OBSERVATION PAPER GRADING RUBRIC
Criteria
Levels of Achievement
Content
70%
105 points
Advanced 90-100% (A)
Proficient 70-89% (B-
C)
Developing 1-69% (< D)
Not
present
Content
99 to 105 points
The paper exceeds content
requirements:
Each section of the paper
provides a sufficient
discussion of observations,
including a minimum of
three specific examples of
observed behavior. Each
section includes vocabulary,
concepts and theories
discussed throughout the
course. Demonstrates a
thorough understanding of
major concepts, theories,
and principles of child
development and critical
thinking relating the course
concepts. Includes scholarly
research related to the
principles of child
development. Includes
discussion on biblical
integration related to child
development. At least 1500
words included in addition to
the title and reference page.
91 to 98 points
The paper meets content
requirements:
Each section of the paper
provides a sufficient
discussion of observations,
including a minimum of
three specific examples of
observed behavior. Each
section includes vocabulary,
concepts and theories
discussed throughout the
course. Demonstrates a
thorough understanding of
major concepts, theories,
and principles of child
development and critical
thinking relating the course
concepts. Includes scholarly
research related to the
principles of child
development. Includes
discussion on biblical
integration related to child
development. At least 1500
words included in addition to
the title and reference page.
1 to 90 points
The paper meets some of the
content requirements:
Each section of the paper
provides a sufficient
discussion of observations,
including a minimum of
three specific examples of
observed behavior. Each
section includes vocabulary,
concepts and theories
discussed throughout the
course. Demonstrates a
thorough understanding of
major concepts, theories,
and principles of child
development and critical
thinking relating the course
concepts. Includes scholarly
research related to the
principles of child
development. Includes
discussion on biblical
integration related to child
development. At least 1500
words included in addition to
the title and reference page.
0 points
Not
present.
Structure
30%
45 points
Advanced 90-100% (A)
Proficient 70-89% (B-
C)
Developing 1-69% (< D)
Not
present
APA
Formatting
& Mechanics
42 to 45 points
The paper meets structure
requirements:
Title Page, in-text citations
and Reference page are
properly formatted using
current APA standards.
Proper spelling, grammar,
and punctuation are used to
create a clear expression of
ideas.
39 to 41 points
The paper meets most of the
structure requirements:
Title Page, in-text citations
and Reference page are
properly formatted using
current APA standards.
Proper spelling, grammar,
and punctuation are used to
create a clear expression of
ideas.
1 to 38 points
The paper meets some of the
structure requirements:
Title Page, in-text citations
and Reference page are
properly formatted using
current APA standards.
Proper spelling, grammar,
and punctuation are used to
create a clear expression of
ideas.
0 points
Not
present.
PSYC 221
OBSERVATION PAPER INSTRUCTIONS
OVERVIEW
Throughout the course, we have focused on the physical, cognitive, and psychosocial
development of children from conception through middle childhood. As you complete this
assignment, you will apply psychological concepts, theories, and research findings as they relate
to your observation. After your observations, prepare and submit a paper describing your
observations and connecting those observations with course content, concepts, and scholarly
research along with biblical integration.
INSTRUCTIONS
For the Observation paper, you will observe a child under the age of 10 in a natural setting for 30
minutes to 1 hour, focusing your observations on the physical, cognitive and psychosocial
development of the child you are observing. You may observe your own child.
The Observation paper should discuss your observations focusing on connecting
your observations with the physical, cognitive, and psychosocial stages of
development.
o Each section of the paper should provide a discussion of observations,
including at least three specific examples of observed behavior. Each
section must include vocabulary, concepts and theories discussed
throughout the course, demonstrating a thorough understanding of major
concepts, theories, and principles of child development and critical
thinking relating the course concepts.
o Biblical integration should be included in this paper, discussing how
Scripture relates to the stages of child development that you observed.
The Observation paper should include at least 1500 words of content (4-5 pages)
o The paper will also include a Title page and Reference page using current
APA formatting.
Current APA formatting is required for this assignment.
o You may use first person writing.
o Each section should include APA formatted headings (physical, cognitive,
psychosocial, biblical integration).
At least 5 references are required (4 scholarly journal articles and the Bible).
Using the LUO Library, use at least 4 scholarly, peer-reviewed journal articles to
support your findings and observations. Be sure to include in-text citations in your
paper. The Bible is a required reference.
o Scholarly journal articles should be from the last 5 years. Websites are not
to be used as References.
o You may include the textbook, but it does not count toward the 5 required
references.
This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 6.
Note: Your assignment will be checked for originality via the SafeAssign plagiarism tool.
