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Stages involve child development
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I did my parent-child observation at a restaurant in Batesville Indiana. I went to a small family owned place called Wagner’s. I did my observation over Thanksgiving break after my family cut our Christmas tree down. This occurred on Saturday November 28th around 6pm. This is a place that I am relatively familiar with. I have been going there with my family every year since I was a young child. It is a pretty small restaurant. While one side has a bar, the other side is more family oriented. It is a child friendly place that has a small area that toddlers and young kids can play. It has coloring books and small toys. The parents I was observing were both white. The mother appeared to be in her early thirties. She had long brown hair and was …show more content…
I chose to relate this theory because I feel like it can be present in most every child as well as parent. Based on the age and actions of the child, I would place her in the stage of autonomy vs. shame and doubt. This stage typically occurs between the ages of two and three years old, which matches the age of the young girl. In addition, I looked at the actions of the girl and there was one example that I feel matched what typically happens during this stage. When the parent first saw the play area for the kids, they decided to let their daughter play. They took her to the small table in the area and sat down next to her. The little girl got mad and said that she did not want her parents help. She wanted to do it alone. The parents eventually decided to go back and sit at the table while she played. Their table was right next to the toy areas, and they could keep a good eye on her while she played. They likely decided to do this to give their daughter more independence which will make her feel like she can do things on her own without the help of her parents. This theory also relates to the parents that I observed. Since they appear to be in their thirties, they would be in the generativity vs. stagnation stage of development. They clearly have a child and are focused on caring for others, specifically caring for their daughter. This stage was
While playing peak-a-boo with the father, the child becomes distraught when she cannot see him. But as he shows his face again, she lights up with joy. In stage two (Autonomy vs Shame and Doubt) the child is now a toddler. She has now worked up a sense of autonomy, and is trying to find the balance between what is right, and what is wrong. When she knows she isn’t supposed to something, she thinks about it, and either does it just because, or she stops. The video now showed animals for the many expression’s being felt. For example if the child was angry, a bird was showed, if the child felt a little mischievous a lion was showed, and if the child felt humiliated a bunny was shown. In stage three (Initiative vs Guilt) the child can now go with her “gut feeling”. When she feels as though she wants something she will demand for it. However, when there are consequences she feels guilty. In stage four (Industry vs Inferiority) she seems to be starting electuary school. In the morning when she wakes up she feels as though she can concur the world, because she finds her own cloths, and brushes her hair. However, when steps outside in the world, she finds her self feeling a bit small, and inferior. In stage 5 (Identity vs Role Confusion) the young girl is a lot older, and I’m assuming she
Early Childhood is marked by a time in children’s lives when they develop “a confident self-image, more effective control over their emotions, new social skills, the foundations of morality, and a clear sense of themselves as boy or girl” (Berk, Kauffman & Landrum, 2011, pg. 45). According to Erik Erikson, early childhood is a period of “vigorous unfolding,” one where children have a sense of autonomy and a new sense of purposefulness or initiative (Berk, Kauffman & Landrum, 2011, pg. 45). Play is a means for children to learn about themselves and they begin to adopt the moral and gender-role standards of the society in which they live (Berk, Kauffman & Landrum, 2011). A negative outcome of early childhood is the guilt children feel as a result of excessive punishment and criticism by the adults in their lives (Berk, Kauffman & Landrum, 2011)....
While observing this student, she went to almost every center in our room. The play episode that stood out the most for me took place in the dollhouse center. It only included this particular student. She played solitarily. She also intertwined the dollhouse center with the science center. There were various materials in the dollhouse center such as dollhouse, dolls, dollhouse furniture, and car. The science center which is located directly next to the dollhouse center also holds many materials. Some of these materials include magnets, tools, animals, and magnifying glass. The young girl used materials from both centers and played a collaborative game. She was participating in parallel play. The girl next to her was playing strictly with science stuff. In
When I entered the toddler classroom at the Children’s ministry, the first detail that I noticed was the great effort for security and protection for every child that was dropped off. Every individual in the classroom were required to wear badges to indicate that they were safe to work with the children. Once I walked into the main room where the children were being cared for I noticed that there were a great verity of temperaments displayed by the children. Some children appeared to be “easy” (not crying or being fussy), and were playing with the toys. Most of the children seemed to be “slow to warm up” in which they seemed hesitate to come into the room, and possibly would cry for a short period of time, however once a care giving picked
Kidwatching shows many different things when it comes to collecting data on how a student or student’s learn over a period of time. When doing kidwatching observations, it is important to monitor everything that could have an influence on a student’s performance. Different things such as resources, environments, interactions, etc. are a few things that can affect a student when it comes to learning. Being able to kidwatch at Killian Elementary, I’ve been able to collect a great deal of data when it comes to seeing a student as a scientist. This opportunity has allowed me to look at teaching science many different ways that can show how much students are interested and how much he/she understands.
