Child Observation and Game While thinking about this assignment many ideas popped into my head about what I could teach however, I wanted to conduct a study that was not only fun and exciting but also educational and beneficial to the future of this child. When it came to choosing a target audience, I wanted to work with someone that was around the age that I want to teach. My son fit perfectly into that category. Initially it was my goal to observe him conducting two activities, these activities were chosen based on their ability to pique the interests of a 4 year old. During the observation phase of the study, I planned to explore the different theorists that we had learned about in class and put my knowledge to test. I used Piaget, Vygotsky, …show more content…
He relies on seeing what is in front of him, he can see how many pieces he has and where his pieces need to end up in the end. After playing the game trouble a couple of times I began to see how he started to become egocentric. He started to play the game in ways that he would win, he started cheating because he knew the rules of the game and how to use them to help him win. He was thinking of ways to make himself win, from his point of view and no one else. Not only did this show Joseph is egocentric but this also made me think about Kohlberg and his moral …show more content…
Teaching young children is quite time consuming, along with a very patient task. Not only are these young children learning about how the world works, but they are also learning about who they are as people, and learning to think about others as well. Majority of these children have spent their lives being catered to, to where everything is all about them. So it is only natural for them to be egocentric at this age. It will be my job as a teacher and a parent to teach these children how to think about other people in this world and go from a pre-conventional thought process to a conventional one. As a teacher to make sure that every child might be on a different level cognitively and socially. Children at this age will just be learning about moral reasoning, realizing the world does not revolve around them. I will constantly need to strive to make sure I am pushing children to their Zone of Proximal Development, and if they are not there I need to figure out how to get them there by scaffolding them. Each child will be a unique individual and it will be my goal as a teacher to help them reach their full potential, while making sure they are not being pushed too
Young children may need more assurance, particulary when first starting school. They may need to have more physical contact as a result. As children become more mature they may need more help with talking through issues and reflecting on their thoughts.
For less than two hours, I observed the grandson of a visitor at my aunt’s home.
Lots of observations were collected whilst the children were making their maps and working together to find the word treasure, so I have highlighted just a few to address the overall understandings of the findings.
Joseph is the moral center of the play. He is victimized more than once in the play but through all the hard times he is able to maintain his faith and his ability to dream of better things. He knew how to work for those dreams and achieve higher
The child may feel the need to perform and excel in every area of their life in order to get recognition. Not only does the child then appreciate recognition when a goal or accomplishment is achieved, but sometimes they feel the need to control the outcome of their accomplishment by continuously seeking new ways to earn recognition. Continuous extrinsic motivations such as these may result in the child feeling that by enhancing their performance and getting recognition from their actions and accomplishments they can control what people think of them. In simplest terms, the danger of becoming a people pleaser is put into play. While an authoritative parent monitors and would most likely intervene to change this developing belief system, unfortunately, a non-authoritative parent may not be the first to take this initiative in their child’s life. This parenting style typically leads to behaviors in the child where they may perform well in school to please their teachers, however they may also feel anxious, withdrawn, and have a general unhappiness. They most likely will have trouble dealing with the frustrations in life, will generally follow traditional roles of social expectations, and will enter into adulthood with a general lack of the warmth, unconditional love and nurturance that children require as they
When dealing with children, parents and educators usually have a hard time in understanding kids in order to help them follow guidelines. It is a great achievement to be able to adhere to children and keep them on the right path. When one has to deal with a child it is very difficult to communicate, understand, and listen in order to get a feel of how to guide the child. If all these components are obtained then it can lead to a positive relationship with the child all the way to adulthood. If the parent and educators want to truly create an open communication and stable environment they should utilize the book, How To Talk So Kids Will Listen & Listen so Kids Will Talk by Adele Faber and Elaine Mazlish. It can guide you to establish communication skills and help better in dealing with children. “The Science of Raising Courageous Kids” by Martin Brokenleg and Steve Van Bockern is proof that validates Faber and Mazlish’s practice.
Plan for when and where observations will be conducted. Observation will take place at the child’s home with another child and then with parents, out in public that allows interaction with different children, at a family event with a larger group of children and caregivers. These observations will be conducted at different times of the day to allow a variety of interactions and non-repetitive interactions, different times of the day can affect how tired the child is, whether the child interacts better in the morning first thing or the afternoon and how it affects her emotional mood. These different observation locations allow the child to be observed in different situations with one on one play, interactions with adults, interacting with groups of children in new environments and to see how well the child relates to other
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.
2) Let them do things. Now don't let them jump off a roof or anything but trying things is how a child learns. Parents try to shelter their kids form everything, especially criticism. Children and adults both learn from receiving criticism, as long as they know how to handle it. It kids never fail or receive criticism then when that happens as adults they freak
One aspect of the session that I feel went well was that my assigned child practiced her kicking skills today. She enjoyed kicking the bowling pins and also knocking them down in various ways. She also was able to play with the clinic’s train. As mentioned before in a previous reflection, my assigned child was able to identify this as a train and say the words
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.
Recently, I went to The Happy School, a preschool in my hometown of Smallville, California, to pass the morning with the students there. In the time I spent there, the children, ages 3 to 5, engaged in unstructured play, and sat in a circle for calendar time and reading aloud. The preschool is primarily child-centered in terms of its organization, meaning it incorporates a lot of child directed activity, and less structured, or adult directed, learning (Berk, 2008). I watched the group of about twenty children with the intention of studying them as a whole, but I found myself compelled to watch two children in particular, Addison and Jack, because they displayed particularly intriguing behavior. (p187) THESIS, what behavior, theories etc.
The child is a complex creature and, as such, has many needs that need to be met. Some of these essentials center on physical needs, whereas others involve emotional necessities. Over the course of the semester, I have encountered many interesting theories of child development, as well as numerous ways to create a classroom that is a center of learning—so many, in fact that it has been quite challenging trying to narrow the important takeaways down to only seven. However, it seems as though there are a few overarching themes that are essential to remember, and I will outline them below.
According to Erikson's stages of psychosocial development, school age children (up until about twelve years old) are expected to fall in the category Industry (competence) vs. Inferiority. Children are at the stage where they will be learning to read and write, to do sums, to make things on their own. Teachers begin to take an important role in the child’s life as they teach the child specific skills. It is at this stage that the child’s peer group will gain greater significance and will become a major source of the child’s self-esteem. Children feel the need to win approval by demonstrating specific competencies that are valued by society, and begin to develop a sense of pride in their accomplishments. If children are encouraged and reinforced for their initiative, they begin to feel industrious and feel confident in their ability to achieve goals. If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to feel inferior, doubting his own abilities and therefore may not reach his or her potential. If the child cannot develop the specific skill they feel society is demanding (e.g. being athletic) then they ...
At this point is when it is imperative to help that child rise above. As an educator, you have to take the concepts and make them work for that child. Kids that are high achievers can go on opposite sides of the spectrum. A child who is quick to learn can become disconnected and bored. Uninterested children are lost in the mixture because they have the ability, readiness has been met, but you have to engage them to come back and get on track. Educators learn just like students; they must relearn what they are teaching to make it work for all