Observation Paper outline
Introduction
Body paragraph 1: Physical observations on Chloe
Body paragraph 2: Physical observations continuation.
Body paragraph 3: Cognitive observations
Body paragraph 4: Cognitive observations continuation
Body paragraph 5: Psychosocial observations.
Body paragraph 6: Psychosocial observations continuation
Body paragraph 7: Psychosocial observations continuation
Body paragraph 8: Bible reflection on child development
Body paragraph 9: Bible reflection on psychosocial development
Body paragraph 10: Erikson’s theory of psychosocial development and spiritual development
Conclusion
Running Head: OBSERVATION PAPER 1
Observation Paper.
Student’s Name
Institutional Affiliation
Course
Instructor
Date
OBSERVATION PAPER 2
Introduction
For this paper, the child under my observation is Chloe Ashley. Chloe is my niece and a
six-year old who often visits me during the holidays. I have watched Chloe grow from a tiny
baby to now a very cheerful, playful girl. Over the six years, there have been incredible
developments: physically, cognitively, and psychosocially. For one hour, I observe Chloe's
activities, her way of reasoning, and how she relates with other children, and here is the report I
prepared on the same.
Physical Development
Chloe is a relatively shorter girl compared to girls of her age. She measures around 45.9
inches. However, she is not intimidated by her little friends as she barely recognizes that fact
during their many activities together. She weighs around forty-two pounds. By this time, it is
noticeable that Chloe has stronger muscles. As a result, both her arms and feet are strong enough
to comfortably carry a 5-liter can full of water. During the one-hour observation, she engages in
playtime, and she is rarely at one spot taking part in several activities. At some point, she is
riding a bike. The next moment, she is on her toy-building blocks organizing them into different
objects. She runs and jumps around the compound and unfortunately, has acquired a minor
bruise after falling on the stairs while playing. According to her, she was not aware that the stairs
are slippery and hence, dangerous to play there. Her motor coordination is yet to fully stabilize,
explaining the minor accident. These activities show how Chloe's brain processes and masters
different information around her environment (Del Giudice, 2018). It is an indication that her
brain is developing, and she can comfortably concentrate on many activities.
During this period, Chloe only sneaks into the kitchen one time to grab a snack. Usually,
she is very picky with real food and only prefers snacks. Chloe has shed off two upper teeth and
OBSERVATION PAPER 3
one tooth is almost falling out. Due to continuous consumption of sugary snacks, she has
developed tooth decay on her primary teeth. For example, while I am taking my lunch meal,
Chloe only consumes a very tiny portion of her vegetable rice. It is impossible to even feed her at
this age as she considers herself mature to be fed. Less than ten minutes later, she is calling me to
give her some chicken nugget. This is what happens most of the time. She refuses real, nutritious
food and prefers unhealthy snacks. Her eating habits are greatly contributing to her low weight as
compared to children her age. Also, she has tooth decay on some of the lower incisors in the
upper and lower jaw.
Cognitive Development
During the one-hour observation on Chloe, she engages in a number of activities. In the
block-building activity, she manages to put blocks in separate groups depending on their color.
As much as she cannot exactly tell all the different colors, she correctly identifies the similar
ones. This is an indication of her ability to distinguish the blocks by their color, defined as
categorization in cognitive development (Lecce & Bianco, 2018). At one moment, when I ask
her which day of the week is today, she confidently shouts "Wednesday." A few minutes later,
when I ask her the same question, her answer is different. It becomes very hard to convince her
that she is wrong on both occasions. She cannot take in any logic from me and she believes she is
right regardless. It is very easy to sing aloud the seven days of the week in the right order.
However, it is a different story when we have to pick out a single day from that sequence.
As I make lunch, she shows very much interest in grasping the skill and enjoys me
sending her around the kitchen. During this time, we engage in a simple conversation as she
narrates to me about her teacher. Here, she insists that I should read her a story her teacher read
them in class about a Royal Princess. Her episodic memory allows her to remember only that one
OBSERVATION PAPER 4
story and recalls a few things about the story. While still in the kitchen, Chloe recognizes a huge
mug that resembles her mother's and says, "This mug looks like my mommy's." Due to the
resemblance of the mug to one she has seen before at her home, Chloe is able to recognize that
particular one out of many mugs. Chloe's way of asking for things, how she tells me stories and
asks many questions, and how we converse is a reflection of her excellent pragmatics (Tyler,
2020) and this makes it fun to spend time with her.
