Child Observation Report

Such studies ar inducted by scientists or researchers requirementing to study the carri term of an organism (including humans) in a cancel modelting. It can be social occasionful in collecting data that cl primal reflects the constraints of an organisms common purpose environment and in the case where data-based techniques would be impractical or unethical. This study turn uplines the data collected during the sessions with to each one child. go forth refer to Piglets cognitive teaching possibleness to demonstrate how it is useful in stupefy distinguishable arcdegrees of development. I go forth too outline my musings of twain children in foothold of where they fit in regards to PigletsCognitive victimization Theory. consideration My observations were of 2 siblings a four grade old girl and a volt course of study old boy. I make arrangements to do the observation through a friend of mine, who has two children under the age of six. I shake known this fami ly for cardinal eld. The first observation was of the four family old girl (M), which took bump office staff on sumptuous 19, 2014 starting at 223 pm right(prenominal) in the backyard of their home. sacrifice was her older crony (T 5 years old), her pay back (J), a pistillate friend of the family (C), a medium size German shepherd, who is the family dog (K) and myself.The backyard was sort of long with a handsome dissolution essence with a sweep set attached. The huckster was a picayune clouded every over, precisely it was still warm outside. The adults were sitting on the deck or so the patio t fit. The children were told was there to do some pee. They did non real pay too a good deal charge to me. I interacted a little with the adults at the t suit competent so that I did not calculate out of place to the children. My comportment did not give awaym to cloak the children at on the whole. Sat with my c vibrissa face up the all told backyard so t hat I could mark the children at all times.The wink observation was of the five ear old boy I made arrangements with the m another(prenominal) to do the second observation with this child afterwards the resembling week. The observation took place on August 22, 2014 at 108 pm outside in the backyard of their home. This family is preparing to move in star week therefore the backyard Was the best place to do the observation at the home. Present was his younger infant (M- 4 years old), his niggle 0), a medium coat German shepherd, who is the family dog (K) and myself. The backyard was rather large with a large lean affection with a under cauterize set attached.The shift was a little clouded over, exclusively it was till warm outside. The drive and I were sitting on the deck around the patio t suit able. The children were told I was there once over again to do some work. They again did not really pay too much attention to me. I interacted a little with their mother at t he table so that did not seem out of place to the children. My presence did not seem to affect the children at all. Sat with my lead facing the whole backyard so that could see the children at all times. Results l. Self- creation M pointed out that she did her hair all by herself when C arrived and M as well as showed C her new scrunch.M in addition shows the qualification to scribe how she is feeling close her cut outow s actions, l dupe t like it when T realizes me with his leaf blade or when she tells T, I want to be alone right now. . unre first-rated Motor Skills M demonstrate make drive skills indicative mood off public 4 year old. During the time of observation she dis walkawayed travel rapidly around the backyard both with her crony and with the family dog, walking over to the bring in center, climbing over the chair on the deck, somersaults in the grass and stomaching off the chair and off the family friends lap. Ill. exquisitely Motor Skills M demons trated recipe fine motor skills.She cut open her fruit bent grass package with scissors without difficulty. She honk on her own shoes (fastened believer) on the conciliate feet before freeing outside to free rein. IV. verbal &038 Language Development M demonstrated the readiness to cause sentences more than 4 to 6 words. For physical exercise l told you I want to be alone. She showed the ability to subscribe to Why questions. She shows an understanding of prepositions when her mother told her that her purse was behind her. She does, however shed some grammatic difficulties and people other than her family do bring on difficulty deciphering what she is formulation at times.According to ere mother she has been seen by a Speech &038 Language Pathologist and will be working with them on her speech. V. kind &038 Emotional Development M showed a lot of interest in compete with her brother however was to a fault fine vie with the family dog as well. She appeared to real ly enjoy the imaginative play with her brother while playing the sword agitate however did upset easily if the risque was not going her way and did convince the rules preferably a maculation to her brothers dismay. She was quite distracted by the family dog and tended to her a lot.She displayed some difficulty with moral think on he swing set when she was calling her brother a party heave repeatedly until he got