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Running Head: PRESCHOOLER OBSERVATION

Preschooler Observation
Tracy Appleget
Ivy Tech Community College

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PRESCHOOLER OBSERVATION
OBJECTIVE
This is the second observation for child and development. This subject of this
observation was to be a in the preschooler age of 3 to 5 years of age. This
observation was done with intent to see how preschoolers develop. The interviewer
was to observe the preschooler and look for different aspects of development. The
interviewer looked at preschoolers physical, Intellectual, emotional, social, and
ethical development. This particular observation was completed at Wayne Township
Preschool. The subject of this observation was male and 4 years of age. This
observation took place on two different dates in February of 2015. During the
observation the child was in the classroom for one of the observations and in the
gym for the second observation.
THE OBSERVATION
While in the gym the student that was to be observed was given their choice
of different colored kick balls. The kick balls were purple, blue, orange, yellow and
red. The student would only play with the orange ball. The student would get upset
if someone would take the orange ball. The student would fun with the kickball. The
observer noted that the student enjoyed to have the other student to chase him.
The student was observed kicking, throwing and catching the kickball. The student
was not confident when catching the ball. The student ran quickly around the gym
and changed direction with ease. When asked if he could skip the student was
happy to show that he could.
While in the classroom the student was given two containers of soft blocks.
The student palyed with the blocks. Many other students wanted to help with the
toys the student being observed was happy to let others play with him while he built
a tower with the blocks. The student was able to build a tower that was 12 blocks

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tall. A second student helped him and they were able to build a tower that was
taller. The students worked together and built a tower that was 17 blocks tall.
During another activity the student was given a sheet of paper. He was
asked to draw different shapes on the paper. The student drew a square with ease.
He drew no other shapes. He was observed coloring. The student preferred to use
the orange colored marker. The student would say that orange was his favorite
color. The student was asked about other colors. The student remarked that purple
and pink were girl colors and he did not like girl colors. He said that he was told
that they were girl colors. When the orange marker was removed he was given the
choice of brown, yellow and a black markers. The student used the brown marker.
While coloring the student would color the whole page one color. When asked to
write his name on the paper he did. The first few letters of the childs name were
easily recognized.
In the area of intellectual development the student was observed sorting the
soft blocks by size. The student was asked to up the large blocks in one bucket and
the small blocks in another bucket. The student did so. The blocks were in different
shapes. The child would only pick up blocks that were the same shape and ignored
the other blocks.
The child was asked to count. The child smiled and began counting. The
student was able to count to 30. When asked how many students were in the class,
he was able to answer. He counted all the students but himself the first time. The
child counted the students in the classroom a second time and counted himself.
There were 7 students in the classroom.
The student spoke well with the interviewer. The student was able to recall
stories. The students grammar was off. It may have be a culture influence.

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The students emotional development was observed as well. The child selfcontrol was borderline. Most of the time the student would ask for a toy that
another friend had. The student was observed crying when he was not able to have
the color ball he wanted. He was observed chasing another student that had the
orange colored ball. It appeared to be a game. When the student was not able to
retrieve the orange ball he began to cry.
The student was observed hugging another student that was upset. The
student was upset that someone had pushed them and the subject of the
observation hugged the student
The student took pride in his work. When the student was able to build a
tower with twelve blocks he was happy. When the second child joined in to build a
taller tower the student took care not to knock over the tower he had built by
himself. He made sure that those around him knew that he had built the tower.
The subjects social development was also observed. The student was
observed playing at a sensory table. The table was full of sand. There were 3
friends playing at the table when the subject joined with them. The group played
for a short while. Soon, another student joined the group. The subject left the
group to play with another student. It appeared that the subject could play in small
group but would leave the group when other students joined in.
The student joined another friend. The two of them would take turns
suggesting activities to play in the classroom. The two students were observed play
make believe. They would take turns acting like a cat or dog while following on
another around the classroom.

