Playroom Observation Paper

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

Jackson appeared withdrawn, and was somewhat embarrassed before stating that he did not do well in school.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.

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).

It should be noted I observed several drops of blood in a trail from apartment

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,

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

This school is a licensed childcare program and NAEYC accelerated. The center is providing child care program for children age from 2.9 to 5 years old. There is 2 preschool classroom, I did my observation in preschool classroom room no: 1 on 10/2/2017 time from 9am to 10am. There are around 13 children in the classroom. All the children’s engaged several activities like

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.

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

This study is intended to document my observation of a child between the ages of 2-5. The small child I observed is a 4 years old male. Family arrangements consist of the mother being the primary caregiver of her son. Since the child is not old enough to consent to my amateur study, I have received permission from the mother and father. The method used in this clinical report is a naturistic observation in which I went to the family’s household where I recorded his behavior for an hour.

I observed that a 4 year old boy on Friday, September 30 at 10:00 am during the show and tell activity in the preschool classroom. The teacher gives some direction "everyone will have turn to present their show and tell object, but you have to wait and pay attention to their friend's presentation" The 4 year old boy starts playing with a toy car on the carpet while his friend was talking, so the teacher stops the activity and reminds everyone that they can't touch a classroom toys during show and tell. Also, the teacher reminds them that if they follow direction , they can get a sticker at the end of the activity. The boy begins crying and saying " no no, i want a sticker now", the teacher answers "if you want a sticker what you have

Walking by Hampton Elementary, the playground is in full view. Ms. Dana’s morning preschool class can be seen playing at recess. As you watch, you see three boys chasing each other around the exterior of the equipment with another girl trailing behind. A small girl dangles from one of the highest bars, and you wonder how she got up there. Two other girls are away from the group slightly, engrossed in a game of make-believe. You smile in amusement as they engage in what looks to be a growl-off with one of the teachers. A majority of the class can be seen racing up the stairs of the largest piece of playground equipment only to slide back down again on either the large blue slide or the gray twisted slide. Suddenly, you hear a whistle.

Children playing. People running. Boys playing basketball. Teenage girls gossiping. When you think of these, which place pops into your mind? A park, of course. A park is the very highlight of our childhood dreams. We always begged our parents to take us to the park so we could glide on a slide or fly on a swing.

I observed two girls at school and some behaviors did match what the experts said. According to Deborah Tannen’s video, girls focus more on building a connection. The two girls I observed were building relationships. The blond friend was telling the brunette one about a birthday party that the blond girl will attend on the weekend. The two girls were facing each other and discussing gifts and suggesting ideas; they were talking about who will attend the party. According to David Brooks, girls are usually quiet and they speak softly. However, those two girls were speaking loudly and sometimes yelling. At first, I thought it was the excitement, but then they would not lower their voices so I knew this is probably how they usually talk.