Child Observation I recently observed a "child" involved in two different types of activities, at different times of the day. The first activity was "Teacher-Initiated", and the second "Child-Initiated".
The purpose of this observation is to compare and contrast the child's development and behavior between the two different contexts. Through observation I found that although both activities were rich in challenge and learning opportunity, the child's behavior is different, but demonstrates age appropriate development.During the "Teacher-Initiated" activity, the child was presented with coloring materials; different color markers, blank and valentine coloring pages. The child chose a valentine coloring paper, a purple marker and said "Yo voy a colorear purple" ("I will color purple"). The child was quiet and focused on coloring inside the lines; demonstrating control of fine motor skills, and persistence.
The child turned to the student on her left and observed the scribbling on his paper, but did not say anything. Being able to resist making a comment shows her ability of self-control.The self-control demonstrated shows the child's moral reasoning development is in line with Piaget's Theory of cognitive development (148). She did however initiate conversation with the student on her right, she said "me esta tardando mucho" ("it's taking me to long"). The child's observation demonstrates that even though she was not doing a math activity, she is thinking in terms of numbers and time. Moreover; the fact she initiated conversation shows her ability to engage in social conversation in the classroom environment, which is in time to her social and emotional development according to Table 5.
on "Who Am I in the Lives of Children? " (166). The child completed her coloring page, showed it to the teacher, placed her work in her cubby, and moved on to a "Child-Initiated" activity. Although fully engaged in this activity, the child's personality was subdued until she moved to the "Child-Initiated" activity. In order to continue observing this child as a whole lets move on to the "Child-Initiated" activity. Here the child was able to choose from a variety of activities.After going around the room she decided to play at the play-house where two other girls were playing.
It wasn't until the child chose a toy baby that she took the "driver's seat" of the game. She guided the other two girls on the placement of the play-house furniture, which resulted in a living-room with a play cake on the coffee table. In a louder voice than she had used during the "Teacher-Initiated" activity, she began to sing Happy Birthday to her toy baby. The song was sang in Spanish, English and family invented versions.She demonstrates an ability to switch from Spanish to English with ease while also knowing the difference.
This ability is in time with the development of language for her age group (169). While the make believe celebration continued the child continues to lead her peers in making choices for them. When the child asked who's turn it was to have Happy Birthday sang to, the other girls suggested their toys, but she would chose for them. She would say "? ahora quien? " ("now who? "), when a suggestion was made she would say "no, now Happy Birthday to abuelita! .
This child demonstrates a well-developed social ability, and her confident behavior shows her in a secure state of emotion. After singing Happy Birthday several more times, the girl's play was interrupted by two boys playing rough. After the boys tried to fly-jump their toys into the play-house, the child gets up from the rug and the other girls follow her. They walk to the building block area where a container of play animals sits.
The girls each choose an animal and bring it back to the play-house.The child has a baby and a gorilla in her hand, she then pretends the gorilla kisses the baby, resulting in the baby making cooing sounds. This pretend game shows her ability to understand reality from fantasy which is age appropriate to her cognitive development. The other skill this pretend game demonstrates is her ability to express emotion; the gorilla and baby have a caring relationship.
Another way the child demonstrates emotion is by dancing her toys on the play-house; the gorilla and baby are happy to be playing in a safe environment.The child later moves on to place the baby in the crib, her classmate tried to do the same with an animal toy; however, the child responded to this action by saying "ino! no es para animales, este para bebes" ("no! it's not for animals, it's for babies"). This statement suggests she is thinking mathematically; she is using sorting and categorizing skills age appropriate for her cognitive development. Through play she is constantly growing in all domains of development.
Throughout the observation the child demonstrates age appropriate development in all domains; social, emotional, cognitive, physical and language.The observation also led me to see the different roles the child played while participating in a "Teacher-Initiated" activity, and "Child-Initiated" activity. As the "child" participated in the "Teacher-Initiated" activity, she took the passenger's seat; the level of activity displays focus and a good attention span appropriate for her age. However during the "Child-Initiated" activity, she took the driver's seat; displaying sufficient social skills also appropriate for her age and environment. I found the observation a fascinating experience.
