Assignment #2

ECE 1150 Observation and Documentation

Anecdotal Observation

Observer:

Videative Name: A Clear Purpose Supports Persistence LOCATION: (on the table in room )

Videative https://streaming-videatives-com.lc.idm.oclc.org/assets/804

Statement of Context (Include age of children)

The child is sitting on the table in the room with his name Sohum, 20 months. He is playing with blocks trying to create buildings present in his imagination.

Observation: The child is sitting on the table and has three blocks and plays with them. In his first attempt, he successfully makes all the three blocks stand, as while doing this, he was standing. After achieving this, he loudly said I did it. He was very excited as he had accomplished his goal. After that, he disarranges all the blocks and sits down to rearrange them. This time he was making a mistake. His legs were hindering in the process of making the blocks stand. As he tries to do so each time, he fails; besides that, he still was trying again and again and never gave up, although he didn't realize where he was making a mistake.

He was trying to achieve what he did just a few minutes ago and was persistent in doing that. He was continuously thinking about why he could not achieve that and trying hard. However, he could not find what is the issue why he was not able to achieve that again.

Reflection: Notwithstanding, he doesn't zero in on his body position, just the squares. Consider this distinction. To think, "My legs are standing out" while he thinks, "I need this square to stand" would require such a meta-cognizance or similar preparation. Meta-insight alludes to pondering speculation, for example, "I figured she would come, yet I wasn't right." For Sohum to consider his legs while dealing with the squares would sound something like, "I'm chipping away at the squares; however, my method of working isn't working."

In any case, he endures and, in the long run, accomplishes his objective of three-level squares remaining in succession on their limited sides. Indeed, he reports this construction's status as precisely what he has been attempting to do from the beginning. Note, he isn't perseverating on some disastrous activities rehashed without thinking about their structure. He is enduring with activities that have prompted achievement as of late. The last requires some general contemplating the type of his activities.

Link Theory to Practice:

Piaget's Cognitive Developmental Theory is the best theory that fits this case. Sohum is at Sensorimotor Stage. A timeframe between birth and age two during which a newborn child's information on the world is restricted to their tactile insights and engine exercises. Practices are restricted to essential engine reactions brought about by substantial upgrades (Kholiq, 2020).

It is the best way for him to learn how to solve a problem he faces while trying to achieve his goal. It is the initial phase for him; a little help about what he is doing wrong can help him understand things.

ECE 1150 Observation and Documentation

Anecdotal Observation

Observer:

Videative Name: A One-Year-Old Child Finds Multiple Bowls Irresistible LOCATION: (in the Kitchen)

Videative URL:https://streaming-videatives-com.lc.idm.oclc.org/assets/1201

Statement of Context (Include age of children)

The child is playing in the kitchen. He is around one year old, and his name is Kaylee, and he is playing in the kitchen with multiple bowls and colors. He tries to arrange them and then rearrange them.

Observation: The child is trying to play in the kitchen with multiple bowls of different shapes and sizes, and colors. The child tries to arrange them repeatedly to see how things fit once he arranges everything, he rearranges them and starts the process again. After some time, he opens the cabinet door and starts to place all the items in the cabinet and close the cabinets' doors.

Then again, he opens the cabinet door and takes out everything from the cabinet. While doing this, he finds another steel-made bowl with a lid on it, so he tries to remove the lid and place the bowls in them but fails to close the lid, so he again removes the lid and takes out all the bowls. He makes sure that when he places a bowl in it, he can close the lid, so he places one bowl and tries again and successfully does this.

Reflection:

The child is playing with the bowls. When the bowls are stuck, he gets angry. It seems he didn't like that after that, he rearranged them and tried to fill in the yellow pot with all the objects in it. After doing all this, he tries to empty the bowl. It seems that he likes to see things falling.

In the same way, he keeps doing; he wants to make sure that he can separate when things are stuck. Later after some time, he tries to open up the cabinet and tries to place everything back, but he stops and pretends to eat or drink from it when he sees the blue bowl. But when he places the bowl back into the cabinet, he slams the door. It seems he is not happy with what he is doing and suddenly opens up the door and takes everything out.

Link Theory to Practice:

Piaget's Cognitive Developmental Theory is the best theory that fits this case. Piaget accepted that we are ceaselessly attempting to keep up the intellectual balance, or equilibrium, between what we see and what we know (Tucker-Drob & Harden, 2011). As the child learns from what is going on, how things are managed. In this case, the child must have seen her mom arrange things in the kitchen, so that's what he was doing, placing all the bowls together trying to arrange them, and when he failed in doing so, he got angry. The next indication which could be affiliated with this theory is that the child tried to place all the bowls back into the cabinet, knowing that he had to place them in the cabinet. He must have seen his mother doing that back home, so that's what he did. Children often learn from what they see and how it is done.

ECE 1150 Observation and Documentation

Anecdotal Observation

Observer:

Videative Name: Clever Teamwork Works LOCATION: (In the garden)

Videative URL: https://streaming-videatives-com.lc.idm.oclc.org/assets/1199

Statement of Context (Include age of children)

Children play in the garden when they are 4 to five years old. They found a plastic bottle thrown outside the fence of the garden. All the children try to pick up the bottle from there.

Observation: The children played in the garden when they saw a plastic bottle on the other side of the fence. They decided to pick that up, so one of the children tried to bring the bottle close to them and kept the bottle in her hand. While one of the kids is continuously motivating everyone by passing comments like a good job, others are saying i will help bring this bottle to this side. The child holding the bottle tries to bring the bottle above ground level to pull that bottle out of that fence.

Everyone is playing their role in achieving the task, so they try to pull the girl to apply the right amount of force to pull the bottle out of the fence. Although pulling it, they try to use the water pipe to pull it out, but by mistake, one of the children pushes the bottle away from the fences. All the children then try to bring it back close to the fence. They climb the fence and use the water pipe to bring the bottle close to the fences

Reflection: The issue continues – the container is too enormous to even think about fitting through the open spaces in the fence, and the fence is too high to even think about strolling the restrain to and over the top.

Stunning at the number of methodologies the kids imagine "on the fly," some more rash, others extremely purposeful and astute. The kids' overall readiness to "take a stab at anything" remunerates their consistent exertion. They are not limited by "rules" as numerous grown-ups are – decides that will, in general, oblige imagination and creative arrangements.

Children learn from each other, and they are trying to use whatever they can find to achieve their target. That is called innovation, as kids are not worried about anything, so they try every possible way to pull out the bottle from the other side of the fence. Everyone is motivated and helping out each other. Kids learn well when they are in a group. Everyone has different ideas and ways of thinking, which help them understand the situation or try different ideas.

Link Theory to Practice:

Cognitive Development in Children is the best fit for this case. To adjust to the developing climate around us, people depend on cognizance, adjusting to the climate and changing it(Perret-Clermont, 1980).

The abilities gained from group building are significant individual and gathering improvement in kids. During group building exercises, kids get the opportunity to speak with one another and run after a shared objective. By working on being an influential colleague and group pioneer, youngsters create trust in their own capacities.