December 8, 2015

I. Observation 4:
The Four Domains of the Child
II. Grade:
Preschool
III. Students:
6 boys, 4 girls
IV. Setting:
Preschool classroom at the Childrens Campus on RVCC Multi-age (3-4 years
old) classroom, 10 students, 1 head teacher, 2 teacher assistants
V. Pre-Observation:
The purpose of this observation was to observe a child and be able to
understand their four domains; emotional, physical, cognitive, and social. Once I
understood the four domains of a child, I can then give examples and evidence of them at
each stage. To go even further I can make recommendations to help further challenge the
student in each domain.
VI. Data:
While observing Child A, I could tell that he was developing well in each three
domains. Hes at an Age 4 Milestones, and considered as one of the older children in the
classroom. Within the emotional development stage, he has learned how to appropriately
express his emotions, especial sadness and anger. For example, whenever he was angry
about something he would always start sentences with, Im angry because HE was
able to identify the emotion he was feeling. A lot of students around him would express
their anger in tears and also their sadness. Whenever he was sad he would cross his arms
in front of him and pout for a while until he went back to his happy state. Within the
physical development, Child A had developed fine motor skills such as running and
walking. I observed a new motor skill that he learned while in the dramatic play center.
The center was set up for Christmas Time, with lots of tinsel, a fireplace, a Christmas tree
and other Christmas decorations. His playmate and him decided to be reindeer and he
lead the other children in galloping around the table. Aside from just walking and
running, he added another motor skill that he has learned from animals and the way they
move. This can also go along with eh cognitive development stage because he was able o
process information about the way reindeer move. He also has a great understanding of
numbers and being able to count them. One of the assistant teachers sent up an activity,

which involved number trees and leaves. First she had him put the numbered trees in
order form 1-10. After that she had them put the number of leaves on the tree that
corresponded with the tree number. He was able to do both of these things quite quickly,
and understood that you keep adding one each time you get to the next tree. Within the
social development, I observed that student A acted like a leader whenever he was with
other playmates. For example, when he was in a dramatic play it was his idea to be
Santas reindeer and to gallop around. He likes to be in charge and almost always told the
other students what to do. He does get along well with others, however he does nutlike
the idea of sharing with others very much. For example, I observed as he played with one
of his classmates in the sand bowl they have set up in the room. There were hidden
Christmas erasers and it was his idea to have a contest to see who could find the most.
Right away hearted and found most of the erasers himself. By the end, he had found 15
erasers while his classmates had found 6. When his classmate asked at the end if he could
share some of them, he said no. They then got in a small argument because his classmate
didnt think it was fair that he should have so many.
VII. Analysis:
For the most part I was able to see that Child A was developed in most of the
domains. He was a fine motor skills as well as large motor skills. He has learned how to
express his emotions and understands that crying wont get him what he wants; he is also
able to recover quickly from his anger or sadness. He also takes what he knows from the
outside world and applies it to his classroom social atmosphere. The area he needs a little
more help in is his social development stage. He likes to lead the other children so much
that he fails to listen when they ask him to do something or share.
VIII. Recommendation:
One way to help improve his social skills is to have different group
activities and see how he handles them. In the beginning of the group activities a teacher
can assign a different group leader to him him learn to let other children give ideas.
Within the group activity a teacher can give out limits amounts of material and tell the
children that they will be sharing with their classmates. This would help him understand
the concept of sharing and forces him to share with others. Within the centers where he
thinks of what to do, the teacher can go over and say, How about you ask your
classmates what they want to do, have them pick what youre going to do today in the
center! This would help to further encourage him to let other students be a leader and
promotes sharing with other students as well. To further challenge him in the cognitive
stage a teacher can introduce the concept of addition and subtraction, taking away the
leaves and adding even more to see if he understands.

IX. Citations:
"Developmental Milestones: 3 to 4 Year Olds." HealthyChildren.org. American Academy
of Pediatrics, 2009. Web. Dec. 2015.