...Home Page » Other Topics Observation of the Child at Play In: Other Topics Observation of the Child at Play Observation of the Child at Play On Friday I spent the morning with Jacob who is six years one month old at College America. The morning began with a physical assessment and an interview of Jacob, and the afternoon I was able to observe him at play. Jacob is in first grade and he is the oldest child in his family with a younger brother and a younger sister. After doing a physical assessment and an interview with Jacob he appears to be an overall healthy and happy child with no obvious physical or emotional problems. According to Erikson’s developmental stages Jacob is in stage three where Jacob should be developing purpose in his life. Jacob was playing outside at College America and with him was his younger brother who is four, his younger sister who is three, and his cousin who is two. Social milestones listed to watch for are the following; can share and cooperate better, has a great need for children of own age, will cheat to win, often engages in rough play, often jealous of younger brother or sister, does what adults are seen doing, may occasionally have temper tantrums, is a boaster, is more independent probably because of school influence, has own way of doing things, and increases socialization (Hockenberry & Wilson, 2011). First thing I noticed in Jacob that was listed in the book was his independence while playing outside,...
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...For this session I have noticed that observing infant/toddlers in play settings is much different than that of preschoolers. For example, the very young children have not fully developed the skills necessary for social play with other children; they are still developing/acquiring those skills. They are still learning how to play. I did see a lot of independent/parallel playing. I noticed that the teacher is more involved with each child when it comes to their play settings. The teacher helped the children to make connections as they looked through books or played in housekeeping with the babies and the play food. Such as talking to the child about what they were seeing or doing. In the preschool class I watched a lot of children play in both...
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...Observation The student is considered a novice as an observer of children. The student observes children to gain practice and understanding in child development. Students have an obligation to protect children and respect school personnel. Observers are usually visitors in the classroom. The observer must keep in mind that they are a disruption to the regular processes in the classroom and they should respect the classroom teacher’s direction. The protection of the child’s rights in any type of child study is important. Regardless of the procedure used to collect information, the child’s protection is paramount. The child must not come to any harm (physical or mental) through participation in the observation process. Confidentiality must be utilized at all times. Talking about children and families with others outside of class or with the classroom teacher is prohibited. Please use fictitious names in written reports. Any concerns about a child’s safety should be addressed immediately with the classroom teacher or other responsible party. Observation tells us about children’s behavior – what they are doing. If we want to understand children’s development in school settings then we should observe them in those settings. Observation that takes place in a natural environment is referred to as naturalistic observation. Qualities of a Good Observer: · Recognize personal bias and preconceived assumptions about children. · Stay focus for a long period...
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...Observation sheets for early years practitioners Contents * Anecdotal observation - page 2 * Short observation - page 3 * Long observation 1 - page 4 * Long observation 2 - page 5 * Long observation 3 - page 7 * Long observation 4 - page 9 Anecdotal observation Look, Listen and Note | Look, Listen and Note | Name……………. Date………… | Name……………. Date………… | Observed: | Observed: | P&E AL C&TC | P&E AL C&TC | PSED PD CL L M UW EAD | PSED PD CL L M UW EAD | Look, Listen and Note | Look, Listen and Note | Name……………. Date………… | Name……………. Date………… | Observed: | Observed: | P&E AL C&TC | P&E AL C&TC | PSED PD CL L M UW EAD | PSED PD CL L M UW EAD | Look, Listen and Note | Look, Listen and Note | Name……………. Date………… | Name……………. Date………… | Observed: | Observed: | P&E AL C&TC | P&E AL C&TC | PSED PD CL L M UW EAD | PSED PD CL L M UW EAD | Short observation Name of Child: | | Date: | | Areas of Learning Covered: | PSED PD CL L M UW EAD | Characteristics of Effective Learning Covered:...
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...Observation #1: Children Observing people in an informal setting allows you learn more about who they are as a person. You can learn about what makes them uncomfortable, how well they handle social situations, and what they excel at. Observing children in an informal, unstructured setting gives you a glimpse into how they have developed and how well they handle social situations at their young age. Observation #1: Children details an observation made on a group of children during their recess time at a local elementary school and the connections made to previous readings and topics covered in class. Brief Overview This observation took place at an elementary school located in southern central Maryland. The school is set in an urban community, where most children qualify for the Free and Reduced Lunch Program through the government. The observation group is a group of first grade students. Students in this group are approximately six years old to seven years old. They are of African, African-American, or Latino decent. There are 15 females and 6 males within the observation group. This group of students have varying home lives. The home lives range from a typical home to being homeless, to having only one parent, to having no parents, or to having little to no income. Observation Overview The students were escorted outside to recess at eleven-thirty in the morning. The students were walked down the sidewalk toward the equipment. Once their feet touched the grass, they were...
