung it up on a chair. She then ran up the stairs and asked me to come see her dollhouse. She identified every little thing in her dollhouse as she was showing it to me. She showed me the “windows”, “stove”, “soap”, “mantel”,

At the snack table “L” was sitting and eating cereal. And “A” was playing with the stuffed animal. “L” got up from the chair and grabbed the toy from “A” and threw the toy across the classroom. “A” started to cry. The teacher saw what happened and went over to them. And she said to ”L” is throwing a good thing. And she made “L” go pick the toy up and bring it to “A”.

The Child Child’s all about me form Starting points Child observation Assessments including 2 year Progress Check Planning for children’s needs Tracking and monitoring children’s progress The Environment Daily routines Equipment inventory and resources list Environmental Overview Information on how you promote Fundamental British Values Information on attendance at external activities such as stay and play sessions, childminder