Observation Of A Childs Development Coursework Example

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CD 120 – Observation and Assessment
Instructor:
Observation #2 – Using the Non-Narrative Tools
Student’s Name _________________________________________________________________________
Date: _____________Time in: _________ Time out: ____________
School: ____________________________________Ages of Children__________
Number of children present______________ Number of teachers present: ______________
Using the Time Sampling Method, record the activities a child chooses to participate in for one-half hour. Record your child’s activities and behaviors at every five (5) minute interval. Remember, this must be done at a time when the child has a choice of activities (i.e., not a circle time, snack time, etc.)
505460231140
Child: Age: Date: Beginning Time:
Time Activity Anecdotal support (What did the child say or
do?)
Buttons and Unbuttons The child said that her unbuttoned dress needed
10:00 Clothing to be buttoned.

She immediately began buttoning
am her clothing while she watched carefully. When
she realized that she had done it wrong, she
expressed disappointment, unbuttoned her dress
and did it well. Strings Beads The child said that she loves red beads. Without
10:05 delay, she selected red beads and began putting
am them on one string. The beads fell through the
other end because she did not tie it. Upon
realizing this, the child rushed to catch the beads
that were falling on the floor.
Stacks Objects The child said that she wanted to build a tower.
10:10 Right after that, she ran to pick small playing
am bricks and began to pile them up. The bricks fell
after they had reached maximum height. The
child laughed and went for a pencil and a paper
that was nearby. Draws Simple Shapes The child said she wanted to draw a flower. She
10:15 immediately picked a pencil and began drawing
am shapes while nodding her head to show that she
was enjoying what she was doing.
Pounds Nail Into The child said she wanted to sink a nail into the
10:20 Wood wood like a carpenter. She instantly went for a
am playing hammer that was nearby, picked a nail
and began pounding it into a wood
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10:25
am
505460304800

Zips and Unzips Clothing
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Upon realizing that the nail was not sinking into the wood, the child threw the nail and playing hammer and started to run around. She stopped and realized that her zip was not zipped. She zipped it, unzipped and zipped once again.
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What seemed to be this child’s most favored activities?
As per my observation, the child seemed to love drawing shapes. This is because she appeared to put all her concentration when doing this. One more reason is that the child went back to her drawing activity after zipping her clothing. This means that drawing was
the activity of interest that dominated the child’s mind.
Discuss the amount of time this child spent on different activities. Did this child rush through each activity or spend a lot of time on it? (Comment on each activity). Based on your observation of this child, what might you do to deepen his level of play?
When buttoning and unbuttoning her clothing (10:00am-10:05 am), the child rushed so that she could begin her next activity which was to arrange beads in a string. The child spent a lot of time arranging beads (10:00 am -10:05 am), in a string but rushed when stacking objects (10:10 am-10:15 am). She also spent a lot of time drawing shapes (10:10 am-10:20 am) on papers but rushed when pounding the nail into wood and zipping her clothes (10:20 am-10:25 am). Based on this observation, her play can be deepened by reducing the number of playing objects around her. The significance of doing this is that it will help the child increase her concentration on the activity that she will have chosen.
2. Frequency Count – Choose three children to observe and record a tally mark in
the column next to the child’s name each time you observe the given behavior. Observe each child for at least 5 minutes. If they are playing together for an extended period of time, you may observe all 3 of them at the same time for at least 15 minutes.
Date: Recorder: Criteria Child 1 name Child 2 name Child 3 name
Shares a toy or materials with another Tyson child Refuses to share toy/materials with Sharon another child Accepts a child into play Peter
Refuses to accept a child into play Sharon Resolves conflict with words Sharon
Resolves conflict physically Tyson 400050-1717040
13144501163955
Asks for teacher’s assistance inPeter
resolving conflict
4000500
Was the play more pro-social or anti-social? Give examples of what you saw.
From what I saw, the play was more anti-social. Sharon appeared to be uncomfortable when interacting with her peers. She frequently became emotional each time she received an unfair treatment during the game. This may have been because she was of a different gender. This is also supported by the fact that ladies tend to be shyer when compared to men.
What in the environment or curriculum contributed to this type of play (prosocial or antisocial)?
Sharon’s antisocial behavior when interacting with her peers was because she had noticed that I was watching her while playing. On the contrary, Peter and Tyson appeared not to mind when they realized that I was studying them. In fact, these two were less emotional and played more than before each time they realized that I was watching them.
Would you make any changes to the curriculum or environment to improve the amount of pro-social play among these children?
Of course yes, I would make changes to the environment to improve the amount of pro-social play among these children. One of such changes I would make is educating them on best playing tips so as to improve their interaction with their peers. I will also stay away from the environment they are playing. As I came to, my presence interrupted their
[0]
play. The children had to constantly stare at me to check whether I was happy with what they were doing.
Work Samples – Look around the room and find some work samples from the children’s’ work. Find at least three. They may be formally or informally displayed. For each one, write what it is (a brief description), how it is displayed (or if it is displayed), and what that tells you about the child or the program. Use the chart below to record your data.
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DescriptionofworkHow (if) it is displayedWhat this tells me about
samplethe child or the program.
400050151130
Drawing of a flowerThe flower is drawn in a
large size so that it can be
easily seen.
400050150495

This implies that children are less likely to notice or small size images
-57150141605
Drawing of a bird The feathers of the bird are This implies that the
colored differently to make program is designed to
it look beautiful. depict reality 400050144145
13144501163955
Drawing of a cat
400050318135

The sited cat image is large and has small colored eyes
-63500-361950

This implies that program is designed depict reality
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the
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to
227965147955
Choose a child to observe during an outdoor time. Find at least three criteria you can observe for the child and mark it on the checklist.
400050-10160
Physical development Observed Child Not observed
the child attempted but accomplish was unable to this accomplish The child moves tricycle forward using both feet on  pedals The child climbs using alternating feet 
The child throw ball overhand at least 4 feet in the  forward direction The child runs at least 50 feet without fall and negotiating around objects in the way The child bounces the ball at least 3 times without  losing control of it. The child hops on one foot at least two times  The child jumps at least 6 inches off the ground with  both feet. 400050-1837690
Reflection –
Write ½ page addressing the following questions. Be specific in your answers.
When using non-narrative tools, I found it difficult to match what was described in the checklist and what I was observing in reality. Most of the activities that I observed did not perfectly match what was described in the checklist. For example, even though I observed a child throw a ball, I was certain that it did not go past 4 feet in the forward direction. What this implies is that non-narrative tools do not allow a researcher to be open-minded. Instead, these tools restrict a researcher to a particular way of thinking. This is dangerous because the researcher might fail to collect data if he or she is not seeing the activities being described in the checklist. This might further lead to wastage of time and financial resources.
When using narrative tools, information is gathered through observation. It was more realistic for me when I observed the child move from one activity to another. From my point of perspective, the advantage of using both of these tools is that they help researchers collect data based on convenience. This is because each of these two tools is at least useful in a particular situation. A researcher that has little time to conduct his or her research is more likely to use non-narrative tools to collect data. On the contrary, a researcher that has more to conduct his or her research is more likely to use narrative tools to obtain the required data.