Classroom observation

Running head: CHILD OBSERVATION 1

Child Observation

Student Name

Brandman University

Date

CHILD DEVELOPMENT 2

Abstract

This paper discusses an observation done in a child care setting with a child who was four years old at

the time of the observation. During the observation, the child participated in circle time, snack time,

and free play, where the observer was able to look for behavioral indicators of her development. After

the observation, activities were assigned to four categories: social skills, fine motor skills, gross motor

skills, and cognitive skills. Applications of the observation were made to Erikson, Vygotsky, and

Bandura’s theories. This child is developing within “normal” standards, demonstrating a healthy self-

esteem and a willingness to look to adults as role models.

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Child Observation

Name: Jerry Doe

Term: Summer 1, 2017

First Name of Child: Claudia

Age of Child: 4 years old

Date of Observation: June 4, 2019

Time of Observation: 2:00 to 3:00 p.m.

Place of Observation: Child Care Center

Other People Present in the Observation Setting: 1 teacher, 2 assistants, 9 other children

Development: Appears to be normal and on track according to guidelines

Permission: Permission was granted by the Director of the Child Care Center and parents

Description of Setting

Claudia was observed through a two way mirror. At no time did the observer and the child interact.

During the observation, Claudia participated in circle time, snack time, and free play. She appeared to

relate to other children well and was enthusiastic during circle time. She appeared to be on track

developmentally. The room was set up in centers, including dramatic play, blocks, reading, science,

and art.

Social Development

 Sits with legs crossed during number and story time

 Rocks back and forth while singing with the group

 Smiles and gives the answer when the teacher asks the group to identify a number

 Talks to child next to her three different times

 Smiles and yells another answer when the teacher calls on her

 Points to the felt board while talking to the girl next to her

 Smiles at the girl next to her

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 Claps for the other children three different times

 Tells a boy he “did a good job”

 Hugs a girl next to her two different times

 Scoots closer to the girl next to her and smiles

 Leans toward and boy and talks to him during snack time

 Talks to others at the table during snack

 Hits a boy on the head with her twisted-up paper placemat

 Pulls on a boy’s shirt while taking him to the book area

 Squeezes between the boy and another girl on the couch and laughs and smiles

 Shares book with two other children

 Smiles when teacher tells her she is correct

 Tells girl next to her, “I got it right!”

Gross Motor Skills Development

 Crosses her legs 6 different times while sitting on the floor

 Rubs eyes and mouth with fist

 Puts fist in mouth 12 different times

 Puts legs forward and grabs foot, straightens leg and rolls feet side to side

 Scoots forward and backward five different times

 Claps for children three different times

 Waves hand in air four different times

 Stands and hops in place, side to side, and back and forth while teacher counts

 Shakes fist in air

 Bends arm at elbow to make a muscle

 Walks to drinking fountain and bathroom

 Walks to table and sits in chair

 Hugs another child

 Pulls on another child’s arm

 Crosses legs at ankles

 Pulls legs up and rocks side to side

 Puts elbow on table and face on hands

 Puts folded placemat on head

 Walks to sink

 Puts cups in the sink

 Puts hands on waist and walks to blocks

 Walks on blocks

 Sits on couch

Fine Motor Skills Development

 Picks at fingernails

 Chews on fingers 12 different times

 Wipes fingers on dress

 Plays with hem of dress

 Grabs shoe while sitting

CHILD DEVELOPMENT 5

 Points at felt board with index finger

 Twists dress three different times

 Turns handle on drinking fountain

 Grabs another child’s clothes

 Counts on fingers two different times

 Pulls on ear

 Squeezes nose with fingers

 Grabs chair with fingers to pull it out

 Plays with cheese by picking it up, rolling it, and dropping it on floor

 Smashes crackers on table

 Twists and scrunches paper placemat

 Unfolds and flattens mat

 Picks up cup

 Picks on book and turns pages

 Points at pictures in the book

 Holds a crayon

Cognitive Development

 Sings a song with the group

 Smiles and yells an answer when called on

 Counts on fingers with her teacher

 Talks to other children

 Points to the felt board and talks to other child

 Cleans hand on tissue she is holding

 Waves hand in the air to answer questions

 Looks at a boy during story time and smiles and frowns

 Watches another child hop while the teacher counts

 Tells boy, “good job”

 Pulls chair out to sit down

 Talks to others during snack

 Shakes head no when asked a question

 Looks at book and points at picture

 Takes dishes to the sink

 Operates the water fountain

 Raises hand and asks to use bathroom

 Experiments with soft cheese by rolling it

Application of a Theory

Claudia is a four-year-old girl, who falls within the Initiative versus Guilt stage of Erik Erikson.

