Child Observation Paper

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

On this date and time this worker met with Elizabeth Rhodes at Holtville Elementary. She appeared to be clean, healthy, and adequately dressed.

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

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

In addition, during my observation, Sydney was able to demonstrate the following gross motor skills. Sydney was placed in a sitting position on the table as well on the floor and was able to sit up unassisted for brief periods of time. Although Sydney appeared to be unstable at times, her mother closely spotted her to ensure her safety. Most babies are able to sit up by themselves unassisted for short periods of time (Oswalt, n.d.). By being able to sit upright and support the weight of her head in the proper position, shows Sydney has developed her core body strength and has met this developmental milestone. In addition, while lying on a blanket on her stomach, Sydney was able to lift her chest and head. According to American Pregnancy Association, most infants at 6 months old can lift their chest and part of their stomach while lying face down (First,

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.

The observation took place between a mother and her son. The child appeared to be about 24 months old. The video was 10 minutes and 21 seconds long. In this video, the boy, his older brother and sister, and his mom are painting wooden pineapples and flowers. The paint being used is in six connected plastic containers with pop lids. There is also a brush for each child, a cup of water for each child, and paper towels present on the table. The mom is specifically helping the youngest boy, only the two of them are shown in the video. They are painting outside on a small plastic table outside on what appears to be a deck. Another woman is present as well, again not pictured, and the dad walks by on two separate occasions. Both the women and the dad have small interactions with the boy.

Going into our first observation I didn’t know what to expect because I had never been inside of an early childhood program other than for dropping off a younger sibling for no more than three minutes. Seeing what I saw that day was really eye opening for many reasons. One, I never really focused my attention to how much thought is actually put into the organization of the room. Also, the philosophy and standards surprised me because I also never knew that had so much to do with the whole place itself.

In this paper I will discuss my observation of a six-year-old female child with a speech impediment. I will include the setting in which I observed the child as well as the activities in which I observed the child. This paper will also include my personal refection in regards to the observation.

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.

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.