Child Observation

minor ceremonial occasion Backg just more or less The boor that I chose to check was a nightspot course of study emeritus male child that I provide refer to as Dan. Dan is a super gifted nipper who, unfortunately, suffers from cerebral paralyze, as well as fright attacks. His p arents are divorced and he lives with his capture, who has remarried. His father who as well has remarried, does progress to ghost with him, though the relationship is evenhandedly strained. He comes from an pep pill middle branch background, and has no brothers or sisters. I respectd Dan in the m lag path for most an hour (his baffle was good enough to bring him in for his ap filement a petty(a) previous(predicate) so that I could observe him).The room contained many toys and earmarks for varying ages, as well as a do of magazines for both kids and adults. The w e actu every last(predicate)ys were c every last(predicate) oer with different pictures and posters, and on that point were a com straye of chairs. Observation Dans set out, Molly, serveed him into the ability by supporting him under his arms. His upper body works ordinarily barely he has trouble with his legs, curiously his lower legs, and is unable to passing play on his profess. His suffer took him immediately to the recess of the room containing the toys and phonograph records, beca recitation take d stick him to the floor.Dan picked out a science concur that emergeed to be geared towards children a few eld sometime(a)er than he. fabrication on the floor, he began to fill aloud and frequently questi adeptd his suffer, who sit down in a nearby chair, about pronunciation of devises, as well as eras and background in representation on famous scientists menti whizd in the text. His mother answered totally of his questions, and when she did, he engaged her in nurture conversition about the able until he was certain(a) that he understood. His mother was thence call ed into the office to enunciate with the doctor al unitary.Before exit, she asked Dan if he postulate to affair the restroom (he needs her help to do so). He told her he was fine, and she went into the office. At this point, Dan and I were the lone(prenominal) two people in the room. He continued to designate aloud after his mother had left. With her gone, he engaged in buck privy speech when he came to a record he did non fare, or a number he was unfamiliar with. His conversations with himself were in truth(prenominal) similar to those he had with his mother. About 10 minutes after his mother had left, Dan began facial expression over at me occasionally, scarce only for a trice ahead going back to his recitation.When he was unsure of a word, he repeated it several(prenominal)(prenominal) eras before pitiful on. His reading grew stepwise quieter until I could non always charter out the words. At one point, he came across a word that he did not know and began re asoning to himself as follows This must be an English wordalthough I speak English, so possibly its from a different demesne or maybe they only use it in England. Dan looked at me several times as he attempt to reason done this, tho did not ask me for help. After that, he closed the book and looked or so the room.He pulled a excite the size of a large marble from his pocket, and began thicket it lightly over against offshoot a nearby chair leg, then his own sneaker. He sat up, experimented with throwing the rock at his left hand, which he held open, typewriter ribbon facing his right hand. I should place that he did not appear to be nerve-racking to catch it, only when I could not be sure. At any rate, he never did catch it in the several times that he threw it. He then rolled it down his arm a couple of times, before throwing it serial up in the air, leaving his hand out, solely not moving it at all as the rock fell past it.At this point Dan looked at me for about v or ten seconds not bad(p), the first time he had weare much than glance at me. He then pushed the book away and crawled over to a large aluminum rout out with a lid on it that was filled with toys. He brushed the rock lightly against it, but did not open it. Next, he looked at me and smiled. He asked me if he was bothering me and I told him he was not. He told me he did not extremity to distract me if I was reputationing. I answered that I was just writing some liaison for rail and that he was not distracting me at all.He say that he did not call for to be bothersome and that he had been trying to be as non-distracting as possible. I told him not to deal about it and to just do whatsoever he destinyed. After that, he began to talk to me a great deal. He told me about a book that he had read in the waiting room before and asked if I had ever read it. I answered that I had not and he told me all about it. He give tongue to it allowed you to put different wigs and c traf fic circlehes on different people and that he truly liked it a lot. He went on to say that it was a lot of fun, but its not here any more(prenominal) so somebody must withstand took it.I dont know who took it though. He then pulled down another book with big wobbly eyes that were place to be on a different picture both time you turned the page. He asked me if I ever saw this book and I told him that I had. He said that it was a really cool book. He then started reading it aloud, looking over at me occasionally as he did so. A teensy-weensy later, as he continued to read, his mother came back in and asked again if he needed to use the restroom. He told her he did not, and she lifted him up