Naturalistic Observation In Early Childhood

1. 10 points: Based on your results from Tables 1 & 2, briefly describe the activity patterns you observed? Were there any contributing factors? Were boys more active than girls? (You do not need to go over the entire sample, just provide highlights and go into detail on one or two areas that were most interesting).

When he is upset, he will feel better if his educator gives him a big cuddle and sits with him for a while. He builds a sense of belonging and establishing relationships with other children, evidenced by his attendance at group times, music times, meal times. He shows interest in other children and being part of the group by observing them and copying what they do, for example, he is learning to wipe his hands before meals as he sees all his friends doing it. He interacts with his friends as well as sit along side his friends in a small group enjoying plastic blocks together. He feels relexed and comfortable exploring the environment in the room.

Statements made about a child that are inaccurate can lead to harming the child’s development, especially if it can lead to adults underestimating a child’s potential. This is why it is important to consider the reliability of the information that we gather and also the limitations of any observation methods that are used. • Avoiding bias It is really important at all stages of observing and assessing a child to be completely objective. Two people can record the same child doing the same activity and they can produce two very different observations, for example one person might decide that a smile is important and so they will record it but another person might decide otherwise.

All of the theoretical frameworks of child development appear in Curious George. Behaviorism and social learning being the most prominent theory and psychodynamic being the theory that is most lacking. The development of a preschooler is complex and involves many factors including

1.1 Analyse the theoretical perspectives taken to learning and development through play See Unit 1 Task 2.3 1.2 Explain how children are competent learners from birth to five years See Unit 1 Task 1.1, 1.2, 1.3 2.1 Analyse the types of play that support the areas of learning and development outlined in statutory early years curricula Personal, Social and Emotional Development (PSED) is an important area of learning as this is where children learn about their feelings, build friendships and relationships with others and work on themselves. In the early years settings there are various types of play that can support a child with their PSED. These include; dancing, singing, imaginative play such as role play, drawing, writing, constructing,

The school that I attendent to was the child development center. I was looking around the environment where child development is place at really quiet neighborhood. The neighborhood has a lot of tree and not really intersection road. I came in 10/19/17 it was in the morning around 10 am but they had a earthquake drill.

This theme addresses the question of whether or not children shape their own development. It is evident that the active child theme applies to the subject of infant cognitive development, as infants contribute to their development through the use of visual preferences and observation, interaction with the environment, and through the use of play. The bountiful research in the field of infant cognitive development serves as a confirmation that infants are not as inactive as they were once thought to be. Infants are the pioneers of their minds and they are able to gain a great deal of knowledge through their observation of the world

It starts with infancy and continues to adulthood. By gaining knowledge about child development, a synopsis of what children can do at various ages can be formed. Following are the three theoretical perspectives of child development: i. Maturationist’s View of Child Development : Maturationism is a premature childhood educational philosophy emphasizing the child as a growing individual in which knowledge exists. Based on Arnold Gessell’s work, maturationists suggest that “genetic factors play a bigger role in development than environmental ones” [8].

Therefore, it is important for early childhood educators to understand to always encourage children to be independent and use their initiative when involved in play activities and different social experiences. The early childhood educator must remember that when a child needs to be redirected in their choice of behaviour to "provide appropriate guidelines within which children can learn rules and expectations" in a healthy way, rather than a scolding way, supported by Essa (2013) (pg.115). This will leave a positive impact on a child's emotions and confidence during this time of development. Interpersonal intelligence and Initiative vs. Guilt are aspects from Gardener and Erikson's theories that relate to policy frameworks such as the EYLF.

Introduction – Background information This paper is about child observation. I observed a child, Daniel (coded name). He is four years and two months old. Daniel is 103 cm and 18 kg.

Cognitive abilities enable children to process the sensory information that they collect from the environment. According to Wood, Smith and Grossniklaus (2012), Piaget defined cognitive development as the progressive reorganization of the mental processes that results in biological experience and maturation. As numerous researchers have explained, children normally undergo many changes from birth to adolescents, most of them being growth related. According to Cook (2005), the changes in thinking is what researchers call cognitive development. In toddlers, cognitive development is observed through the early use of tools and objects, the child’s behavior when objects are moved in front of them and their understanding when objects and when people are in their environment.

In the early childhood context, teachers are handling the ages 0-5, therefore we observe the beginning of a baby's use of senses and movements to explore the environment around them and then further on recognising the development of children's categorising of symbols. As a teacher, I have personally seen the growth of a child from the age 2 till 5 and the progression of starting to crawl and beginning to walk, classifying similar objects under one name to separately identifying items, this development can be seen as being influenced by the environment the child was in and those they were interacting

However, in the Erikson’s Autonomy versus Shame and Doubt stage the children feel self-sufficient of doing things on children’s own. Children believe that they are able to do toilet training, talking, eating, wearing clothes, etc. Stage 3: (3 to 6

Having the right knowledge, skills and experience in understanding how children or young people develop are very important tools for early years practitioners. We must put to mind that each child born to this world is unique; they are born with different characters and their personalities and behaviours are formed and influenced by variety of factors. These factors may affect their ways of interacting to the environment and community or setting in which they live in. In my experience as a child care practitioner most of the time, adults mainly focus on the physical development of a child and so quick to base their conclusion or judgement on the physical aspect.

During the anecdote with J.S. and T.M., both children were placed in-group work. The children both had three other peers at their table. The children were able to communicate and share the materials that were at the table with their peers. • Emotional Milestones o The child has a vivid imagination (J.S.) ("Child Development Screening", p. 7). During the anecdote, J.S. has a vivid imagination because he pretends to destroy a rectangle.