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...demonstrate evidence of the knowledge and skills required to promote and encourage children’s agency. | CHCECE023 Analyse Information to Inform Learning | Unit PurposeThe assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to gather and analyse information about children’s learning, in order to inform practice. | CHCECE024 Design and Implement the Curriculum to Foster Children’s Learning and Development | Unit PurposeThe assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to design, implement and evaluate the curriculum to foster children’s learning and development. | PART B2 Focus Child Study 2 An essential feature of...
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...plan for individual needs of children to improve children’s skills and to analyse children’s weaknesses. Practitioners needs to see what the child need to do for the next step, what are the interests of the child, how the child is doing, and what he or she does not like or like to do. Also to identify the stage of the development of the child. Planning in the early years is about meeting young children’s needs so that they can play and learn happily in ways, which will help them, develop their skills and knowledge. Good planning is the important point to make children's learning effective, exciting, varied and allows the practitioners to build up knowledge about how individual children learn and make improvement. It also offers opportunities for practitioners to think and talk about how to stand a successful learning environment. The practitioners that who is the only worker in a room with many children will benefit from opportunities to discuss their plans with others working in similar settings. Professionals to consider prepare and organise a suitable environment and materials for children’s play, development and learning use planning. When you are planning you need to consider what the purpose of it is. Sometimes it may be related to different stages of children’s development....
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...Montessori Centre International Observations – Cover Sheet (To be used in conjunction with MCI Ethical statement) Student Name: Nana Ama Siriboe Student Number: 33292 | Date of Observation: 28th November, 2014 Observation No. 2 | Observation Technique: Narrative | Starting Time: 12:00 pm Finishing Time:12:30pm | No. of Children: 10 in the nursery No. And Role of Adults: 3 ( 2 teachers and myself) | Letter of permission to observe enclosed: ( Letter of Permission scanned and attached with submitted observation) | Description of Setting: A Montessori nursery in a residential area in Ridge. | Immediate Context (Playground, Art Corner etc.): At the School playground equipped with tricycles, swings, slides, climbing frames and other outdoor equipment. | First Names of Child(ren) observed: Rafferty | Brief Description of Child (ren) – i.e. gender/age/position in family/first language (if relevant): Boy aged 3years, 8 months (3:8). He is the last of two children. He has an older sister who is seven years old and is in another school nearby. | Rationale for Observation (if appropriate): | Aim of Observation: To observe Rafferty’s (3:8) social and emotional development during outdoor play time at the nursery and how relevant play is to his social and emotional development...
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...------------------------------------------------- Child Development: 5N1764 ------------------------------------------------- Play Activity ------------------------------------------------- Ashling Hooper ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Student: Viviane Stewart ------------------------------------------------- Date: 05/04/2016 ------------------------------------------------- Contents Aim 3 Planning 3 Implementation 4 Evaluation 7 Theorists of child developmental stages 9 Role of the adult 10 Recommendations 11 Conclusion 11 Bibliography 12 Appendix 13 Child observation (Play activity) 14 Aim In this assignment my aim is to plan and implement one activity to a child aged 4 and half years in my work placement. This activity will look on the holistic development of this particular child. Planning To begin this assignment I had to first plan an activity for TC that would allow me to look at the whole development of a child at his age by doing an observation in which can be found at the appendix. The activity is structured, where children can play in a guided manner but also give them the opportunity to play freely. I had in mind...
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...A. General Comments I conducted my observation at the CSUN Child and Family Studies Center on April 13, 2018 from 2:40 until 4:50 PM. When I arrived for the observation, the children were playing outside in several different areas. There were approximately 50 students between the ages of about 3 or 4 with about 8-10 teachers. There were a lot of children because it was their outdoor play time for two other classes. I spent time sitting by the sandbox, climbing structure, and swings. They were outside for about an hour before the classes split up for their own activities. I then observed a classroom setting for an hour with 4 teachers and about 10-12 children. There is a room with a one way window in which I can see the children and teachers...
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...to Write a Child's Observation Report By Lynn Rademacher, eHow Contributor * * * Share * * Print this article Observing children at play helps educators to structure the classroom. Child observation reports are created for a variety of reasons. College students who are childhood development majors will complete several observations as part of their coursework. Therapists use observation reports to determine the appropriate type of treatment for children with special needs. Child observation reports must contain specific information about the child in a clear and concise manner to be useful to those who are reviewing the report. Other People Are Reading * How to Give Details About Children in Observations * How to Write an Observation Report Instructions 1. * 1 Record the actions of the child during the observation time. Avoid observing the child during quiet time or nap times. * 2 Collect background information on the child from thechild's caregivers. This information is important to understanding the behaviors that will be observed in the child. * Sponsored Links * Free Plagiarism Checker Trusted by over 3 million students, faculty, & professionals worldwide. www.grammarly.com/Plagiarism_Check * 3 Document the physical characteristics of the child. For example, if the child has a physical disability this should be noted in the report along with how the child overcomes the disability...