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When questioned about his friends, the subject was happy to say that he had
three best friends. The subject only mentioned boys as his friends but it was
observed that he spent a fair amount of time playing with on f the girls in the room.
The subject noted that there were colors that were boy colors and girl colors.
The subject only liked the color orange. The student would get upset if he thought
someone took his orange marker.
The students ethical development was observed. The student was able to
tell on someone that was not sharing. After the student told on someone for not
sharing the student continued to tattle on other students.
When the student was seen running in the classroom several times. The
student would smile at the teacher when he was caught. When the teacher told the
student that walking feet were to be used in the classroom, he would walk. The
student when soon start running again. The student asked if the teacher was going
to tell his dad about him running in the classroom. The teacher said maybe and the
student began to cry. A few minutes went by and the student asked if his dad was
going to be told about him not making good choices in the classroom.
SUMMATION
The subject of this observation had many traits that were typical of children
in the preschooler age group. The boys and girl stereotypes that the student had
were typical of child of this age. Kail states that boys and girls acknowledge gender
stereotypes. By 4 years of age, childrens knowledge of gender stereotype
activities is extensive: They believe that girls play hopscotch but that boys play
football; girls help bake cookies but boys take out the trash; and women feed babies
and men chop wood (Kail, 2015, p.385). This would directly relate to the subject

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saying that there are boy colors and girl colors. The student said that purple and
blue were girl colors and t orange was a boy color and he liked the color orange.
The students stage of cognitive development at the age of 4 fits in the range
of 2-7 in the preoperational stage. This stage of development is marked with
egocentrism. The child being observed showed a lack of egocentrism when he
show empathy for the child who was pushed. Kail explains that preoperational
children do not comprehend that other people have different ideas and feeling
(2015, p. 165). The student was observed giving a hug to a student that had hurt
feelings. The student was also observed listening to and taking suggestions from
other students on what games to play.
The student was observed writing his name. The students name was writing
in large letters. The placement of the letters did no go from left to right. The letters
were all on the page. Some of the letters were more recognizable than others.
Keefer suggests that between the ages of 3 and four children start to identify letters
of the alphabet. She states that the preschoolers learn the uppercase letters first
(nd, para2). This is consistent with the student that was observed. The student was
writing their name in all capital letters. The name was long. It was suggested that
with children with long names a nickname should be taught since a nickname would
have fewer letters.
I work with preschoolers on a daily basis. I think that this paper has helped
me understand some of the aspects of preschool development. One of the aspects
that I enjoyed learning was about the gender stereotypes. As teachers we need to
be sensitive to all children. I believe that girls and boys alike should feel free to play
with any toy that is offered in the classroom weather that toy is marketed for a boy
or girl. One issue with this type of thinking is that as teachers we must recognize

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the parent and what that parent wants for their children. If a parent does not want
a child to play with a certain toy because it is for a girl then we must respect eh
parent wishes.

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REFERENCE

Keefer, A (nd). At what age should kids start writing the alphabet. Retrieved
fromglobalpost.com:
http://www.babycenter.com/http://everydaylife.globalpost.com/age-shouldkids-start-writing-alphabet-4222.html
Kail, R. (2015). Children and their development (7th ed.). boston, columbus,
Indianapolis, New York, San Francisco, AMersterdam, Cape town, Dubi,
London, Madrid, Milan, Munich, Paris, Montreal, Toronto, Delhi, Mexico City,
Sao Paulo Syndy, Hong Kong, Seoul, Singapore, Taipei, Tokyo: Pearson.

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Name ______Tracy Appleget____ Class ________EDUC 121____________ Date
________FEB. 2015_
Purpose: Identify developmental changes that occur during the toddler stage.
Part IDirections: Observe a child between 3 and 5 years of age. Your total
observation time should be at least one hour but may be spread over several visits.
Look for the signs of development listed below and on the following pages. Record
your findings by placing a check mark in the appropriate column. If you had no
opportunity to observe a particular behavior, write Unable to observe in the
Comments column. Also use this column to record any additional details you wish
to remember.
Key to Responses
YesSkill observed
lacked this skill or characteristic

NoChild

Site: ___________________________Wayne Township Preschool_______

Date(s) of Observation(s): __________________Feb. 23 Feb 24__________
Childs First Name: ________________Sayvion____________________
Age in Years: ______________________4___________________
Observation
C-3 Checklist: Toddler Development Signs of Development
Physical Development

YE

1. Walks down stairs. (Describe how.)

COMMENTS
Did not observe

2. Easily changes directions while

running.
3. Throws a ball. (Describe how.)

