final Life Span
dbrown83
Papers_ProjectsPSYC2314.20210119.616687.htmlOpen Quick Links
Quick LinksPage Landmarks
-
-
- Start here!
- BioSig-ID™ Enrollment
- Announcements
- Messages
- Instructor Info
- Syllabus Page 1
- Syllabus Page 2
- E-Chapter 1-3
- Lessons
- Papers/Projects
- Discussion Board
- Exams
- Lecture Notes
- Tools
- My Grades
- Scholastic Honesty
- Evaluation
-
Human Observation Project Procedures
Observe three individuals from three points in the life span. Only use subjects you do not know and to whom you are not related. Select one subject from each of the following periods.
- Early Childhood (3-5 years of age)
- Middle childhood through adolescence (7-19 years of age)
- Adulthood (20 years and older)
Record at least one example for each of the terms on the Observation Form.
Assign a code name to subjects observed to protect their privacy. Code names usually reflect a characteristic of the subject such as "Miss Eats A Lot" and "Little Blue Shirt."
Locations: Complete observations in a public place such as McDonald's, a classroom, a clinic waiting room, athletic practice, church youth group, retirement center, or a workplace.
* Deployed students should inform their instructor of their situation. In such cases, children may be observed through movies or parent interviews.
Obtain the signature of an adult in the observation environment as a supervisor. This is for your protection. An adult is then a witness that you are intently observing a subject for academic purposes. If it is difficult to transmit a signature obtain contact information to record on the form.
Record specific, objective descriptions of behavior for each term listed.
This is a clinical style report. List the term and provide the example of the behavior.
Do not state an opinion or make a judgment concerning the behavior. Simply describe the behavior observed.
Allow yourself sufficient time to gather data. Young children move more rapidly and produce a great deal of observable data very quickly. Older adults may require a longer observation period in order to collect a sample for each term listed.
Submit only objective observations.
An example would be: Receptive Language - The teacher asked Red Shirt to place his coat in his cubby. Red Shirt said, "Yes, mam." He placed his coat in the correct cubby.
Be descriptive and provide specifics such as "Hero could hear his coach call him to come on the field from a distance of approximately 50 feet with traffic noise in the background."
Statements such as "He has a great vocabulary for his age," "She had an attitude toward her mother," and "Bright Eyes was the tallest in her class" are not objective.
-
Human Observation Project Guidance and Examples
Completion of the Human Observation Project will require the observation of various behavioral items including:
- Physical Characteristics
- Motor Development
- Language Development
- Socioemotional Development
Select the title link above to find detailed information regarding each item inside this folder. A brief version is also outlined within the Observation Form.
-
Human Observation Project Scoring Rubric
Your project will be determined as follows:
Project Grade ComponentsComponent Possible Points Early Childhood Observation 30 points Middle Childhood through Adolescence Observation 30 points Adulthood Observation 30 points Supervisor Signature/Contact information and proper formatting to include a cover sheet and clinical writing style 10 points Total 100 points Note: All Supervisor Signature and formatting requirements must be met in order to earn the 10 points allocated for this grade component. Any project submission failing to meet both requirements will be returned ungraded.
-
Human Observation Project Submission
- Note that this is not a traditional term paper written in paragraph format, but a clinical style observation.
- Use the Observation Form to report the observed examples of behavior for each subject.
- Observations should be typed. All three observations must be submitted at the same time.
- Each observation counts as one-third of the project grade.
Life-Span Development Observation Form
Use the following information to guide observation reporting:
Name (Your name)
Code Name (Name you assign subject observed in order to provide privacy)
Age of Subject
Date
Location
Supervisor Signature or Contact Information
Physical Development:
- • Height (use actual height if available, frequently need to estimate)
____________________________________________________
- • Weight (may use actual weight if available, frequently need to estimate)
____________________________________________________
- • Body Proportions (Example: The head is 25% of the body length, long arms, thin, frail, muscular, obese)
____________________________________________________________________________________
- • Hearing (state what the subject can hear and from what distance)
____________________________________________________________________________________
- • Vision (state what the subject saw, distance, and conditions)
____________________________________________________________________________________
- • Tactile Sensitivity (describe what they touched and their response to touching something or being touched)
________________________________________________________________________
Motor Development:
- • Fine Motor Skills (small muscle movement such as picking up items, writing, or drawing)
_________________________________________________________________________________
- • Gross Motor Skills (large muscle movement such as running, jumping, walking, or climbing)
_________________________________________________________________________________
- • Physical Strength (lifting books, moving a desk, running five miles. Describe the movement and object moved.)
