Observation Of A Toddler

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

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.

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).

Through out the observation both children were moving from place to place. The little girl would grab one toy then go find another one. She would play one type of activity then go back to building blocks. She would stack blocks and connect the rail road tracks for the train. For approximately 3 minutes or more the girl would stay fully engaged trying connecting the railroad tracks. She would forget that she was in a room full of other toys, for a moment I possibly thought she could be autistic because she was able to stay focused on one activity for a long period of time and not engage other children. Her fine motor skills were adequate for her age she was able to hold objects in her hand. While she was fascinated in putting together the railroad

All children are different in their unique way. The goal of this assignment was to observe different children in an uninterrupted environment. Although all the children observed were the same age, they all acted differently during their observation. The differences in the way we react to different situations are what make us human. These differences can be explained through the theories that different psychologist have developed over the years. Some children react better to things like praise from a teacher or being able to be creative in the activities that they are participating in.

Laura Schulz’s presentation, The Surprisingly Logical Minds of Babies, explores the idea of how babies and young children are able to learn so much in such a short span of time. In Schulz’s presentation, the viewers see multiple video experiments where she introduces babies to different balls and toys that make noises. I choose to explain and break down the first experiment, that she discusses. In the first experiment Schulz has a colleague reach into a bucket with mostly blue balls and a few yellow balls. The colleague pulls out three of the balls and when she takes each ball out she squeaks them. The colleague then pulls out a yellow ball and hands it to the baby. The child copies what Schulz’s colleague has done, but however the

get ahold of anyone. I later completed two Auburn PD motor vehicle forms and had

For this assessment I chose to observe my six- month old daughter, Abigail, interacting with her mother, Melissa. Abigail is our third child and Melissa is comfortable with her role as mother. Abigail was born full term and is a healthy baby. All developmental milestones have been reached up until this point. She is a happy baby.

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.

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.

The purpose of this paper is to locate, observe, and collect information on a school-aged child between the ages of six and 17 in different settings. Once the child is identified, a pseudonym will be assigned to the child. The child will be observed on his development, to include: school performance, emotional characteristics, social characteristics, cognitive characteristics, motivational characteristics, self-concept, interests, language development, moral development, and health. Also, the child will be placed in proper development stages according to theories based on the work of Piaget, Vygotsky, Erickson, and Kohlberg. The goal of this paper is to develop a comprehensive portrait of the subject.

The topic I decided to observe is lack of focus in younger children. My observation was done at the Violet Elementary baseball field on May 4th. The practice was for a travel baseball team of boys at around the ages of 8 and 9.

I went to the Gracepoint Church’s Fall Fest on Halloween eve. Many interactive booths were prepared for the children, such as ring toss, dance floor, fishing for rubber dolphins, bean bag toss, beading station, and face painting. I hid behind my roommate who was working at the face painting booth that night. The location was perfect because of the high chairs at the booth gave me an easy view of the families in line and the children at the face painting station. I focused this observation on one pair of siblings, whom I will refer to as Jane (5 years old) and John (6 years old). Most children were impatiently waiting in line with their parents, including Jane and John. The two children discussed profusely what painting they wanted on their

The key to understanding children is observation. As observers, we begin to look for daily patterns in their behavior. Once patterns of behavior are recognized, the observer can then give positive guidance in securing the child’s developmental needs.

For this child observation, I decided to observe my younger brother Jacob. Jacob is 5 years old, but he insisted that I write that he is almost 6. He is also in kindergarten this year and loving every second of being a loud, rowdy boy. I suppose I am at an advantage in this observation since I have seen the numerous developments in Jacob’s life thus far.