Summary: Child Observation

When we want to stimulate the child’s senses we start them with the sensory tables. Each table consists of a tub that stimulates a different sense. When you stimulate the senses you help to stimulate the child cognitively, and emotionally as well. This can be achieved through science experiments such as the one we did over the holiday with a pumpkin and what does it smell like and feel like on the first day what about before it is carved vs after it is carved. We do this with all the kids from ages 3 to school age.

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

The “Toy Paper” is a research paper assignment for Child Development which we are to complete an in-depth analysis of the usefulness of a specific toy of our choice. The toy itself will be evaluated by three various stages in relation to cognitive, developmental, social and cultural perspective in addition to discussing topics which relate to the toy and its possible use by the child. The toy I have chosen for my topic to write about is the “Laugh & Learn Smart Stages Puppy” which is a toy designed by Fisher Price for children ranging in age 6 to 36 months it contains 50+ sing along songs, tunes and phrases. A testimonial by a parent stated, “the interactive components of the puppy are engaging, the songs are fun and the different levels allow

While some children were playing “house” others were taking part in constructive play. In this stage, toddlers have a deep understanding of what various objects can do and will now try to build things with the toys and everyday objects they find around them. One child had a box of blocks and was building a train track. Once he finished he assembled a line of trains to ride along the track he had just built. He repeatedly made noises that trains usually make such as “choo-choo.” Other children were interlocking Lego blocks and creating various structures while some were playing with play-dough and sculpting

As demonstrated the children were extending their learning and development throughout the activity in all seven developmental areas. They also all demonstrated their enjoyment during the activity by smiling, laughing, talking and happily asking questions.

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.

When we ask the children to share their ideas orally using solid objects (teddies or animals), the teacher will be able to define their ideas and strategies. In addition, the children will have the opportunity to be involved in their learning process as part of their sense of agency.

Next, two experimenters for this study (E1 and E2) assigned us to an experimental or a control condition. My parent was asked to sit in the corner of the room and to remain uninvolved, meaning no encouragement or praise for my helping efforts. A total of 18 trials were conducted and we were assigned to an experimental condition (explicit scaffolding) or a control condition (no scaffolding). Children in the control condition received no encouragement or praise for helping. With the experimental condition, I received praise and encouragement during the first nine trials. Prior to each trial, E2 played with me and a standard set of toys on the floor. We sat right in front of the table where E1 was seated. E2 would continue to play with me until E1 dropped an object on the floor. Then, E2 would constantly encourage us to help. E2 would say phrases such as “Look, E1 dropped something!” or “Do you want to help her?”. If I handed the object back to E1, I was praised by E1 and E2. However, for the last nine trials, I did not receive any praise or encouragement for helping. If I handed the object to E1, E1 just looked at the object, smiled, and resumed her activity. If I handed it to E2, E2 would only respond briefly. If I decided not to help, E2 would remove the dropped object from the floor and place it in a dark container behind

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.

Session held at the SVABA center. During session, DI and Gabriel worked on telling experiences in simple sentence. 3/4 trails, Gabriel was able to tell experiences in simple sentence. 14/23 trails, Gabriel was able to follow one step instructions independently. Outdoor activity, DI and Gabriel worked on safety skills before crossing the street and holding hands while walking inside the store. During peer play, Gabriel independently observed peer play and need it a full model prompt to asked peer if he can play. Gabriel was able to keep engaged playing with peer approximately 15 minutes. DI acknowledged Gabriel good behavior by giving him complements such as awesome job play with peer, great job walking with DI.

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).

Through play our learning and development extends. We discover new ways to achieve a goal such as, fitting differently shaped cubes into their correct holes. By twisting and turning the cubes children begin to understand that the shapes correspond to the holes on the ball.

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