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...observe Jason's gross motor skills during outdoor play. The first attempt was not specific. Setting I observed Jason today, the 3rd November 2000 between 10.40 am and 10.50 am, during outdoor play. Jason is 5.4 years old. He is male. He attends a Reception Class of a Primary School. Now we know who is being observed. Rationale Observing outdoor play will give me an opportunity to learn more about gross motor skills in 5 year old children. The wet weather earlier this week prevented the children from playing outside so I took advantage of the fine weather today to complete this observation. I decided to observe Jason because he appears to be a confident child who is taller than many of the other children in his class. He enjoys outdoor play and shows this by smiling as he moves quickly in a controlled way. The method of observation is a written narrative of the 10 minutes of observation as it happened. This method is easy to use spontaneously because it requires no specialist equipment; only a pen and paper. There were sufficient members of staff supervising outdoor play so I was able to concentrate on observing Jason without intervening to direct his actions. This gives a reason for choosing to observe Jason's gross motor skills and reasons for the choice of observation technique. Observation I observed Jason walking. How did he walk? Where was he walking? What was he doing? Try to write the observation as if you are describing what is happening NOW. ...
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...care centres and again when the children were 8 years old during play sessions. The data gathered for behaviour at 4 years of age were part of a previous study by Vandell and Powers in 1983. The Observation at 4 years consisted of a total of 20 children, half male and half female. They were observed in a random order during a free play session at their day care centres for 20 second intervals for 16 minutes. There were three behavioural categorises used in the observations, positive/negative interaction with peers, positive/negative interaction with adults and solitary play and unoccupied behaviour. In the observation at the age of 8 the children were videotaped through one-wag glass for 45 minutes whilst taking part in controlled play with three other children. The play was designed by the researchers to encouraged social behaviour. Whilst the children were playing, the mothers completed a survey from the researchers regarding family circumstances and the child’s day care history. For each child a behavioural checklist was completed using three categories. The first category is friendly interactions meaning is there a positive or neutral exchanges between two or more children. The following category is unfriendly interactions, negative behaviours including sarcasm and negative actions. Lastly, solitary play whether the child plays alone with objects with no communication with peers. The child play observations were coded individually to the videotapes, a single blind-technique...
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...Running head: STRUCTURED OBSERVATION OF CONSERVATION A Structured Observation of Conservation Tasks with a Four-year-old Child Cheryl Meyer University of Victoria PSYC 335 – S01 Dr. Ulrich Mueller April 7th, 2005 A Structured Observation of Conservation Tasks with a Four-year-old Child The purpose of this study is to observe the cognitive inability to conserve for a child in the preoperational stage of development. According to the Swiss cognitive theorist Jean Piaget, the preoperational stage refers to the second stage of cognitive development, which spans the years 2 to 7, when children begin to form mental representations yet still lack the ability to think logically (Berk, 2005). Piaget discovered a number of tasks that highlight these limitations of preoperational thought, including his well-known conservation task, which is what I used in my observation-based study. Conservation, or “the idea that certain physical characteristics of objects remain the same, even when their outward appearance changes” (Berk, 2005, p.320), is deficient in preoperational children. This study looks at three particular conservation tasks: the conservation of numbers, substance and continuous quantity. We will observe how a child at the preoperational stage of thinking is unable to conserve in each experiment. Jean Piaget believed in the cognitive-developmental theory, in which children actively discover and manipulate the world around them...
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...An observation study is the recording of behaviours or events and the gathering of data that proves or disproves a hypothesis. There are five different types of observational study which can be covert meaning secretive or overt meaning open to all involved. Observational studies are not usually experimental as there are no independent or dependant variables as this method is a more natural type of study in psychology. Participant observation is when the researcher takes part in their own observation with the participants. A non-participant study is where the researcher keeps his or her distance while observing the participants behaviours during the study. Unlike the others the structured observation method is a semi-experimental observational study. It is a planned observation and recording of behaviours as they happen in a controlled environment. The unstructured observation is a spontaneous observation of behaviours or events while they are happening in their natural environment. The naturalistic observation is a planned observation of natural behaviours in their environment. A participant observational study can be beneficial as the researcher is part of the environment of the study allowing an insider view of their own study. Non participant observational studies can be seen as a good way of researching the study, as the researcher avoids contact with the participants and this could be because the observer could cause the participants to act in an unnatural...
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