They were able to follow directions from the staff and line up to exit the building. Once we were all back inside it was time for me to leave for the day. To review, below are some of the developmental skills witnessed from the two and three year olds: Running, jumping, throwing and climbing stairs. Working with Play Doh, painting, tracing and building with blocks. Taking off and putting on painting shirts and putting on shoes. The use of me, I, you and his. Understanding the concepts of more, empty and counting.
Helping each other put toys away and sharing supplies during arts and craft time. Happiness, sadness and I observed a boy hit another boy out of frustration. Day two, I observed the four and five year olds. This class was made up of nine children. I arrived for the start of circle time.
This age group is a lot more interactive and seeks more approval from adults and peers. The children said the days of the week, months of the year, the colors, and numbers and signed all the letters of the alphabet.
One of the boys struggled with this. He was watching the other kids for guidance. The teacher told me that he was new to the program and was still learning everything. One boy joined the group late and one girl moved her chair to sit by him. All the children greeted him by name. The teacher had to stop many times to address her and get her attention back with the rest of the class.
Another child came in late and was again greeted by the class. She was very shy and was clinging to her mom. She eventually joined the class and her mom left. At one point a boy put his feet on another boys chair during circle time. So he happily ran to his cubby and pulled out his hat.
He put it on and the whole class laughed. Next, they sat at the table for an arts and craft activity where they made a sun out of strips of paper, sting and pipe cleaners. During the arts and craft activity I observed one of the boys falling asleep at the table. Each child traced their name on their sun project but one boy wrote his name with no tracing needed.
Each child counted their strips of paper to be used as rays for their sun. After the art project it was time to get ready to go outside and play.
Each child followed directions when they were told to sit in their chairs and wait to be called to use the bathroom. They were able to use the bathroom and wash their hands on their own with no help. Once one child returned to their seats the next child was called by name from the teacher to use the restroom. As such, standard forms of assessments have not been normally used for this age level. Under this act, assessment became mandatory for children finishing ending pre-school or early childhood grades before they formally enter elementary.
This posed a challenge to early childhood teachers because the rate and breadth of development at this developmental stage makes it difficult to design an appropriate standardized assessment instrument that would address all these variables. In so far as early childhood education is concerned, there are two things that must be taken into consideration: Observation provides an unobtrusive method to check for student learning, and by extension, assess whether the instructional strategies that were used have been effective or not.
Observation has been is very effective because it provides and assessment tool that is developmentally-appropriate, particularly for very young learners. In young children, observation as a formative assessment tool is very effective regardless of the time of administration. It can be used to perform initial exploration of an area which can then be further studied using more focused methods.
Teachers should pay special attention to details and note any unconscious behaviour which may indicate learning or signs that point towards readiness for learning or lack thereof.
Method Portfolio of Child Observations 5 The subject is a six-year boy studying at a private-owned nursery school in the heart of North London. The subject is from Iraq and has two older brothers, aged 8 and For this observation portfolio, three observation methods were chosen: This timed observation functions like a journal that will capture not just the behaviour, but the circumstances surrounding the behaviour concerned like where the child was, what the child was doing, who the child was with, and other important details that contributes to a more thorough analysis of the observation logs.
The methods were chosen because given the situation, they were the most appropriate to the study at hand, especially in forming an initial assessment of the child and creating a baseline profile of the subject. To ensure the validity and reliability of results, care must be taken so that observation will take place in the most natural setting, and the subjects are unaware that their behaviours are being monitored. In controlled settings, this means that while the observer sets up the scene, the scenario is realistic and as close to what the child encounters in his normal activities at school.
This research will treat all data with utmost confidentiality and respect. Data gathered will only be used for the specific purpose of the research and the researcher will not disclose any information that is not pertinent to the subject at hand. Observations will be strictly conducted only on areas, activities, and behaviours that are related to the study at hand.
Because the subject is a minor, express permission to conduct the observation will be asked from the parents or guardians. Of course, the subject was also informed that such an observation will be conducted on his person and the researcher will provide all the necessary information needed to help decide whether to participate in the study or not. In order to keep the observations as natural and honest, the actual people need not be informed that they will be observed on this specific day or time.
In these cases, ethical considerations may affect the patency and honesty of the subjects, so ethical considerations should be weighed carefully against the importance of the data being collected.
