Observation Of Sofa Boy Psychology

I observed three little boys playing and climbing on a slide. Nick, the little boy in the blue shirt and tan pants was climbing up the slide, using the steps and holding on to the wooden side to help him get to the top. He was grasping a wooden toy in his hands as he was climbing. There was another little boy climbing up the slide pushing a wooden toy as he went up the slide; the third little boy was climbing up the steps. When Nick got to the top of the slide he slid down really fast. The other little boys did not wait; they also slid down the slide. Nick ran from the slide to another area where a child was playing with a tower and cars. He did not talk to the child, but took the car he wanted and began to play with it and the tower. Nick

I observed a classroom of four-year-old students who are enrolled at the Child Development Center on the George Mason University campus. This observation lasted about fifteen minutes with a total of twelve students in the classroom. At the time of my observation the students were engaging in free playtime where they are allowed to play games, make crafts, and interact with their fellow classmates. I was seated in the corner of the classroom where the children could not easily see me or get distracted by me. I stayed seated throughout the whole observation so the students would not be affected by my presence. Many different activities were happening at the same time, but a couple standout situations reminded me of many subject areas we

He walks to the stairs and he lies on green pillow and tells to another kid, “Let’s play, drama play.” He touches his right leg shoe with right hand. He removes same shoe with right hand by pulling Velcro with the same hand. He throws some dust out of his right shoe with his left hand. He puts on right leg shoe, with right hand. He closes Velcro with right hand. Aaron’s adult tells everyone “cleanup”. He picks up red car from the floor, which is front of him and puts the red car in the basket on the table. He picks up green monster truck from the floor and puts the monster truck in the same basket. He picks up plastic camel from the floor and put in the basket on one shelf, which is right in front of him. He picks up rubric cube from the floor and puts it in one plastic box, which is open on the third table. He closes the lid of that plastic box and puts the box away in the shelf. He picks up one green car from the floor and puts it in the basket. He picks up one peace of puzzle and sets it in the puzzle frame, which is lying on the floor. He picks up another peace from the floor and joins in the puzzle. He picks up another peace from the floor and attaches it into the puzzle. He tells, “I am done, with the clean up.” He walks towards the dining area of his classroom. He looks at the adult, (wasn’t able to identify whether she was a volunteer) who calls everyone, “snack time.” The adult smiles and says, “Aaron, would you like to eat yogurt and peaches? Wash

When I was watching I noticed that most of the kids were interacting with the other children in the room in one way or another. There were a few who would play by themselves for a while but

This child observation was carried out at the ETSU Child Study Center, after an appropriate permission was taken. I arrived at the Child Study Center at about 7:50am on Friday November 13, 2015, and I was taken to the Cricket Preschool classroom for my child observation. When I got there, there was only one child present at the class, and when I asked the teacher if he was the only student in the class, she said the rest students were yet to come. So I began my observation of the child. For the purpose of this observation, I am going to call this child Dave.

An individual can always learn new aspects of life when they are observing an infant. This observation took place in the home of the participant. The participant is familiar with the house. During the observation the child played with her toys in the living room. The participant was a 12-month-old girl who is cared for by both her mother and father. Other participant included the child's mother and the child's aunt. The mother is a teacher, so during this observation and in the summer, they both stay at home. The participant is the only child in the household. After an afternoon nap and snack, the child sat in her mother's lap on the couch in the living room. While she was with her mother, she stayed close to her mother and made eye contact with everyone in the room. The child then got down and played with her toys in the floor of the living room. She began with the toy closest to her and began pushing the buttons while singing along with the different rhythms. The next toy she found was a child's magazine and she quickly flipped through the pages and found pictures of other infants similar to her. After a quick look around the room, she proceeded to crawl over to the nearest shelf in the living room. She began to pull her self up to a standing position and began pulling items off of the shelf and putting them on the floor. The mother quickly diverted her attention by

Charlie builds the relationships with his educators in the Nursery room. He likes to join his educators and friends in the activities that he is interested in. He sits side-by-side his friends, enjoys the good times together such as singing a song, moving along the music and looking at the animal pictures and naming them. He especially loves to look at the pictures in the books and listen to his educator names each picture. He often pulls on his educator's arm and leads her to the book corner to read a book to him as to initiate and communicate his needs to his trusted educator (EYLF 1.1). He confidently makes his own choices in play and exploration of his surroundings. He is often seen exploring something in one corner of the room and loves to share his discoveries with his educator by getting her attention and pointing to what he finds, such as new toys or books in the corner, bird and airplane in the sky.

