INTRODUCTION The child I observed was born on February 21st, so the baby that I observed is just weeks old. The baby is white and a male. The baby is a friend’s child and I observed him in the living room of their home and in his personal bedroom while he was in his crib. There was two couches in the living room, a television, two end tables, and a big sectional rug which was where the child was most of the time. There was 4 adults. The mom, the dad, my mom, and I. There were no other children in the house at this time. OBSERVATION Most of the time that I observed the child he tried to move himself around to get to things that I assuming he wanted to know more about. Because he is so young he had a hard time moving around because he does not know how to crawl or walk yet. One thing that he could do was roll and he …show more content…
He would roll to whatever he wanted to play with. Mostly to his toys. Once he got the toys and other things in his hands he really just wanted to feel them and put them in his mouth. The one toy that I realized that he played with the most was a toy that made noises every time he touched it a certain way. After being there for about 15 minutes the baby started crying. I immediately thought that the mom would get up and tend to her child, but she said that she is a strong believer in the cry it out method. She informed me that just before I got there she had changed the baby and fed the baby and the baby had not gotten hurt so there is no way that there is anything wrong with the baby. She said that he just wanted attention. The baby cried for about 2 minutes then he stopped crying and went back to playing with his toys. My mom decided that she was going to go down there and play with the baby. She blew on his stomach and
The name of the child is Kevin, he is four years old, he is on the VPK program. He was diagnosed with ADHD. The observer is M. Barbosa. The date of the observation is 9/17/2015. I observed Kevin twice over a period of an hour in circle time. Each of the observation lasted 10 minutes on the 9/17/2015.
At 12 weeks he can close his fingers and thumb and he will open his mouth in response to pressure
For less than two hours, I observed the grandson of a visitor at my aunt’s home.
Toddlers are the epitome of curiosity and energy. From ages 1 – 3, toddlers are always on the go and want to learn about everything in their world. As with infants, no two are alike; each toddler is unique in his or her developmental stages, and each accomplishes milestones at different times. “Although children develop at different rates, there are common stages of development that serve as guidelines for what most children can do by a certain age” (Groark, McCarthy & Kirk, 2014). As seen in the hatfieldmomof3 (2011) video, one observes toddlers at play and can determine the age of the toddlers by their actions and the milestones they have accomplished.
During this assignment, I needed to observe infant/toddler from birth to 36 months. The observation was for 30 minutes while the infants interact with the world. While the observation, I created a running record observation to keep track of the developmental domains. The observation took place in the ECE classroom. There were three children which were Charlotte, Loui, and Benjamin. They were placed in the center of the class where there was different kinds of toys. During the observation, Charlotte and Loui were interacting with one another. However, Benjamin wasn’t interacting at all. Loui interacted with classmates and went outside the circle to get some toys.
In this assignment I am going to describe a child observation that I have done in a nursery for twenty minutes in a play setting. I will explain the strengths and weaknesses of naturalistic observation through the key developmental milestones based in Mary Sheridan (2005) check-list and provide a theoretical explanation to support the naturalistic observation.
I observed a child at the elementary school I was working at for SERVE while he was playing during lunch. I first walked around the playground during recess to get a feel for the school and the students on their breaks. As I sat down on a bench near the playground I noticed there was a lot of segregation between genders throughout the activities. For example, I saw that the girls were more likely to be found playing “house”, hopscotch or playing with other girls whereas the boys gravitated towards the more physical activities such as sports like football, kickball and basketball. Although there were expectations for both groups around the playground jungle gym area with monkey bars, slides and more, that had an equal balance of boys and girls. I chose to focus on a boy, around seven or eight years old, who was socializing with others and engaging in various activities.
Were you patient for your child to start doing things on its own, such as walking, talking and exploring or were you pushing your child to accomplish these things sooner? Yes, I was patient for Christine to start doing things on her own. I never push her to do anything but I did encourage her to do things I knew she was capable of doing.
For 12 weeks I observed a young pre-schooler Child C aged 31/2 years old, through my account I would give an observer’s view of Child C, three theories peculiar to Child C and my the emotions evoked in me as an observer. My observation assisted in my understanding of the changes in Child C as the week progressed over the 12 weeks.
This observation took place in the children's home. As a playroom they used the living room because that is where all their toys are. For my observation I used both the siblings and their mother. During the observation I was present including the children and their mother. I am not related to those children. I happened to meet them a couple of times because they are related to my boyfriend. I do not see the children frequently. I will see them only when my boyfriend's family will invite us to a family get together. I did not interact with the children at all, only the mother interacted with them.
" We in our busy-ness and our all important distractions, force children into the parts. We load them up with too many details and expect them to come out seeing the whole, but WE are the tool which distract their focus as God created them to be. Taking all of this into consideration, let us get back to the simplicity of the child's motor functions. Strip away all of the many choices and take it down to a level of simplicity. For instance: Some curricula tell us to present to the child:
The child that I selected to observe through the course of this semester is a Caucasian female. Her name is “R.” She was born on April 24, 2013. She is currently 10 months old, but will be turning one year old at the end of the semester. “R” is a child who is very active. She has an independent but outgoing personality. At this stage, she exhibits uncertainty with strangers and other people she recalls but has not physically seen in a period of time. Some of “R”'s favorite activities include tossing objects, mirroring actions and movements, music, a...
By the age of three a child's brain is three quarters of its adult size. From infancy to the age of two development is very rapid (Santrock, 1996). For this reason it is essential for the child to be able to explore their world around them. By exploring children will increase their knowledge and understanding of the world.
From preschool into early elementary school, children have begun to develop their gross motor skills. They have developed a “mature pattern of walking” and are ready to test their physical abilities to the limits. Also fine motor skills have begun to develop, however more slowly. Along with motor skills children are developing their visual, tactile, and kinesthetic senses. A child’s sensory skills are helpful in learning language.
As they are growing they are developing their muscles skills they start with their gross and fine motor schools stated in the video “Crawler to Toddler: Baby Instructions”. Gross motor development helps children to gain muscles in the larger part of their bodies such as their legs. The legs are an important part of their body that a baby would need to be able to crawl then be able to walk. With a baby being able to crawl it is time for them to explore their surroundings by using their gross motor skills to be able to move anywhere they want and be able to navigate themselves where they want to be. Gross motor skills will eventually help children develop their physical appearance and reinforce their gross motor skills more stronger as their fine motor skills