For this observation I chose Benjamin in Room 100 at Kids R Kids Learning Center.

Ben is 11 months and

very much advanced then he’s other peers.

Part A - (15 points)

For this section, observe a child between the age of 4 – 12 months.

1. a. Using objective observation, state at least 2 examples of behaviors that might help you to
determine the child’s cognitive development.

The two examples of behaviors that I picked that helped me to determine] Benjamin’s cognitive
development was example one: When ben was laying down on he’s back he rolled over sat up and
still had the toy in he’s hands. Second example he was pushing up on the table trying to stand up he
did for two second then fell back down

b. Which of Piaget’s sensorimotor substages do you think this child is in?

I believe Stage three fits Benjamin very well because he is also advance for he’s ages well a better way to
say it is he is progressing really fast.

2. What toys or materials do you see that would assist the child in moving to the next sensorimotor
substage and why? What toy do I see would assist Benjamin in moving to the next sensorimotor
substage is the jumping toy that holds up the child so while ben was playing inside of it he was standing
up and hes legs were going up and down hes was jumping moving them

3. How is the teacher fostering cognitive growth in this child? (Give examples of available toys/personal
interactions, etc.)

Every time ben pulls up or holds a toy for a while does anything for himself the teacher praises him good
job ben, or even I’ve heard the teacher say you can do it
For this observation I chose Dylan in Room 200 at Kids R Kids Learning Center. Dylan is 19 months and
very much advanced then he’s other peers.

Part B – (15 points)

this section observes a child between the ages of 13 – 19 months.

1. For a. Using objective observation, state at least 2 examples of behaviors that might help you to
determine the child’s cognitive development. The two examples of behaviors that I picked that
helped me to determine Dylan’s cognitive development was example one: When playing in
house keeping he was opening and closing the cabinets on the play kitchen, open and close
open and close over and over. Another example was when Dylan had the walker and was
pushing it around the classroom.

b. Which of Piaget’s sensorimotor substages do you think this child is in?

I think Dylan is in stage 6 He is more advance then the rest of he’s peers.

2. What toys or materials do you see that would assist the child in moving to the next sensorimotor
substage and how would they help? What toy do I see would assist Dylan in moving to the next
sensorimotor substage is the truck he was playing with moving it around on the table and moving it back
and fourth like as if he was driving.

3. How is the teacher fostering cognitive growth in this child? (Examples of available toys/personal
interactions, etc.) When Dylan’s he is playing with the walker and pushing it around the classroom, Ms.
Lacie got a walker as well and began to do the same thing as Dylan pushing the walker around then it
became a race. She was being involved and more interactive with Dylan
Part C – (35 points)

For this section, you will be utilizing a child between the age of 20 – 27 months (include exact age of
child observed).

Appearance of hand watching behavior (score from Scale II item 1).

Place the infant supine on some flat surface away from attractive visual stimuli and observe whether the
infant will engage in hand watching activities, i. e., whether he will keep his hands within view and
follow them with his eyes as they move out of sight. Supplement this observation with any evidence of
hand watching that might be observed during the rest of the examination and the report of the person
taking care of the infant. Score 1 if this behavior has already passed its peak.

0 Hand watching behavior is not observed

1 hand watching behavior is observed yes Bella succeed in this task Bella was sat down with the
teacher to do activity and dealing with handwriting and she does exactly what the teacher asked her to
do. She was following direction was engaging in the activity and wrote the word well traced the word
very nicely

2. Repetition of actions producing an interesting result (score from Scale !! item 3).

Observation of secondary circular reactions depends on finding some object on which the infant can act
and through his action, produce a result which he finds interesting. An object which can be activated by
one of the earliest motor schemas, such as hitting, and which provides both visual and auditory
feedback from the action has been found to be most suitable for this purpose. A brightly colored
musical toy in the shape of a clown has been used with considerable success, as has a sphere of several
colors hinged to a holder which turns around several times and makes a sound when hit by the hand.
Hold such an object within reach of the infant’s preferred hand but far enough away to discourage
grasping and observe the infant’s reaction. Score means and ends scale.

One of the things I saw the teacher do to give herself that interaction with all her student she
proceeded to turn on the music she had two song baby shark and another but I didn’t know the name
when baby shark came on they started doing the movement with their hands along with the song the
second song they were using instruments I watch Bella engage in this activity she pick up an instrument
and stated patting it on her hand mimicking the teacher while she was doing that she was dancing
moving her hips from left to right

3.Using a specific gesture as a procedure

When the infant is not engaged in other play activity, perform some spectacle calculated to be
interesting to the infant, such as swinging the musical toy back and forth and ringing it, making a
jumping jack move, twirling a colorful plastic wheel or large top, etc. Push top up and down, then stop
abruptly and observe whether some gesture stands out in the infant'’ reaction, such as hitting the hand
on a surface, kicking the legs, vocalizing, etc. Repeat the performance and observe whether the infant
reacts with the same gesture again.

The teacher MS Brittany made and obstacle course around the room with table all together and a mat
to roll over and some number mats spread out like hop scotch. Ms. Brittany proceeded to show the kids
and of course Bella starts climbing under the table then she gets to the mat she tries to roll she did it
then hop scotch was so hard she did it with the help of MS Brittany and we all cheered her on and
praised and every time she did the same thing and she waited to be praised once again

4. Continuing a familiar activity that requires an adult’s participation by starting the movements
involved

Find out from the person taking care of the infant the games that have been frequently played with him
such as bouncing him on the knee, raising him up into the air repeatedly, pulling him up to sitting
position by the hands repeatedly, etc. Play such a game with the infant or have the person taking care
of him play it and then stop abruptly. Observe whether the infant will try to restart the activity by trying
to jump up, be straining to be lifted up, or by trying to sit up, respectively.

One of the games Bella plays with her family is Raising her up into the air. I kindly asked her caregiver if
she could repeat that and stop and she did and of course belle wanted to do it again and was banding
her knees and kegs to bee ready to get lifted up into the air.

5. Continuing an interesting performance by touching the performing agent

Obtain the infant’s attention and perform some spectacle calculated to be interesting to the infant, such
as hitting two blocks together, drumming fingers on a surface, spinning the musical toy, etc. Stop
abruptly and leave both the object and the performing hand within the infant’s reach. Observe the
infant’s reaction to the cessation of the spectacle. Repeat two or three times with each spectacle

We decided to hit two blocks together and drumming fingers on a surface and when we left she went
back and continue to play

2. What toys might you offer to the child to facilitate her/him to the next level and why? (Next step on
scale or next cognitive level)