I was also given the privilege to observe a young man by the name of Chris who goes to Bright Hirozen. Chris is a 5-year-old kindergartener in the autism spectrum. One of the things I noticed about Chris is that he was that he did not talk a lot. I wouldn't say he was a shy just not very interested in other students. During play time Chris would focus on building with Lego-like blocks when other students would join in he wouldn't acknowledge or seem bothered by them. He would continue playing with his blocks. Ms.Martha, his Teacher, later told me that Chris loves to build with blocks and work on puzzles. During a read aloud, Ms.Martha would interact with her students by pointing out certain objects in the story or asking what they thought

Zane plops onto the floor like a sack of potatoes, making a satisfying “whump.” He glances around at the ordinary crowd of children. The race to fall to the ground has ended, and the students once again resume their anxiousness, murmuring beyond control. The usual deduction as to why he and his peers are sitting on the floor rush into Zane’s mind, Oooooooo! Someone’s in trouble! The true answer has escaped him. Today is the annual Children’s Garden of Knowledge summer field trip. Every year, Zane and the handful of students who attend his preschool make a trip to some magical location that is sure to bring merriment to the dull life of a child. The detective is pulled out of his investigation by the familiar sound of hard skin-to-skin contact.

In the first stage of the experiment, children were brought to the experimental room by the controller and the model, who was in the hallway outside the room and was invited to come in and join in the game. The room was set up for playing and the activities were selected because they had high interest for nursery school children. One area was arranged was a child’s play area, where there was a table and chair, potato prints and stickers. After settling the child in its corner the adult model was brought to the other side of the room where there was a small table, chair, tinker-toy set, a mallet and a big inflatable Bobo doll. After the model was seated the experimenter left the experimental room (Diessner, 2008).

I had a child in my classroom that was having some issues with transitioning between activities. When it was time for him to stop playing to clean up he would cry and say “NO”.

This observation took place September 26, 2014 at a daycare in Homestead. A friend of mine is a teacher at “My Little Angels” and while waiting for her, I sat down to watch some children playing. There were many kids to do the observation on, but a little girl playing kitchen set caught my eye. I started watching her from 2:00pm to 2:33pm. It is fascinating what kids do and what we can find out about their behavior by watching them for just thirty minutes.

This afternoon Krista, Lauren, and I went to McDonalds to see if we could observe some kids there. There wasn’t any there so we went to Burger King. When we walked in we sat our stuff down at a booth beside a little boy who smiled at us. When we went up to order another little boy came in and started talking to us in line. He was around 2 years old and kept saying “I.” I think he was trying to say hi, but it seemed like babbling.

This room is split into two distinct halves. The stairs are creaky and off-white, stained grey and black from soda spills, muddy shoes, snow slush and dirty dog feet. Clumps of dog hair sit in the corners of each step, wrapped up into dust balls. At the bottom, to the immediate left, is where a playroom used to be. There are drawings and old bits of paper stuck up on the walls, hinting as to what this space used to contain. Now, a large, professional-grade ping-pong table sits in the middle of the room. Once loved, the table is now stacked high with towels and laundry. On the wall parallel to the length of the table is a child’s growth chart, drawn in Sharpie on the rigid wall that ruined many a marker tip. Starting in June 2004 and ending in June of 2017, about 18 lines with corresponding dates mark the growth of a child. On the adjacent wall, farthest from the

As the clock ticked with both hands pointed to the ceiling, along with the jangle of tin bowls from the back kitchen, I unzipped my backpack in anticipation, and slipped my hand through the vacant spaces between my toys. Stretching my arms deeper, my hand did not feel any hard textured objects. The immediate apprehension twirled in my brain with doubt, then aggravated in the hubbub atmosphere. I surveyed the backpacks stacked neatly on top of the wardrobe like a mountain of gold (simile). I lifted the backpacks one by one with the bangs followed onto the hardwood floor. Unfortunately, no signs of my Game Boy appeared around the cabinet. I opened my mouth, intending to shout out, however, my courage was lost in the battle against my timidity. Instead, I observed the classroom as the other kids were