Berk (2004) reviewed Erikson’s theory and said that Erikson believed that children go through

different stages and if the stage is resolved successfully, the child has gained a virtue. In this stage, the

CHILD DEVELOPMENT 6

virtue is a sense of purpose. This is an important development stage where children develop their

concept of self and self-esteem emerges. In this stage, children learn best when caregivers build a

positive relationship, nurture success, acknowledge a child’s emotions, and uses a warm and rational

way to interact (Berk). In observing Claudia, it is clear that she is being provided support to build a

heathy self-esteem and to negotiate the conflicts of this stage successfully. She cleans up after herself.

She follows the rules and raises her hand. She is also positive and supportive of her classmates. In

addition, she is happy when her teacher acknowledges her, sharing with her friend that she answered a

question correctly.

Influential developmental theorist Lev Vygotsky (1896-1943) believed that children in

educational settings learn from the people in their lives in three substantial ways: 1) imitation/role

modeling; 2) formal instruction; and 3) collaboration (Berger, 2012). Vygotsky focused on how

connections between people and the sociocultural context in which they lived created shared

experiences, which was the foundation for how children learn (Social Development Theory, 2016).

Claudia was very observant and often took her behavior and social cues from her teacher and her peers.

Claudia listened to her teacher, was well behaved socially, and controlled her behavior when needed.

A few noticeable examples include sitting quietly during learning time and answering questions

promptly. Claudia learned that when the teacher was serious about lesson time (formal learning), and

therefore she demonstrated her seriousness about lesson time through her behavior. The other children

moved around a lot more and touched each other playfully. By contrast, Claudia stayed in the same

position during the learning circle session. There were only a few minor deviations from this stillness

centered on a few leg movements and scooting closer to a friend to help her with the lesson

(collaboration). She remained focused, followed all directions, and stayed on task during this time.

Claudia used the same words and tone of voice as her teacher, when interacting with her peers, which

CHILD DEVELOPMENT 7

is a classic example of imitation (Berger, 2012).

This falls into line with Bandura’s theory (Bandura, 1962), which states that children learn

from observing others and imitating behaviors of their role models. Bandura (1977) believed that

children could learn aggressive behavior by watching others. In Claudia’s case, she learned prosocial

behavior by watching her teacher, who was her model. She followed all directions, indicated that she

wanted to help her peers, and smiled when complimented by her teacher. She engaged appropriately

and positively with the other children by sharing toys, and complimenting them on how well they did.

It can be suggested that Claudia views her teacher as a positive role model and one to not only learn

from, but to emulate in her interaction with her classmates.

Summary

Claudia appears to be a happy and well developed four-year-old child. She has positive

interactions with her peers and her teacher. She is learning when to follow rules and when she has

more flexibility in the choices she makes during free time. She is learning to take responsibility by

cleaning up after herself. Claudia appears to be developing within normal guidelines.

CHILD DEVELOPMENT 8

References

Bandura, A. (1962). Social learning through imitation. University of Nebraska Press: Lincoln, NE.

Bandura, A. (1977). Self efficacy: Toward a unifying theory of behavioral change. Psychological

Review, 84 (2), 191-215.

Berger, K. S. (2012). The developing person through childhood and adolescence (9th ed.).

New York: Worth Publishers.

Berk, L. E. (2004). Development through the lifespan (3rd ed.). Boston, Allyn & Bacon.

David, L. (2014, July 23). Social development theory (Vygotsky). Retrieved from http://www.learning-

theories.com/vygotskys-social-learning-theory.html