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Observation #3

Observation #3
Class/secti FHS 1500-400
on:
Name:
Elizabeth Nelson
Assignmen Observation 3
t:
Background
Childs age:
Fictitious
name:
Location:
Brief
Description:

Information
7 years old
Katie
In her home.
Was in her home with younger children. Was interacting with
the kids but was more interested in the Mary Kay party for
the adults.

Physical Development
Katie is an 8 year old girl. Her she looks to be of average height for her
age. There were not any other children around her age to compare her
height too. She looks lean and fit. Her appetite caught my eye. She would
choose things to eat like a cheese cube, a few grapes, and some crackers.
She had other options but was seemingly picky that day. In the text book,
Invitation to The Lifespan, it says, As long as their entire community isnt
starving, school-age children get enough food, continuing to grow 2 inches or
more each year, (Berger 2014, pg. 244).
At the beginning of the observation, the kids started out with playing
hide and seek in the house. Berger states, the play is active, interactive,
and inclusive- ideal for children of both sexes and several ages, (Berger
2014, pg. 245). Katie has to be in good physical condition. She was able to
carry the toddler up and down the stairs several times while playing with all
the kids. She was able to keep all the kids involved and preoccupied with
playing games.
Cognitive Development
Katies language use was on track for her age. I did notice that she was
able to communicate with the younger children very well. She was able to
adjust the use of her language communication according to audience and
context. This is known as the use of pragmatics (Berger 2014, pg. 260). It
was very easy for her to switch from a simple dialect to a more mature
dialect with her mother or adult.
While the adults focused on the facials, I noticed that Katie had
become bored with the younger kids. She decided that she wanted to take

part in learning about make-up. She was attentive for maybe fifteen to
twenty minutes and then went back to playing with the little kids. I relate this
to selective attention which is the ability to concentrate on stimuli while
ignoring others, (Berger 2014, pg. 256).
When Katie was with the younger kids, she paid special attention to
the toddler. She was reading book after book to her. The toddler was so
enthralled with the story time. Katie was taking extra on the easy words like
dog, cat, hat, or fish. In the textbook it says, Vygotsky believed in education
occurs everywhere, not only in the classroom, (Berger 2014, pg. 254). This
was a great example of The Role of Instruction. The reading and teaching
session went on for some time. The interaction was fun to watch. The toddler
would point to a picture and Katie would say it, then sound it out, and ask
the toddler to say it.
Social/Emotional Development
While the adults were putting on the make-up, Katie asked he mom if
she could try some make-up. Her mother said she could wear some lip gloss.
She put it on and then started taking pictures with her phone. She went to
the 4 year old and asked her how she looked. Katie was expressing her selfconcepts and seeking approval from her peers. In the text it says, Every
theory and every observer notes that children become more concerned with
the opinions of their peers as they age from 6 to 11, (Berger 2014, pg. 285).
I noticed that Katie didnt eat much of her lunch. She was picking at
her plate a bit then get bored with it and walk away. At one point, her mother
noticed she hadnt eaten much as well. Katie explained to her mother that
she didnt want to get fat. She said that other kids had said things about her
weight. By looking at her, she was within her normal weight range for her
age. She is starting to compare herself to the other kids at school. This is
called social comparison (Berger 2014, pg. 286).
Towards the end of the observation, I noticed that Katie was becoming
more stressed and irritated with the younger kids. She was able to find a way
to turn the situation in to a positive situation. She was able to turn her stress
into resilience which is defined as, the capacity to adapt well to significant
adversity and to overcome serious stress (Berger 21014, pg. 287) The
younger kids were starting scream at one another and Katie started with
yelling back at them to stop but decided it was time to clean up the toys and
change the activity for the younger children.

Reference List
Berger, K. S. (2014). Invitation to the life span (2nd ed.). New York, NY: Worth
Publishers.