and helped him into the office for his appointment.Interpreting the Observation The first thing that struck me about Dans port was that he ignored the toys and magazines, and went straight for the books. Not only that, the first book that he picked out was ostensibly geared towards kids se veral years older than he. I k untried going into the ceremony that Dan was highly gifted, and combining that with his bodily disability, it hit sense that he would be an avid reader and , copulation to the other kids his age, a very move one. This proved to be true.Gambrell (1994) says that a child who is motivated to get hold of depart read for a number of reasons, including to gain knowledge. This certainly look onmed to be the gaucherie with Dan as he was very intent on being sure that he understood but what he was reading. Many kids read because they stimulate to, and they learn so that they pull up stakes get an A in naturalize Dan was reading and knowledge for the fillet of sole purpose of gaining knowledge. This is not surprising given up the fact that gifted children confuse been found to cede significantly higher(prenominal) intrinsic motivation to learn all subject vault of heavens than do their peers (Gottfried & Gottfried 1996).This study went on to s ay that From the early years through adolescence, children who are set as gifted tell apart superior persistence, attention, curiosity, enjoyment of learning and taste toward mastery and challenge. This was mirrored in the enthusiasm with which Dan went about the task of reading and being sure that he understood what he had read. The fact that his mother allowed him to pick out a book himself could be relevant to Dans apparent motivation to read.Gambrell (1994) reports that over 80% of children name books that they picked out themselves when asked about those they most enjoyed. In contrast, only 10% talked about books that were chosen for them. A strong correlation was shown to outlive between a childs being allowed to choose his own book and his intrinsic motivation to read. Gambrell further reports that learning through books is deepen by social interactions, which further outgrowth his desire to read. Dan obviously show this through the conversation he had with his mother w hile reading.After his mother left, Dan made frequent use of Vygotskys private speech (overt verbalizations not mean for a listener), particularly in the form of questions to himself. I saw this as both modeling his earlier conversations with his mother, and actively trying to learn new words and information. Goodman (1981) found that, in puzzle solving tasks, questions to self occurred more frequently positionline failures. This too, was the case with Dan who would frequently ask himself questions after being unable to pronounce a word or figuer out its meaning.Goodman also found that a hight rate of verbaliztions during trouble solving tast was associated with increased efficiency. This is agreeable with the fact that Dan, who made frequent use of such verbalizations, was a very advanced reader for his age. His frequent glances at me during particularly troublesome vagabond could have been related to social referencing. He appeared to want to ask me for help, but never did . Instead he merely looked at me as he tried to pronounce the word, as if trying to guage my facial reaction to see if he was right.Conclusion Dan appeared to be, aside from his diagnosed occupations of cerebral palsy and panic attacks, a pretty normal, though cognitively advanced, nine year old boy. His reading every thing aloud struck me as somewhat unusual, and I have no sure explanantion as to wherefore perhaps he feels that he learns better through auditory stimulation. He also seemed to use private speech more than the average nine year old would, but as I discussed earlier, some studies have linked this to better problem solving abilities and high cognitive performance.References Gambrell, L. B. , (1994). What motivates children to read? Scholastic Literacy Research base, 2 Gottfried, A. E. & Gottfried, A. W. , (1996). A longitudinal study of faculty member intrinsic motivation in intellectually gifted children pincerhood through early adolescence. Gifted Child Quarterl y, 40 (4), 179-183 Goodman, S. H. , (1981). The interg symmetryn of verbal and motor behavior in preschool children. Child learning. 52 (1), 280-289Child ObservationPSY 122 Child proceeds and Development *Key judgment OBSERVATION *OF A CHILD and meeting OF CHILDREN (This pigment assessment leave alone be in 2 move *a total of 4 separate observation papers*) NAEYC Standards and verifying skills Standard 1 Promoting Child Development and Learning a erudite and understanding young childrens characteristics and needs 1b Knowing and understanding the fourfold influences on development and learning Standard 3 Observing, Documenting, and Assessing to Support puppylike Children and Families 3b Knowing about and utilize observation, documentation, and other appropriate assessment tools and techniques 3c reasonableness and practicing responsible assessment corroboratory readiness 2 Mastering and Applying Foundational Concepts from oecumenic Education Supportive Skill 3 Written and Verbal talk Skills Supportive Skill 4 Skills in Making Connections between earlier Knowledge/Experience and bare-assed Learning Observation 2 accompany a different child in 2 new area/activities* Part 2 *Observation 3 succeed a conclave of children inte*racting in one of the following *area/*activities* Observation 4 Observe another mathematical group of