Observation
N is sitting in a quiet corner of the room. He is holding a rattle in his right. He looks at the rattle and then puts it in his mouth. He takes it out of his mouth and then shakes it.
Then, he said, “d … d… d.” He shakes the rattle again and smiles. “d… dd…da,” said N. N suddenly looks towards me and gives me a big smile. N puts the rattle on the ground and crawls towards the toys container made up of glass and wood. He held the container with his both hands and tries to lift his body. H bends his body and tries to grab a toy with his left hand. He is unable to reach the toy. He tries again. He looks around and slowly sits on the ground. He bends his head and looks at the toys from the hole at one end of the container. He puts his hand into the hole while looking at the toys in container through glass. He grabs a toy and pulls it out of the container. He looks at the toy and puts it in his mouth. He takes it out of his mouth, looks at it and puts it in his mouth again.
Analysis of the observation
N is around nine months old child and is at the infancy phase of childhood. He is
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Given that N is at the babbling stage of language development, adults could foster his language acquisition skills through ‘joint attention’, wherein carer and child together attend a stimulus, such as reading books or playing peekaboo games. Secondly, adults can adjust their language to child-directed speech. Nevertheless, the content of child-directed speech is also important to children’s language development. Thirdly, singing songs and lullaby’s to children is another important strategy for language acquisition, and is valued in both Māori and Pākeha culture (Duchesne & McMaugh, 2016; MacNaughton & Williams, 2009). Given that N has Māori and Pākeha ethnicity, it is important to work in partnership with N’s parents, the first teachers of the child, to foster N’s communication
For less than two hours, I observed the grandson of a visitor at my aunt’s home.
Toy stores are perfect places for a sociologist to use their sociological imagination. Gendering and racism is thought to be something that is socially constructed as opposed to biologically constructed. Gendering starts during infancy, and around 2 years old children start to internalize these gender differences. I argue that children’s toys help socialize children into gender specific roles. Toy stores, like Target and Toys R Us help us understand what types of toys help to gender children. I will explain how the toys in the toy aisles differ and compare. Not all toys are either male or female, some toys are gender neutral.
He picks the peg with his right hand and held in four-finger grip. He says, “Green”. He uses thumb, middle finger, index finger to squeeze the peg and place on the grip board. He holds the peg and looks at his friend. He removes the peg from the grip board and drops in the container. He holds the grip board in his right hand. He picks two pegs from the container and places it on the floor. He uses his left hand middle finger, thumb and index finger to place the peg on the grip board. He picks another peg and places opposite to the first peg. He picks a peg and says, “Pink”. He squeezes the peg. He places it on the floor as cannot squeeze. He picks another peg and says, “Orange colour”. He squeezes the orange peg and clips to the other side of the grip board. He picks the pink peg again and squeezes hardly. He clips it opposite to the orange peg. He shows to teacher and says, “I
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.
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.
Baby bear was lost. He saw huge buildings, houses, and things that were moving with people inside of them. He kept walking further and wandered into what he thought was a house. When he walked in, he saw three bowls on a counter. He tasted the first one, and the milk was too cold, then he tasted the second one, and the cereal was mushy. Finally, he tastes the smallest bowl and it was just right, so he ate the whole bowl of cereal.
Suddenly, the whole shed begins to shake. Bob is seriously scared—not like creeped out; I mean, full-on terrified. Bob sprints to the door and tries to open it, but it is locked from the outside! With all the commotion going on, Bob faints!
He went to go check it out the box on top of the fringe had fallen. How could it have fell, asked dusty now one is here besides me. Dusty started back his room now he another noise coming from the bathroom. It was medicine it was all over the floor. He picked up all the medicine and thought again how did it fall.
Will you show me how it works? Can I play with the cat?' After he made more notes in his book, he raised his head and smiled. ' Not today, but I’ll get one of my teachers to show you when you’re better. Now you, young lady, must get some
Observations of a young child’s behavior have seen to be beneficial to the observer because it allows the observer to determine what that specific child is interested in and how they react to certain situations. For my observations I observed two children who were both the age of three, one being a boy and the other a girl. One interesting fact about the little boy is that he is autistic and that these children happen to be cousins. This observation was made during a huge family get together and there were other toddlers present as well, however I’m only focusing on the young boy and girl. While observing the little girl for the first part of my observation there were quite a few characteristics that stood out to me. One of those being that
Language is a multifaceted instrument used to communicate an unbelievable number of different things. Primary categories are information, direction, emotion, and ceremony. While information and direction define cognitive meaning, emotion language expresses emotional meaning. Ceremonial language is mostly engaged with emotions but at some level information and direction collection may be used to define a deeper meaning and purpose. There is perhaps nothing more amazing than the surfacing of language in children. Children go through a number of different stages as language develops. According to Craig and Dunn, (2010), “Even before birth, it appears that infants are prepared to respond to and learn language” (p. 112). Children develop these skills quickly with nature and nurture influences. Researchers have proposed several different theories to explain how and why language development occurs. This paper is an overview of the process of early childhood language development with research evidence supporting the information stated.
I observed a teacher and an assistant teacher in class for three to five years old children. When I entered the classroom at 8:30, there were nine students and a parent. A boy was crying next his parent, a girl was drawing, two boys were playing with toy cars, and rest of them were playing blocks. The teacher was talking with the parent, and the assistant teacher were inviting the boy next his parent to play blocks with her and other students. After the boy began to play, she left the table. She walked around, talking and asking some questions to other students. For example, “Are you drawing flowers on your garden?”, “What are you building?”, or “I am glad to see you guys sharing the car.” It would be said that the assistant teacher developed a warm relationship with each child in the classroom through spending time with each child (Bullard, 47), and she employed coaching to teach pro-social skills (Bullard, 45). Soon other students with their parents arrived. The teacher had short conversation with each student and parent who was signing a check-in sheet. The teacher also created a warm relationship with students and parents (Bullard, 47). The assistant teacher let the students to their rockers and invited the students to the play area. At 8:50 a.m. when the teacher and the assistant teacher began to sing a “Put toys
Richie, J. (1999). The use of te reo Māori in early childhood centres. Early Education, 20, 13-21.
Suddenly, he jolted to his feet barking and growling at what he thought was a centipede. As Carl took a closer look he realized it was no centipede it was a Burmese python. Once again, he another vision of the black panther but this time there is no tiger there is a snake. IN this vision the panther takes his time when he chooses to lunge at the snake because he knows the snake is poisonous and can really hurt him. He has to wait until the snake loses focus then he goes in the for the kill. As the vision faded away the snake was now much closer, now he is starting to get scared. as the snake inches closer and closer, he get more confidence he stares the snake right in the eyes. Locked in he now waits for the snake to lose focus so he can strike and make the kill. now as he waits in complete non motion he sees him time to attack. Bang! He has the throat of the snake and now rips the snake head off. as he pushes the snake's head and body out of the cage he is feeling really good and geeked up. As he falls back asleep he is feeling really accomplished with himself over the long week he has
Children are complicated beings and the development of each differs from one another. Observing a child is an amazing experience because we learn how children interact and perceive the world around them. In my observation, I will be observing my sister who is 3 years old. My observation was done over a 4-week period via facetime, where I could monitor and observe her without her knowing that I was there. I will be examining her cognitive, physical, language and social-emotional development.