_________________________________________________________________________________
- • Eye Hand Coordination (must include eyes and hands as in writing, eating, catching a ball)
_________________________________________________________________________________
Cognitive Development:
- • Attention (be specific. was subject listening, watching, conversing, writing…? How long?)
_________________________________________________________________________________
- • Short Term Memory (must be 30 seconds or less)
_________________________________________________________________________________
- • Long Term Memory (may be permanent memory. recall events from the past?)
_________________________________________________________________________________
- • Problem Solving (Example - When the paint spilled, the subject grabbed the paper towels and quickly wiped up the spill.)
_________________________________________________________________________________
- • Abstraction (adolescents and adults only) (reflects the use of a representational system. The subject may be observed to solve problems with words rather than having to use trial and error or manipulation of objects. Use of imagination may be displayed.)
_________________________________________________________________________________
- • Imagination (early childhood and elementary) (Example: The subject pretended to be a rabbit and hopped with hands held in front of his chest as if they were paws.)
_________________________________________________________________________________
- • Cognitive Strengths (Example: The subject listened to the coach and carried out the play without error.)
_________________________________________________________________________________
- • Cognitive Weaknesses (Example: Subject picked up the blocks but did not recall the correct shelf on which they were stored.)
_________________________________________________________________________________
Language Development:
- • Receptive Language/Language Comprehension (understanding, comprehension) (Can the subject follow a complex direction? Did he respond to specific terms?)
_________________________________________________________________________________
- • Expressive Language/Spoken or Written Language (verbal, gesture) (specific sentence produced by the subject as examples. Examples: Want drink! Make Joey get off of the tricycle, it’s my turn.)
_________________________________________________________________________________
- • Vocabulary (List of specific words)
________________________________________________________________________________
- • Grammar/Syntax (Another sentence produced by subject. Try to capture grammatic structure.)
_________________________________________________________________________________
- • Articulation (How words are pronounced. Example: My bwofer an my thithter aw wittulu dan me. I have a wittle wed wagon.)
_________________________________________________________________________________
- • Voice Quality (Rising and falling of the voice for statements, questions. This is not loudness.)
_________________________________________________________________________________
- • Rhythm (Hesitate to speak, stutter, pause)
_________________________________________________________________________________
- • Pragmatics (choice of words, body language, physical distance, loudness of the voice)
_________________________________________________________________________________
Socioemotional Development:
- • Sense of self (specific examples of defense of personal space, ownership, use of “I”, concern for appearance)
_________________________________________________________________________________
- • Interaction with Authority Figures (Example - "Little Red" lowered his eyes to the floor when spoken to by an adult. The “Teacher” imitated her teacher’s voice and stance.)
_________________________________________________________________________________
- • Interaction with Peers (Example -The "Terror" shouted directions to his peers on the playground and insisted on leadership in all activities.)
_________________________________________________________________________________
- • Interaction with Males (Example - "Little Red" avoided males in the classroom and on the playground.)
_________________________________________________________________________________
- • Interaction with Females (Examples -"Good Grammar" called on more girls than boys when asking questions of her fifth grade class. “Athlete” looked at girls, smiled at girls, but never spoke to girls.)
_________________________________________________________________________________
Submission Instructions:
Complete your assignment using word-processing software such as MS Word 365 (download free software at https://products.office.com/en-us/student?ms.officeurl=getoffice365), LibreOffice (download free software at https://www.libreoffice.org/download), or other per course requirements. Save your file as an .rtf file or .doc to ensure that it can be opened at any computer. Submit your assignment by selecting the title link, browsing to, and attaching your saved file. Make sure to select SUBMIT. You may view your posting both on this page and under My Grades (available under Tools).
-
Helpful Resources for Papers/Projects
Here are links to helpful tools that will aid you in your papers and projects.
Citation
Creating PowerPoints
Research
Presentations Options
Central Texas College Tutoring for Writing
Free Software
Content Outline
Keyboard Shortcuts
Logout
Global Menu
![]()
Fontez DeberryActivity Updates4![Expand Global Nav]()
Top Frame Tabs
|