upset. When her brother unploughed getting in agitate instead of her she did not seem to be alive(predicate) of his feelings when he was upset, instead she kept antagonizing him. VI. Cognitive Development M understands the concept of sort and matching as displayed when she was destiny her mother with the puzzle and when taking items out of her purse. She as well as showed the ability to count from 1 to 10 when she was taking the items out of her purse.She showed the ability to see secondary colors when screening the family friend her new pink purse. She was a ble to tell simple questions. She was also able to recognize common preys and what they are use for for display case the family dogs ball, scissors, hat. Results (Child T) l. Gross Motor Skills T demonstrated gross motor skills indicative of a normal 5 year old. During the time of observation he displayed running around the backyard, skipping, jumping, walking on merely his hands, doing handstands, and hanging on the vetos spinning top down on the play centre.II. Fine Motor Skills T demonstrated normal fine motor skills. He put on his own shoes (fastened by velour) on the correct feet before going outside to play. He was able to use scissors to open his sham stain kids, which was his snack that afternoon. Ill. Vocal &038 Language Development T demonstrated the ability to form sentences more than 4 to 6 words. For example Im goanna throw it really high, thither is a wasp in your ear, substructure I have friends over subsequently? He demonstrated the ability to ask why ques tions. He does not have any speech or grammatical difficulties.He appears to have met all of his developmental milestones for his age. VII. well-disposed &038 Emotional Development It is quite ostensible that T really enjoys imaginative play and is able to accomplish this either with others or by himself. He did not partake in in any imaginative play with his sister this time however did do some imaginative play on his own pretending to be a gymnast who was displaying his talents for a crowd, as he enter down for people when he completed a impede on the bars or completed a handstand. He also engaged in imaginative play with the family dog pretending she was his dragon.He also is able to talk quietly to himself while playing on his own, but does not seem to be talking to a one-third person or imaginary friend. VIII. Cognitive Development T understands the concept of grouping and matching as displayed when he was position all the same lord sour patch kids together and separatin g them. He also noted which ones had slight in each group than the others. He let those for refinement. He demonstrated the ability to count from 1 to 10 and demonstrated the ability to identify primary colors. He was able to answer simple questions.He was also able to identify common objects and what they are used for for example the family dogs ball and scissors. Discussion Integration of way with theory According to Piglets Cognitive Development Theory (Beer, 201 0, p. 31 8), both children are in the operative stage (2-7), and they give birth normally. They are classified as operational children, because the definition of the operational stage is as follows ages between 2-7, preschool children use symbols to represent their early sentiments discoveries.The development of lyric poem and earn play takes place however, cerebration lacks the logic of the two remaining stages. T is a really active child. He has been in pre kindergarten over the last year and has been very i nteract between school, extra-curricular activities, playground and playmates with friends. He is on a soccer team as well and enjoys this very much his mother says. T was quite active on the play centre this afternoon, especially on the hanging bars showing off his ability to hang upside down. He also displayed his ability to swing on the swings while standing on the swing instead of sitting on it.He is quite a daring child. He was pleasant in establish play playing as though he was doing these stunts for an auditory modality as after each stunt he would get up and bow to the imaginary audience. M was happily golf shot on the swing set, petting her dog, doing somersaults in the grass and drawing in the stiff with a bide. She has the ability to keep herself active and is happy to do so. She also enjoyed make-believe play with her brother playing a sword beseech. Make-believe play increases in sophistication during the pre-school years (Beer, 2010, p. 318).M used her stick a s her sword during the sword fight and as her magic wand later on during the observation. This demonstrates her ability to coordinate her make-believe subroutines and pretend with less realistic toys (Beer, 2010, p. 318). M and T were both using the play center together happily. M fell off her swing and T went up and hit M for no condition and walked over to K, the family dog. T hugs K quite roughly and says Youre my mummy bear and walks away. I have noted on both occasions during these observations that T displays a bit of aggression.According to Freud, play can have a cathartic effect, as children try to relieve themselves of traumatic events or negative feelings through play. T asks his mother, Mom, do you have to work to solar day? His mother says No, not today. T asks Why? His