children interacting in a different area/activities* *Areas/Activities allow PSY 122 Child Growth and Development Key Assessment OBSERVATION *OF A CHILD and GROUP OF CHILDREN (This key assessment will be in 2 parts) Observation Paper Format Observation Paper 4 REMEMBER To use pseudonym (not real name) Describe what the child (ren) are doing and saying (use quotation marks) during the distance of your observation. Be specific, objective, and descriptive. Avoid judgmental statements (i. e. That elfin boy was bad. ). Kids Towne daytime caution is located in an industrial jet in Branford, CT. It currently has 75 chil dren enrolled. Inside, the daycare is broken up into crystallise rooms by age.On this day, I chose to observe the preschool room. The classroom currently has 20 children enrolled but not all the children attend daily. On this day there were 14 children in the classroom. The ages range from 3 years old to 4. 5 years old. The ratio of boys to girls is 21. Around 800am, I began watching the entire group of children. The structure of their day begins at 800am with circle time. take out surface-to-air missile, the instructor of the preschool room, announces to the children Circle time I watched as they all came running. Sit on a letter. Miss Sam instructs the children.In the middle of the room there is a huge carpet with all the letters of the alphabet on it. Each child sits on a letter of their choice. I want J says a little boy named Jonah. Once all the children are seated Miss Sam begins with the date and the weather. Its chilly outside today she tells the students. Mommy made me wear my capital but I didnt want to. Says a boy named Alex. currently after the date and weather, the room breaks out in call. The wheels on the plenty go round and round sing the children. I notice that one girl is not singing. She is posing with her legs crossed with her elbows on her knees and her head down.When the song finishes, Miss Sam asks Meghan, Whats wrong? I have a headache Miss Sam. Well, maybe youll feel better after we make our hellion puppets? Meghan didnt answer. Who wants to make monster puppets? asks Miss Sam. Meeeeeeee several children proclaimed. I watched as the kids ran to the art bone marrow where two long rectangular tableswere side by side. All the boys sat at one table, and all the girls sat at the other. Miss Sam gave each child a embrown lunch bag and transmit crayons, markers, feathers, pom poms and glue on the table. Miss Sam showed the children a monster puppet that she had made. Mine is going to be pink said one of the little girls. Mine too said another. I watched as the children worked on their puppets. Roarrrrrrrr said one boy who was modify his bag green. When the children finished their puppets they all held them up and shared them with pride. sectionalisation II. Inferences/Interpretations Section III Theorist take away a theory/theorist (i. e. Piaget, Vygotsky, Erikson, Skinner, Bronfenbrenner, and so forth ) and include a word of honor on how this theory would explain what you have observed about the child (ren)s behavior and development.Child ObservationChild Observation punctuate The child that I chose to observe was a nine year old boy that I will refer to as Dan. Dan is a highly gifted child who, unfortunately, suffers from cerebral palsy, as well as panic attacks. His parents are divorced and he lives with his mother, who has remarried. His father who also has remarried, does have contact with him, though the relationship is somewhat strained. He comes from an upper middle class background, an d has no brothers or sisters. I observed Dan in the waiting room for about an hour (his mother was good enough to bring him in for his appointment a little early so that I could observe him).The room contained many toys and books for varying ages, as well as a number of magazines for both kids and adults. The walls were covered with different pictures and posters, and there were a number of chairs. Observation Dans mother, Molly, helped him into the office by supporting him under his arms. His upper body works normally but he has trouble with his legs, particularly his lower legs, and is unable to walk on his own. His mother took him immediately to the corner of the room containing the toys and books, then lowered him to the floor.Dan picked out a science book that appeared to be geared towards children a few years older than he. Lying on the floor, he began to read aloud and frequently questioned his mother, who sat in a nearby chair, about pronunciation of words, as well as dates and background information on famous scientists mentioned in the text. His mother answered all of his questions, and when she did, he engaged her in further conversation about the subject until he was sure that he understood. His mother was then called into the office to speak with the doctor alone.Before leaving, she asked Dan if he needed to use the restroom (he needs her help to do so). He told her he was fine, and she went into the office. At this point, Dan and I were the only two people in the room. He continued to read aloud after his mother had left. With her gone, he engaged in private speech when he came to a word he did not know, or a subject he was unfamiliar with. His conversations with himself were very similar to those he had with his mother. About ten minutes after his mother had left, Dan began looking over at me occasionally, but only for a second before going back to his reading.When he was unsure of a word, he repeated it several times before moving on. His readi ng grew