Date: 1st June 2021
Dear parents/guardian,
As part of my university coursework, I need permission to observe your youngster. Confidential information regarding your child would be maintained.
Thank you for your help.
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I ………………………………………………. give permission to ……………………….. to observe my child
Sign………………………………………….Date………………………………
Name of observer: Ruth (nursery nurse)
Name of child: Child ABC
Date of observation: 5th June 2021
Starting time: 10:00 am
Finishing time: 11:00 am
Adults involved: 1
Children involved: 3
Observation area: home corner, constructive area, quite area and mathematic area (indoors)
Aim: to observe child ABC while playing
Objective: to undertake analysis of the way that child ABC takes interaction with others
Snapshot of child ABC interacting with parents and others in the environment. A Wednesday afternoon after teatime, child ABC and child XYZ, both of whom are of the same age, begin playing together. Child ABC begins the day in the living room and then engages in a variety of various activities throughout the day.
child abc starts pretending that he is a policeman and puts his hands up when he is playing in the home corner Child ABC appears to be on the lookout for something, as he pulls out a police uniform jacket and puts it on inside out before checking under the other uniform jackets.
What am I staring at? I ask ABC, interrupting him as he stares at me. When he doesn't answer, he opens a briefcase to find a stethoscope and a fake injection kit. After that, he returns the police jacket to its proper location.
As the stethoscope is picked up by Child ABC, he wraps it around his neck backwards and begins listening. Looking down at a doctors shirt, he hurriedly takes it and holds it tight to his chest with one hand.
With his right arm going in first and his left arm going into the left sleeve, Child ABC attempts to put on his shirt. Afterwards, he lowers it from the back and presses the buttons all the way to the top. When he's through, he pauses, puts his hands on his hips, and lets out a huge sigh. He then wiggles his bottom on the floor with his legs crossed.
As soon as child XYZ gets go of the stethoscope, child ABC removes it from his chest and tries to put it on himself, while child XYZ places the diaphragm on his shoulder.
In an attempt to replicate what child XYZ displayed, child ABC tries to put it on child XYZ's shoulder the same way child XYZ did, but the diaphragm remains on child XYZ's shoulder the second time around.
In the aftermath of the stethoscope being thrown onto the floor, Child ABC crosses his arms and frowns with his eyes fixed on the ground. He glances around in the corner of his eye, and as he slowly lifts his gaze, he finds me staring back at him. He starts to smile and apologises to the stethoscope, which he picks up from the floor. He now follows the path taken by child XYZ as he heads toward the constructive region. His hands swing left to right as he approaches toward the productive area, where he sits on his knees and reaches out to grip onto a blue toy vehicle with his left hand.
ABC and XYZ nod their heads in agreement as XYZ says, "My car is green, I have this one at home."
While running to the quiet area, Child ABC suddenly starts spinning three times with his hands swinging up and down, he laughs and exclaims 'wow I'm dizzy,' before falling to his knees. With his hands in the air, he leaps to his feet and spins about in circles. As he tries to sit back down, he makes a 'woo woo' sound as he takes a breath and lays his hands on his head. With his eyes closed, he continues to turn his head in slow motion. There are no more table activities for him to engage in after two full minutes of sitting down. Now, Child ABC moves on to the math table that includes unifix cubes.
Child ABC sits with his legs crossed under the table and both hands on the sides of the chair, tucking himself under the table as he stands still with his right palm on his head and looks around the table for a seat. As the cubes are set in the centre of the table, he reaches for them.
In the face of kid QWE's snatching the unifix cubes from his grasp, child ABC remarks, "sharing is caring," his hands on his waist and his eyebrow cocked to the left.
As the game concludes, child QWE returns the cubes to child ABC. Then, ABC begins putting the unifix cubes together one by one. With his head down, he says, "One is yellow, two is green and three is red." He then glances around for anyone who could be looking at him with his head down and rolls his eyes to the right corner of his eyes as he picks up the cubes. His garden wall is made of unifix cubes and is "huge, big, big," he exclaims as he forms a lengthy line with them. He raises his right hand to the top of his head as he says the word "huge." 'I'm a hippopotamus and you can't catch me' he says in a deep voice with his hands at his side as he rocks on his chair from left to right, saying 'I'm a hippo and you can't catch me'
One cube at a time, Child ABC separates the cubes from the table and returns each cube to the centre. With both hands on the chair, he advances behind the chair and tries to stow it beneath the table, crouching down. Upon returning to the mathematics area, he grabs a colour pencil and paper for himself and a sheet of paper for youngster XYZ, then returns to the writing area. After saying "here you go" and handing over the pencil to the next child XYZ, he says, "It's your turn." This is followed by him drawing cube-like shapes in red on paper with his right hand while saying, "Look, the cubes are like the cubes I made earlier," while beaming brightly at kid XYZ.
