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Elementary School Child Observation
Uniqua K. Evans
School of Behavioral Science, Liberty University
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Abstract
In this assignment, the reader will learn about the observation of elementary school student in the
first-grade classroom in Collins Elementary school. The observation will discuss one student and
how she has been interacting in her classroom and various school settings. The observation will
also discuss the classroom interaction among the students in their social interaction on the
playground and also how they handle rejections as well.
Keywords: elementary, school, interview
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Elementary School Observation
Observation in the Classroom, Cafeteria, and Recess
After spending three hours observation first grade student in Collins Elementary, it was
presented clear on how the students in Ms. Williams classroom. Throughout the observation, one
student presented to be very popular in the classroom. Ms. Williams explained that from 10am to
1pm that they will have 3rd block, lunch, and recess. Ms. Williams had each child to briefly
introduce themselves and identify their favorite color or pet. The observer noticed one child that
was getting up helping others frequently. Her name was Addie and she was very polite, highly
enthusiastic, and very friendly to each of her classmates. Addie was student of the week to help
the class. Upon observation, Addie demonstrated to be a helper in her classroom. Ms. Williams
demonstrated to be very cheerful by speaking to the students and also spoken to the observer
frequently. According to Davies, he informs that when a child enters school that they will
experience separation from their parents in more structures environment that is different from
preschool (Davies, 2010).
During instruction times, the student listened to their teacher during multiplication. The
teacher and the teacher assistant spent time with the children helping them hands on during the
instruction time. Addie asked questions for others and the teacher had to repeat instruct her to
have some patience during the instructions. Addie helped her table buddy with some math
problems. After the instruction time, the teacher prepared the classroom for lunchtime. They
were instructed to get into a line correctly and some students began to get impolite. The teacher
had to reinforce the line rules and some students had to be sent to the back of the line due to not
following the rules. Once the children were in the cafeteria, some kids began to sit by their
friends at the table. The teacher stood on the wall and would enforce their lunch rules at the table
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such as no food under the table. Addie was seen eating happily and conversing with her friends.
After lunch, it was time for the student to go to recess. As the observer observed the kids from
the bench with the teacher; the instructor informed how some children behavior were during
recess. Recess demonstrated many behaviors through observation and how they would react
amongst each other. Bandura informed how behavior was believed to be shaped and modified by
response consequences during his time. (Bandura, 2019).
Ms. Williams explained how Addie was very sociable in her class and was very kind to
everyone. The teacher informed that Addie had one small meltdown over a child who informed
that they did not want to be friend with Addie. Ms. William explained how during a class
assignment, Addie made the new student a bracelet and she rejected the gift. Ms. William
informed how Addie was sensitive and thoughtful to others due to living with her grandmother.
Ms. William explained how Addie mom was in the military and how she often likes to make
crafts for her mothers return. Ms. William had to stop the conversation due to boys throwing a
football on the playground and they began to get rough with one another. Ms. William took the
ball and gave the boys another option. The boys went to the monkey bars and began to play.
Many of the boys gathered around the monkey bars and began to arm wrestle or play “rock,
paper, scissors” with one another. A few boys ran around playing “freeze tag”.
The girls were seen near the side walk with chalk drawing or on the swing sets. Addie stayed
by the side walk drawing at the beginning of recess and also play freeze tag. Addie played freeze
tag for a few rounds then decided to eat her snack from her lunch box. After eating her snack,
Addie went to the table were some kids had cards and she decided to watch them. Addie came to
her teacher and asked if she could have more chalk to play with. Addie also spoken with
observer on her interests in drawing and how she likes to draw on the side walk. The observer
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noticed how one student suggest freeze tag and they began a line to choose teams. Ms. William
also informed how this game was a very popular game during recess because it gave the children
a chance to all socialize with one another. There were some quiet kids that appeared to not want
to play and they sat under the tree talking to one another. There were four students under the tree
and they were eating a snack. After they finished eating, they began to just talk amongst each
other for the duration of recess. Ms. William explained how those four children were very quiet
and they liked to just hang under the tree due to their personalities. She also informed how they
were quite shy with the student that were more outgoing and these students like to stay out of the
crowd. Ms. William also described her most trouble child, Mallory as her toughest challenge in
the classroom due to her defiance. Mallory was observed playing with someone by then
stomping away due to a child not wanting to play with her. The observer also noticed Mallory
attempt in other areas to try to play and would be playing with someone then quit. The teacher
explained how Mallory likes to control her play outcomes and not share often.
Gender Based Behaviors
Gender based behavior was seen throughout recess time. During recess time, it appeared
that some children connected with their friends of both genders. When some children decided to
play on the playground, some student decided to connect to their familiar groups. Most of the
girls went to the side walk and different groups of four -six students. During the recess time, the
other remaining first grade classrooms also came out. As each classroom appeared one by one,
kids began to run or jump at the greeting of their friends from other classroom. It was observed
how some kids when to certain sections of the playground such as the swing set, see saws,
monkey bars, tables, sidewalks, sand box. Davies informs how good friends makes the transition
easier in elementary school for them to get adjusted in their new school setting (Davies, 2020).