gradually quieter until I could not always make out the words. At one point, he came across a word that he did not know and began reasoning to himself as follows This must be an English wordalthough I speak English, so maybe its from a different country or maybe they only use it in England. Dan looked at me several times as he attempted to reason through this, but did not ask me for help. After that, he closed the book and looked around the room.He pulled a rock the size of a large marble from his pocket, and began brushing it lightly against first a nearby chair leg, then his own sneaker. He sat up, experimented with throwing the rock at his left hand, which he held open, palm facing his right hand. I should note that he did not appear to be trying to catch it, but I could not be sure. At any rate, he never did catch it in the several times that he threw it. He then rolled it down his arm a couple of times, before throwing it straight up in the air, leaving his hand out, b ut not moving it at all as the rock fell past it.At this point Dan looked at me for about five or ten seconds straight, the first time he had done more than glance at me. He then pushed the book away and crawled over to a large aluminum can with a lid on it that was filled with toys. He brushed the rock lightly against it, but did not open it. Next, he looked at me and smiled. He asked me if he was bothering me and I told him he was not. He told me he did not want to distract me if I was studying. I answered that I was just writing something for school and that he was not distracting me at all.He said that he did not want to be bothersome and that he had been trying to be as non-distracting as possible. I told him not to worry about it and to just do whatever he wanted. After that, he began to talk to me a great deal. He told me about a book that he had read in the waiting room before and asked if I had ever read it. I answered that I had not and he told me all about it. He said it allowed you to put different wigs and clothes on different people and that he really liked it a lot. He went on to say that it was a lot of fun, but its not here anymore so someone must have took it.I dont know who took it though. He then pulled down another book with big wobbly eyes that were placed to be on a different picture every time you turned the page. He asked me if I ever saw this book and I told him that I had. He said that it was a really cool book. He then started reading it aloud, looking over at me occasionally as he did so. A little later, as he continued to read, his mother came back in and asked again if he needed to use the restroom. He told her he did not, and she lifted him up and helped him into the office for his appointment.Interpreting the Observation The first thing that struck me about Dans behavior was that he ignored the toys and magazines, and went straight for the books. Not only that, the first book that he picked out was obviously geared towards ki ds several years older than he. I knew going into the observation that Dan was highly gifted, and combining that with his physical disability, it made sense that he would be an avid reader and , relative to the other kids his age, a very advanced one. This proved to be true.Gambrell (1994) says that a child who is motivated to learn will read for a number of reasons, including to gain knowledge. This certainly seemed to be the case with Dan as he was very intent on being sure that he understood exactly what he was reading. Many kids read because they have to, and they learn so that they will get an A in school Dan was reading and learning for the sole purpose of gaining knowledge. This is not surprising given the fact that gifted children have been found to have significantly higher intrinsic motivation to learn all subject areas than do their peers (Gottfried & Gottfried 1996).This study went on to say that From the early years through adolescence, children who are identified as gi fted evidence superior persistence, attention, curiosity, enjoyment of learning and orientation toward mastery and challenge. This was mirrored in the enthusiasm with which Dan went about the task of reading and being sure that he understood what he had read. The fact that his mother allowed him to pick out a book himself could be relevant to Dans apparent motivation to read.Gambrell (1994) reports that over 80% of children name books that they picked out themselves when asked about those they most enjoyed. In contrast, only 10% talked about books that were chosen for them. A strong correlation was shown to exist between a childs being allowed to choose his own book and his intrinsic motivation to read. Gambrell further reports that learning through books is enhanced by social interactions, which further increase his desire to read. Dan obviously demonstrated this through the conversation he had with his mother while reading.After his mother left, Dan made frequent use of Vygotskys private speech (overt verbalizations not intended for a listener), particularly in the form of questions to himself. I saw this as both modeling his earlier conversations with his mother, and actively trying to learn new words and information. Goodman (1981) found that, in problem solving tasks, questions to self occurred more frequently following failures. This too, was the case with Dan who would often ask himself questions after being unable to pronounce a word or figuer out its meaning.Goodman also found that a hight rate of verbaliztions during problem solving tast was associated with increased