In spite of his best efforts, youngster XYZ can't seem to maintain the coloured pencil he's holding in his grip. To help kid XYZ learn how to hold a pencil, youngster ABC points to the floor and explains, "This here is how you hold it in your hand."
In this scenario of observation, Child ABC was chosen to represent the socially active child. Observing the children's behaviour, responses, and interactions with one another in this situation might reveal their social, personal, and emotional growth. I would characterise ABC as a child who is going through a variety of developmental and learning experiences. Among the four phases of cognitive development proposed by Jean Piaget, my focus would be on the preoperational level (2-7 years). In this stage, Piaget refers to youngsters who are able to think metaphorically at this age.
For example, when child ABC is experimenting with the police uniforms and the doctor's briefcase, it appears that child ABC has a general understanding about the nature of a stethoscope and its connection to the doctor's shirt that he wore prior to selecting the instrument. This could indicate that child ABC has an interest to work in healthcare. As they get older, this kind of imaginative play may have an impact on their future career path. The first time Child ABC meets Child XYZ, who looks to be more advanced, is in this region. Child XYZ uses active learning to correct and educate Child ABC the proper position to place the diaphragm.
The cognitive, moral, and emotional growth of Jean Piaget is linked. Cognitive and emotional development, in his view, follow parallel paths, with cognition serving as the framework and emotion as the driving force behind growth. In the same way that kids' cognitive growth has stages, so too do their emotional development and their understanding of new emotional expressions and experiences. In spite of my presence, I saw the youngster apologise to the stethoscope and grin after he threw it angrily out of irritation. My presence may have biased the child's natural behaviour, but I was still able to watch his response to it.
When it comes to cognitive development, Vygotsky predicted that social contact would take place first. Because most people are curious to see how their parents act and speak, they'll strive to copy them, exactly like youngster ABC talks about the toy cars they're playing with and identifies the colours of the vehicles, just like their parents.
Imagination and creativity, playful exploration, problem solving, and giddy play are all types of play that fall under the umbrella term "playfulness." In dizzy play, children engage in rough play, tumble hilarity, and linguistic play to express pure excitement and a release of physical energy, as seen with Child ABC, who spins around while yelling 'woo' and exclaiming 'wow, I'm dizzy'.
An aggressive grab by Child QWE on the math table reflects Child QWE's unfavourable feelings about the situation, which Child ABC is presented with. Using the quote 'sharing is caring,' Child QWE defuses a potentially explosive situation and incites the other child to return the cubes. One of the most remarkable aspects of this observation was the development of Child ABC's empathy, which generally begins to develop as a toddler when the concept of I and "me" is introduced. Child ABC demonstrates an awareness of his own emotional needs, as well as those of people around him.
Theorists like Glassman (2000) create theories of behaviourism and show how to observe in order to comprehend growth. In addition, he stresses a dedication to education. The term "changes in behaviour" is what he uses to describe learning, and it refers to how an individual responds to their environment. This displays and discusses how kid ABC concentrates on learning when child XYZ demonstrates how to use the stethoscope. The behaviour of child ABC alters when he decides to become a doctor instead of a police officer. He made the switch because he couldn't find the hat but had no trouble finding the suitcase. Because ABC was exposed to and interacted with the environment, this resulted.
Rather than focusing on what ABC couldn't do, I concentrated on what he could do. Vygotsky puts in his theory about focus children's capability and the collaboration between the child ABC and adult as the same between me and child ABC.
Within this observation child ABC has showed several skills as he becomes engaged to the usage of his body movement whilst playing, he interacts with the environmental elements and people around him. As he plays with children XYZ and other practitioners, youngster ABC expresses his thoughts and facts. With a few short sentences, he was able to convey his thoughts. He exudes joy and excitement as he plays with the various locations. It took Child ABC a long time to get himself together, focus, and think about the things he was going to do. Child ABC's ability to communicate with others was honed when he performed this action a few times during the study.
I was able to have a better understanding of a child's emotional growth by observing how he interacts with other children of different ages and stages of development.
Fromberg, D.P. (1990). Play issues in early childhood education. In Seedfeldt, C. (Ed.), Continuing issues in early childhood education, (pp. 223-243). Columbus, OH: Merrill.
Frost, J.L. (1992). Play and playscapes. Albany, NY: Delmar. G
Department for Education, 2012. Statutory Framework for the Early Years Foundation Stage. (EYFS). London: Early Education
Palaiologou, I. (2012) Child observation. 2nd ed. London: Sage Publications Ltd.
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