mother answers, Because have the day foot spend time with you and your sister. T says, Okay, I like that. His language and understanding of language is well organize and has good sentence structure fo r his stage in development. His has no beech or grammatical issues. He asks why questions and understands the importee to the answers to simple questions and answers.M told her brother l want to be alone. Her brother did not leave her alone. M turned to him and said, l told you, want to be alone This demonstrates Ms ability to verbalize her feelings and has a solid sensation of what she is feeling and thinking and is able to function it with others readily. During the sword fight, M said you be the sword, I will be the blast. T did not like this role counterchange and disagreed. M said, No I am the gun, you are the sword. She proceed to e a gun, which seemed to anger T and he started hitting M with his sword. M screamed and T got in trouble with his mother.M was able to set up roles however was not able to negotiate well, which is usually indicated during the operational stage. On the play center, M was swinging on the swing and T was on the bar hanging upside down beside her. M calls T a poppy pants. T gets off the bar and hits her swing with his sword. M screams. T goes back to the bar. M calls T a party pants. T hits Ms swing with the sword again. M screams again and calls out to her mammy. Mom ignores this. M continues to all T a party pants repeatedly. T starts hitting Ms swing again, as M is screaming.This goes on for five minutes (timed). Mom finally tells T to cop and tells him that if he hits her swing one more time, his sword will be taken away. M proceeds to call T a party pants again. T hesitates to do anything and looks over at mom who is ignoring the situation. M continues to taunt T. Finally, T hits Ms swing and M screams. Its sword is taken away. T asks mom why M is not in trouble for calling him a party pants. Mom does not respond and walks away. M calls T a party pants one last time and leaves the swing. She runs overt mom and gives her a hug and kiss and says I have it off you mommy.The mother used presentation of penalization to decrease Its undesirable appearance. The warning and penalization had a haughty and negative repartee. The positive response was that the behavior was stopped. The negative response was that only one undesirable behavior was punished and stopped. When parents treat their children differently by directly varying amounts Of discipline to the two children, sibling relations are believably to be more conflicting and less friendly if children view these differences as unfair, which I believe T did by his reaction.I institute this to be concerning, considering Its amount of aggression he displays in his make-believe play. M also showed a lack of moral argument and did not show that she was not aware of Its feelings. M takes her small Barbies out her purse and other figurines and groups all the Barbies together and all the figurines together, which displays the ability to draw appropriate inferences about these objects and shows normal categorization, as with the puzzle she was doi ng with her mother at the table.M and her brother pretend to hit the family dog with their swords and at times actually hit the dog. They also pretend to cut the dog up with their swords. These behaviors demonstrate animistic thinking believing that their inanimate object (sword) has lifelike qualities and intentions. According to Pigged, because young children egocentrically assign human purposes to physical events, magical thinking is common during the preschool years, (Beer, 2010, p. 321). Conclusion I enjoyed find these children very much.I have watched them grow and change over the last three years. I find M very invigorate and interesting to observe and find T very in touch with his emotions and struggles with them at times. He is very athletic and determined. The effort I chose the childrens home environment is because I felt their own surroundings would be a good way to see what their normal daily routines would be and to see how they interact with family members. I foun d the backyard a bit limiting and would not select this setting again.Even though I did not find it was a great setting, did wield to collect some good data. As a mother and grandmother, I did find it hard sometimes during these observations not to jump in and say something to the mother when she was ignoring received behaviors or when her children clearly just needed some attention. So it was hard at times not to interact with the children. However, I knew I had to control that urge as my role was to observe nothing more. I have learned how to observe and measure a child in the operational stage.I have learned what milestones to look for and where a child between the ages of 2 to 7 should be developmentally. It gave me a better understanding to physically do the exercise rather than just reading a schoolbook I see the value in observing two different children, as not all children are equal in development and behavior. Ideally, a different setting for each hill would have been preferred however this family is moving in a week and their home is replete(p) of moving boxes, so I colonised for the backyard with both children.