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The boys had more energy than the girls to where they wanted to run around the playground. The
girls were more relaxed near the side walk and swing sets. Some girls were seen playing with the
males in the games. It appeared that the students of the first-grade classroom had more social
awareness with each other and had more tolerance to play with each other due to regular routine
after lunchtime. There was one small section of boys that circled around the playground to make
fun of some students or interrupt some games. The teachers had to intervene a few times. One
expert also suggests how girls have additional support in their teachers due to more positivism
(Davies, 2020). Ms. William explained that the boys there had more negative manners toward
others were foster children with negative emotions. She explained how those children were with
a foster parent and often gotten into trouble with the teachers.
The other boys showed athleticism due to interests in sports and the girls appeared to
show off some cheerleading skills. Some girls were seen rehearsing some cheer routine chants
and some boys were discussing their sports. Other boys were seen talking about videos games
and how they have taken interests. When it came to sustained interactions or common interests,
the observer noticed at two table how some students had trading cards. The teacher explained
how some children had high interest in Pokémon cards. She explained how the boys and even the
girls would trade cards due to common interest of the game. Furthermore, this provided a
common interested between both gender during recess.
Observe any behavior that reflects social and moral values of school-age children. For
example, do you see evidence of social rejection or stigmatization? Instances of pro-social
behavior? Reactions to children who show difficulties controlling impulses? Controversies
over rules or “correct” behavior? Negotiation of controversies?
In Ms. William classroom, she had a very positive environment. She explained how she
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has been teaching for over fifteen years and has been teaching kindergarten for eight years. She
discuss how the first few years were a transition due to her teaching fifth and sixth graders
longer. She added how she has grown to love teaching kindergarten due to hew new perspective
on teaching. She explained how she felt more motivation because these children were m ore
impressionable. She also discussed how she has seen how children come with various
personalities due to their childhood environment. Bandura method also highlighted how impact
the child mind is as a young age and how it can be easily shaped through the imitation and
modeling (Miller,2016). Most of Ms. William classes were well mannered except for a few. She
informed on her children that were more challenging with their impulses. She explained how 504
and IEP were also introduced to some parents due to a few children having difficulty focusing in
the classroom for early signs of ADD, ADHD, or ODD. Ms. William also discuss a few of the
children that were apart of behavioral health services for defiance issues and other mood
regulations at an early age.
One child name Mallory was seen throughout the class having difficulty regulating her
emotions. The teacher explained how the child attempts very hard but acts out reactively when
she can not continue what she wants to do. Ms. William explained how the child did not like
being told no to something she wanted to even if she was given other alternatives. Ms. Williams
also explained how the parent’s approach to gentle parenting and how they do not provide an
adequate punishment. Ms. William express that she had to respect their wishes and also informed
them on the school policy of rules and conduct in the classroom. She added how the child has to
be suspended due to her defiant behavior of throwing a tantrum and screaming at the teacher.
Ms. William expressed how she had a very hard time at the beginning of the year with the young
child over regulating her emotions and had to have a parent conference with the parents. She also
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discusses the child behavior in socializing with others. She added how she does not share easily
with others and often does not get along with others. The teacher explained that in order to calm
her down, they have to remove her to the classroom entirely for a few mins and then return her
after she stopped yelling. Ms. William also expressed that she has not had many ager episodes
since has been starting her behavioral interventions.
Conclusion
To conclude, this assignment has demonstrated a variety of personalities though
observation. The observer was able to demonstrate and also observe two unique children in
actions. One child name Addie was very easily mannered and was sociable with everyone.
However, Mallory was observed not making friends and often playing alone in an effort to play
with others. The teacher gave good representation through the observation on her students. When
it was instruction time, the students were displaying appropriate behaviors. Ms. William had to
redirect a few times with appropriate measurements but had a good response out of her class.
Recess was the more impressionable. During recess, the children demonstrated their personalities
in a more comfortable environment. Each child went to places on the playground that they felt
most comfortable in. Some children displayed social interactions and also different reaction in
the genders. The girls showed their common interests such as cheering and the boys
demonstrated their ability in sports with their team mates. There were a few boys and girls
playing a game or playing cards with another. Furthermore, the first grader appeared to be
comfortable to be who they were in their environment with the except of a few defiant children.
Elementary Observation
References
Bandura, A. (2019). Applying Theory for Human Betterment. Perspectives on
Psychological Science, 14(1), 12-15. https://doi.org/10.1177/1745691618815165
Davies, D. & Troy, M. F. (2020). Child development: A practitioner’s guide (4th ed.).
The Guilford Press.
Miller, P. (2016). Theories of Developmental Psychology (6th ed.). New York, NY:
Worth. ISBN: 9781429278980.