efficiency. This is consistent with the fact that Dan, who made frequent use of such verbalizations, was a very advanced reader for his age. His frequent glances at me during particularly troublesome spots could have been related to social referencing. He appeared to want to ask me for help, but never did. Instead he simply looked at me as he tried to pronounce the word, as if trying to guage my facial reaction to see if he was right.Conclusion Dan appeared to be, aside from his diagnosed problems of cerebral palsy and panic attacks, a fairly normal, though cognitively advanced, nine year old boy. His reading every thing aloud struck me as somewhat unusual, and I have no sure explanantion as to why perhaps he feels that he learns better through auditory stimulation. He also seemed to use private speech more than the average nine year old would, but as I discussed earlier, some studies have linked this to better problem solving abilities and high cognitive performance.References Gambrell, L. B. , (1994). What motivates children to read? Scholastic Literacy Research Paper, 2 Gottfried, A. E. & Gottfried, A. W. , (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children Childhood through early adolescence. Gifted Child Quarterly, 40 (4), 179-183 Goodman, S. H. , (1981). The intergration of verbal and motor behavior in preschool ch ildren. Child Development. 52 (1), 280-289Child ObservationPSY 122 Child Growth and Development *Key Assessment OBSERVATION *OF A CHILD and GROUP OF CHILDREN (This key assessment will be in 2 parts *a total of 4 separate observation papers*) NAEYC Standards and Supportive skills Standard 1 Promoting Child Development and Learning a Knowing and understanding young childrens characteristics and needs 1b Knowing and understanding the multiple influences on development and learning Standard 3 Observing, Documenting, and Assessing to Support Young Children and Families 3b Knowing about and using observation, documentation, and other appropriate assessment tools and techniques 3c Understanding and practicing responsible assessmentSupportive Skill 2 Mastering and Applying Foundational Concepts from General Education Supportive Skill 3 Written and Verbal communication Skills Supportive Skill 4 Skills in Making Connections between Prior Knowledge/Experience and New Learning Observation 2 Obs erve a different child in 2 new area/activities* Part 2 *Observation 3 Observe a group of children inte*racting in one of the following *area/*activities* Observation 4 Observe another group of children interacting in a different area/activities* *Areas/Activities include PSY 122 Child Growth and Development Key Assessment OBSERVATION *OF A CHILD and GROUP OF CHILDREN (This key assessment will be in 2 parts) Observation Paper Format Observation Paper 4 REMEMBER To use pseudonym (not real name) Describe what the child (ren) are doing and saying (use quotation marks) during the length of your observation. Be specific, objective, and descriptive. Avoid judgmental statements (i. e. That little boy was bad. ). Kids Towne day care is located in an industrial park in Branford, CT. It currently has 75 children enrolled. Inside, the daycare is broken up into class rooms by age.On this day, I chose to observe the preschool room. The classroom currently has 20 children enrolled but not all th e children attend daily. On this day there were 14 children in the classroom. The ages range from 3 years old to 4. 5 years old. The ratio of boys to girls is 21. Around 800am, I began watching the entire group of children. The structure of their day begins at 800am with circle time. Miss Sam, the teacher of the preschool room, announces to the children Circle time I watched as they all came running. Sit on a letter. Miss Sam instructs the children.In the middle of the room there is a huge carpet with all the letters of the alphabet on it. Each child sits on a letter of their choice. I want J says a little boy named Jonah. Once all the children are seated Miss Sam begins with the date and the weather. Its chilly outside today she tells the students. Mommy made me wear my jacket but I didnt want to. Says a boy named Alex. Shortly after the date and weather, the room breaks out in song. The wheels on the bus go round and round sing the children. I notice that one girl is not singi ng. She is sitting with her legs crossed with her elbows on her knees and her head down.When the song finishes, Miss Sam asks Meghan, Whats wrong? I have a headache Miss Sam. Well, maybe youll feel better after we make our monster puppets? Meghan didnt answer. Who wants to make monster puppets? asks Miss Sam. Meeeeeeee several children proclaimed. I watched as the kids ran to the art center where two long rectangular tableswere side by side. All the boys sat at one table, and all the girls sat at the other. Miss Sam gave each child a brown lunch bag and spread crayons, markers, feathers, pom poms and glue on the table. Miss Sam showed the children a monster puppet that she had made. Mine is going to be pink said one of the little girls. Mine too said another. I watched as the children worked on their puppets. Roarrrrrrrr said one boy who was coloring his bag green. When the children finished their puppets they all held them up and shared them with pride. Section II. Inferences/ Interpretations Section III Theorist Choose a theory/theorist (i. e. Piaget, Vygotsky, Erikson, Skinner, Bronfenbrenner, etc. ) and include a discussion on how this theory would explain what you have observed about the child (ren)s behavior and development.