Analyzing Adam's Observation At The Park

During the observation at the park (Appendix F), Adam showed a lot of socialization skills throughout the session. He was running around with other children that where of the same age. He played with other children and enjoyed himself throughout the play session. Throughout his play sessions in the observation and the developmental checklist, Adam participates in parallel play, associative play, and cooperative play. He plays with males and females and doesn’t have a problem socializing with children he doesn’t know. All, three are in line with preschool age children. Adam participates in parallel play at during his time in preschool by playing with Legos and coloring while sitting at the same table as his classmates participating in
the same activities. During associative play, Adam and his classmate in the preschool setting share and borrow toys and materials to complete projects but are usually doing to separate things. Finally, cooperative play occurs during the park observation by playing a game of tag with several other friends. Trading positions as the chaser and runner and participating fully (Feldman, 2017). According to the Developmental Checklist, Adam has mastered playing independently and shows independence from and dependence on adults. This occurred in the individual observation setting during free play, where the child was content to play on his on without having the parent being near or close to him. Adam also separates easily from parents, shows a wide range of emotions, and shows curiosity and interest in surroundings. Finally, Adam acts cautiously around unfamiliar adults and strangers (Appendix B). Overall, Adam’s social development seems to be average compared to others of the same age. During social interactions and independent experiences, Adam does show emotional development by showing joy and excitement when playing with his favorite toy, watching his favorite movie, or receiving award during potty-training or showing positive behavior by picking up his own toys.
Some of the issues that occur during social interactions and emotional development can be based on Adam’s speech delay. According to the parent interview, limitations do seem to be present when trying to verbal communication with other students during social interactions. These frustrations occur when the child is trying to ask for a toy and the peer or adult doesn’t know what Adam is saying. This leads to Adam expressing anger and frustration which sometimes leads to inappropriate behavior during these social interactions. Overall, Adam shows a wide range of emotions as mentioned on the Developmental Checklist which appropriate when discussing children in the preschool age (Feldman, 2017).