Guilt. This stage occurs around ages four and five. During this stage is when children develop the ability to question the world around them and play around in their environment. According to my article and the book this is when children begin making up games, and playing with other children (Snowman, McCown 18) (McLeod 2008). I can see this with my niece and my nephews because when they want me to play with me they I have them explain the rules of the game because most of the time its different game from the last time. Parents and teachers during this stage need to remember to make sure they do not down or make the child feel like there question are not important. If parents down all children’s questions or activities they might cause the children to feel guilty about exploring and questioning their imagination (Snowman, McCown 18). As a teacher, I would make sure that every question or activity is not turned down because children need to learn that their opinion and imagination
Children in this stage seek a reaction, when positive it will enforce the task completed, on the other hand if there is a negative reaction children will feel shame. Gender differences came into play when the girl in the blue sweater held the basket in her arms and used it as a purse to collect her toys, while the boy in in the beige sweater thought of it as a car. Both children used their imaginations and played with the basket according to their gender. Antisocial behavior was observed when the boy in the white stripped shirt knocked his classmates building blocks. The girl in the white and blue sweatsuit demonstrated signs of prosocial behavior, she sat by the teacher and handed the crayons the teacher needed. She also walked around the table and looked over her classmates work and offered a crayon to a
Colette Tayler (2015) describes the first eight years of a child’s life as years of
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.
My hypothesis was to determine the effects of maternal presence versus absence on sibling behavior.
The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in their environment, gives them motivation to study, interact with other children and follow the practices of their adult models. Moreover, they develop strategies and skills to represent objects in their environment.
Children discover that they have different abilities and skills such as playing with toys and putting on shoes and these skills show that the child has a growing sense of autonomy and independence (Parrish, 2010). Carl is clearly at stage 2 that is autonomous versus doubt and shame where the child tries to achieve independence and purpose. This is clear from the fact that he will constantly refuse help from his mother especially during mealtimes and likes to feed himself. He will choose what to eat and an example of this is when his mother gave him some pasta with a serving of potatoes, but he refused to eat that and instead wanted to eat fruit pudding. He tends to choose the toys he wants to play with and his mother clearly understands this by asking him which toys he wants each time he wants to play. The efforts of his mother supporting and encouraging him motivates his confidence, security and independence in his own abilities and enables him to survive and take on b activities in the
The child has a hard time realizing that though there are many other people and things in their world, none of them are more important than the child himself. The child believes that his point of view is the only point of view of the world. This is caused by his inability to put himself in someone’s else’s shoes (Smith). The concrete operational period, spanning between the ages of 7 and 11, is marked by the onset of logic in the young mind. The child is able to mentally manipulate objects and events.
Aside from observing this child for an hour, I gathered the information from the mother, father, and the siblings of this child. Her mother enlightened me with some background information. Her father told me how close he is with her. Lastly, her siblings described the way she is at home and how they treat and play with each other. During my observation, I was focusing on the child’s behavior and recognizing the development of this child through his/her actions.
The teacher that I observed was Mrs. Cynthia Carney. She is the kindergarten teacher at Greystone Elementary school. As my first time in the classroom, I tried to observe as much as possible. I had a great first impression of the classroom, it is a very positive environment, and the teacher has definitely established a clear routine and rules that the students follow. The teacher did a very brief (5-10 minute) science lesson/introduction to the unit on weather. Although the teacher did not inform my partner and I about the exact objectives for the lesson, it was clear that she wanted the students to learn about making observations about weather. Her objective