Observation, by nature is deceptive Musante, , p. However this is not to say that observation must be unethical. The subjects must have informed consent. All the participants in this research will be informed of observations, but the exact nature and specific details will not be given to them.
However, this is not a big problem with children because they are naturally candid, but care must always be taken that observation be done as inconspicuously as possible. However it must be said that this is not a big problem with children because they are naturally candid; but care must always be taken that Portfolio of Child Observations 7 observation be done as inconspicuously as possible. Results The subject was chosen as subject for observation because reports say that he has been lagging behind his other classmates.
The observations were focused on developmental domains, namely the cognitive, social, and physical aspects of the young learner. The following are some of the observations made: COGNITIVE Through a combination of controlled observation and timed observation, the student shows some developmental delays in the cognitive domain, specifically in the following skills: Demonstrate recognition by classifying and grouping objects according to the specific criteria.
Recognize and distinguish various physical characteristics of objects. The timed observations were held over a course of one month, with two sessions held every week, without any pattern or schedule. The random set-up was chosen so that the child will not be able to detect any pattern to the observation. These timed observation sessions were held for thirty minutes. He exhibits impatience and is unable to delay satisfaction, especially in terms of having his own way.
These traits are more acceptable in younger children, but should be more controlled given his age of six years old. However, during the times that he chooses to socialize, he seems to be well-liked by his peers. He watches her face and sort of drops his mouth open as he waits for her reaction.
She then tells him the letter and color on the block. He nods his head forward, reaches his arm out, and proceeds to pick up another block. After picking up five blocks and handing them to his mother, he then crawls across the floor to a toy car and pushes it for a moment. He looks up at his mother to see what she is doing and pushes the car toward her. She continues to watch him even when he is interested in a toy or moving away from her.
He does check to see if she is paying attention to him as he plays. His mother starts picking up toys and organizing the room, and he periodically goes over to her and becomes interested in what she is doing.
Ryon seems very dependent on his mother's mood. He smiles when she smiles, and if she is distracted, he wants to obtain her attention and appears to gauge and react to her facial expressions. It seems that their relationship is positive, and his mother is very attentive.
Ryon sits up with ease. He seems very balanced and sure of himself. His legs are spread apart, and his feet point outward. He can lean forward with his stomach to the floor and sit back up with some effort. Ryon crawls across the floor with his hands flat on the ground and fingers spread wide. His feet are pointed away from him. When he goes from crawling to a sitting position, he raises his right leg up and puts his right foot flat on the ground and then leans back on his bottom.
When Ryon goes from crawling to a standing position, he crawls to the couch and puts one hand up on the couch while leaning his head backward and plants his right leg on the ground to steady himself. Then he puts his other hand on the couch and pulls himself up. This takes some effort. Ryon seems to be very tall and heavy for his age and is not walking yet.
He does walk along the edge of the couch. He may have trouble walking on his own because of his size. Ryon seems healthy and strong, and his coordination seems typical for his age. Is the infant able to carry, push, or pull objects? Ryon can carry, push, and pull objects. I observed him pushing a toy car across the carpet in a back and forth motion.
Ryon crawled to the toy car and came up alongside it. He put his right hand on the top of the car and placed his fingers through the opening of its front window. At first, he pushed the car over to where his mother was sitting while crawling.
Then he paused and stopped pushing the car until he had moved it to his intended position. He then sat down and pushed the car back and forth making noises as he did. At one point he began to drool, and his mother wiped his mouth. Ryon is displaying typical behavior for his age. He seems to have good motor skills—both fine and gross—for his age. He is able to grab items that can fit in his hand while crawling, sitting, and standing.
Apr 26, · Child Observation Paper After observing a nine month old child for this Child Observation paper, the author of this paper has taken copious notes during the session. The purpose of this paper is recognizing the biological, cognitive and psychosocial development of the child.
Jun 28, · This essay seeks to critically evaluate my role as a child observer. Drawing on two or more theories of child development, I will look at the main theoretical concept and critically evaluate in relation to my observation.
Free child observation papers, essays, and research papers. For this assignment, I observed my six year old niece, Faustine Bui who was born on August 16, , at the park where I was babysitting her with her mom for approximately thirty minutes.
The observation took place across 5 weeks involving 5 different observation sessions, allowing the child to be observed across a variety of different times during the day. Unlike most editing & proofreading services, we edit for everything: grammar, spelling, punctuation, idea flow, sentence structure, & more. Get started now!