Preschool Observation Report

Dramatic play permits children to fit the reality of the world into their own interests and knowledge. One of the purest forms of symbolic thought available to young children, dramatic play, contributes strongly to the intellectual development of children. Young children learn by imagining and doing and dramatic play allows them to do so. Dramatic play also promotes the use of speaking and listening skills. When children take part in this type of play, they practice words they have heard others say, and realize that they must listen to what other “players” say in order to be able to respond in an appropriate fashion. This style of play also promotes the development of social skills through interaction with others, peers or adults, which is a necessary factor in a child’s future.

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.

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,

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).

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

I observed the preschool classroom of Ms. K. Today was a smaller group, as several children are on vacation. This is a new facility and just the host teacher was in there at this time. I came into the classroom at 8:00 and left at 9:00. I spoke with the host teacher before and after the observation for feedback, which I felt was beneficial to both her and me. I observed the children during inside for 20 minutes. I observed the children during outside play for 40 minutes.

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

Through play, children are also able to form relationships with their peers, therefore developing socially. They are able to “learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills” all of which are important skills in a child’s world as well as the adult world (Ginsberg 183). This is especially prevalent in young school age children, who have had relatively few social encounters without the presence of their parents before entering school. These young children will often make life time friends by sharing a popular treat at snack time or borrowing a color crayon to another child who has broken theirs.

Children are playing with boys and girls cooperatively, they may also have a best friend. Continuing to develop good control of emotion and still seeking adult approval, teachers and parents.

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.

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.

As described in the vignette, the 4-year old boy is currently attending pre-school where he has been making trouble, specifically when the teacher is performing coordinated activities. He also demonstrates being anti-social by avoiding both of his siblings, and he doesn’t perform in pro-social activities with other children at his pre-school. Physically, he seems to be developing properly – he is in the 65th and 80th percentile in both height and weight, respectively. Psychologically, he produces minimal speech, and avoided eye contact with the examiner during the evaluation visitation. For a comprehensive assessment of the patient, it would be ideal to obtain a developmental history from birth and contrast it with his current status. Within development, four important domains which should be focused on include the child’s gross motor skills, his fine motor skills, language acquisition and utility, as well as the social aspect of their development. One key aspect that is currently abnormal about the child is the social aspect of his behavior. At the age of 4, a child should be engaging in cooperative play; a behavior which seems to be altered in this child. It is especially important for children at this stage to participate in pro-social behaviors, as it leads to

For this project, I observed my mother's preschool class and the three children which she baby-sits on weekends. Most of the kids that are in the preschool class were three years old, but there was one five year old. The kids I helped baby-sit were two twin three year old girls, and one five year old.

Child development is an amazing thing to watch in the way that children interact with one another and how they perceive the world that surrounds. While doing our research of child development we began to observe a group of kids ranging the ages 1 – 12. During these observations we noticed traits such as attachment, comfort, and love. Through the following examples we will proceed to observe development in our environment and explain its relativity to the text

Before the sessions started, the three researchers went through a role-play training. This was done to increase reliability and interobserver agreement between the researchers. The 44 sessions occurred at the participant’s house or at his day care center. The first session was a baseline probe and the rest of the sessions were divided into five phases. The sessions were held two times per week for five months. The materials for the study included three objects or activities that Adam liked or