Psychosocial Development
Playtime is an extremely important activity for Chloe. While engaging with her
playmates, there are some hilarious questions I can hear them exchanging. Chloe asks her friend,
Tina, "Do you have pizza at your home? We ate pizza yesterday at my aunt's". On another
occasion, I could hear her brag about her beautiful 'Sofia The First' customized bed, the
television in her room back at home, and other concrete things she has back at her home and at
our place. The way Chloe self-defines her life indicates self-awareness of the things around her.
For the short time we spend together, I am cautious about how Chloe relates with other
kids. While watching her in her childhood world, I have consistently tried to correct her to
differentiate between bad and good. While they are bike-riding with her playmates, two of her
friends get into a petty fight and I could hear Chloe tell them, "Tina, do not beat up Jay. It is bad
and my aunt will cane you". To her, she has learnt that it is bad for a child to beat another and it
is extremely rare to find her in any quarrels or fights. She expresses pity for Jay, who is crying at
this time, telling her sorry. On the other hand, she is angry at Tina and swears not to play with
her again. Chloe responds to the two friends with different emotions (Moss & Lecompte, 2015).
When the children get tired from riding, they get to Chloe's room, where they start
playing with blocks. Chloe's favorite color is pink and she collects all the blocks with this color
OBSERVATION PAPER 5
for herself. When she hears me go to the kitchen, she is very excited to learn to cook. This can be
attributed to the different roles she has seen me and her mom perform in the house. There is a
self-awareness within her that specific roles should be carried out by females and others by
males. The gender-schema theory explains Chloe's scenario as she has extracted this knowledge
from the environment she has lived in and the culture surrounding the two genders (Chen, 2015).
The girls engage in constructive play like making a house using blocks and drawing on her wall
using crayons. Another good example is the pretend play where Chloe is the 'mother.' She
demonstrates her domestic roles in cooking and taking care of her 'children.' This is a good
reflection of the social beliefs she has acquired from the people and the environment around her.
Biblical Integration
The Bible provides significant contributions to various aspects of child development. In
Galatians 5:22, various social and emotional skills through the fruits of the Holy Spirit. Such
includes "love, joy, peace, patience, kindness, goodness, faithfulness gentleness, and self-control.
" (The Holy Bible, 2010). It is expected that this is the role of parents and teachers to be a guide
to their children through these emotions. Many children look up to the adults around them and
will most likely emulate the qualities these adults depict. This is why Chloe realizes that it is
peace is crucial between her and all her little friends. She is quick to feel mercy for her beaten
friend Jay and even confronts Tina for her action. The Bible approves a child's development in
cognitive, physical, and psychosocial dimensions while studying a child as a whole.
In Luke 2:52, "Jesus grew in wisdom, stature, and in favor with God and man" (The Holy
Bible, 2010). The life of Jesus as a baby shows how He was a people's person. In simpler terms,
Jesus became friends with everyone He came across. His way of thinking gained favor among
OBSERVATION PAPER 6
people and even with God. It is surprising how childhood friendship works. Chloe has a bunch of
friends from all backgrounds. She is not picky and for her making friends is equally
easy. Children reflect intuitive religious thinking in their middle childhood age.
Erikson's theory of psychosocial development is a crucial aspect in the spiritual
development of a child. The theory sets a foundation for children to create a relationship with
God. It prepares children for conversion. Stories in the Bible are ways to connect children to
truths and the meaning of life. Through memorizing Bible verses, children learn different Bible
truths and ignite a certain transformation as the child grows. Bible verse memorization tests a
child's cognitive processing. As an infant, Timothy was aware of different Holy Scriptures, as
indicated in 2 Timothy 3: 14-15 (The Holy Bible, 2010).
"When I was a child, I spoke as a child, I understood as a child, I thought as a child: but
when I became a man. I put away childish things." 1 Corinthians 13:11 is an illustration that a
human being undergoes development and at each stage, certain traits reflect their age.
OBSERVATION PAPER 7
References
Chen, B. (2015). Commentary-Culture and Attachment During Middle Childhood. New
Directions For Child And Adolescent Development, 2015(148), 93-98.
DelGiudice, M. (2018). Middle childhood: An evolutionary-developmental synthesis. Handbook
of life course health development, 95-107.
Lecce, S., & Bianco, F. (2018). Working memory predicts changes in children’s theory of mind
during middle childhood: A training study. Cognitive Development, 47, 71-81.
Moss, E., & Lecompte, V. (2015). Attachment and Socioemotional Problems in Middle
Childhood. New Directions For Child And Adolescent Development, 2015(148), 63-76.
Trinitarian Bible Society. (2010). The Holy Bible.
Tyler, S. (2020). Cognitive Development in Middle Childhood. Human Behavior and the Social
Environment.