4. Catches a ball. (Describe how.)

Kickball. Caught the ball on the

3rd throw

5. Skips.

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6. Stacks seven or more blocks. (Note

number.)
7. Draws recognizable shapes.

12 by self

17 with help of friend

Drew a square

8. Draws recognizable pictures.

Fills in whole page when

drawing

9. Draws some alphabet letters.

10. Cuts with scissors.

Writes name
x

Was not observed

YE

Was not observed

Comments

11. Buttons clothing.

Intellectual Development
1. Demonstrates imagination and
symbolic thought (for example,
uses a stuffed animal
2. Sorts objects by one variable,

such as color.
3.
4.

Groups objects by size.

Counts by rote. (Note highest

large
x

Sorted blocks small and large

Stopped at 30

number recited in sequence.)

Counts three objects

accurately.
6. Applies grammar rules, even

5.

when inappropriate (may say

foots or breaked).

Sorted soft block small and

Speaks well

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7.
8.
9.

Uses most grammar rules

correctly
Groups objects by size.
Counts by rote. (Note highest

number)
Emotional Development
1.

Shows some self-control (for

x
x
x

30

YE

S
x

COMMENTS
Most times he asked for the

example, says I want that

toy, but some times cries

instead of grabbing toy from

when someone has a toy he

another child).
2. Shows some empathy for

was playing with

Hugs a friend that is crying

Was happy to show the tower

he built
Helps clean up toys when

others (for example, comforts

another child who is sad)
3. Shows pride in abilities by
4.

demonstrating them to others.

Willingly helps with chores

Social Development
1.

Plays in groups of two or three.

YE

S
x

prompted
COMMENTS
Loves to play with friends in
groups
Will seek out a friend to play

2.

Plays in groups of four to

eight.

with
Will play in a group up to four
people. When more friends
join typically moves to
another group

3.

Joins in activities suggested by

others.

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4.

Suggests activities.

5.

Plays cooperatively with

others.
6. Refers to one or more best

Has 3 best friends

friends.
7. Shows awareness of differences

Also refers to colors as boy

between boys and girls

Ethical Development
1.

Indicates that certain actions

YE

S
x

result in reward or punishment

2. Shows sign of guilt after

misbehavior
Tells adult when someone

3.

colors and girl colors

COMMENTS
Tattles when someone isnt
sharing
Asked not to tell on him for
doing something wrong.

breaks a rule
36. In what ways did the child you observed seem typical of this age group?
p. 385, boy and girl gender stereotypes. Boys and girls by 4 acknowledge gender
stereotypes. This relates to the boys and girl colors red and pink and purple are
girl colors, orange and black brown were the only colors that the student would use.
The student was forced to use another color other than orange.
http://everydaylife.globalpost.com/age-should-kids-start-writing-alphabet-4222.html
preschoolers and writing
In one article read it said that four year olds are full of enrgy. This is true of
Sayvion. He is full of energy. He is quick to smile. He is also sensitive.

37. Did any of the childs behavior seem unusual for this age? Explain.
The student seemed to be a typical preschooler. I thought that when the student
would only use one color to color was odd. I thought that he did this so that he
would not beconcidereded a girl or girlish. The boy that was observed was
completely full of energy. I thought that the student should have used many colors
to color with and instead he woul limit what he colored with.

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39. Has this observation experience helped you better understand preschoolers?
Why or why not?
The researched done was helpful. I learned that the preschoolers are funny, full of
energy people. I work with preschoolers on a daily basis. It was nice to research
preschoolers. I thoughts of preschoolers was deepened.

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