Anthony Observation
Observation #4 The day is sunday, April 2, 2017, I am at my grandmas house. I am observing my cousin Audrey, who is 5 years-old. The time is approximately 11:30 am. Audrey and I sit at the kitchen table for the observation.
I give Audrey a set of shapes that are in two sizes in red, yellow, and blue. The shapes are triangles, rectangles, squares and hexagons. Audrey scans the pile, then picks out shapes that are they same size of each color and places them in stacks. She places the large shapes next to the same shape in a smaller size. For example, a stack of large squares of each color is stacked next to a stack of small squares. Audrey says “done.” I ask her to tell me about the groups. Audrey says, “There are three. They’re different colors.” …show more content…
I ask Audrey if the amount of water in the glasses is the same amount. Audrey brings her face down to the level of the glasses, brings her face closer to the glasses, then uses her right, pointer finger to compare the two together, then responds, “yes.” I then pour water from one of the small cups into a wider, larger cup. I ask if the small glass has more water, if the big glass has more water, or if they are the same amount. Audrey points to the larger, wider glass and says, “because this one has less,” then she points to the small, skinnier cup and says, “and this one has more.” Then she says, “because this one is wider (she points to the larger cup) and this one is skinnier (she points to the small …show more content…
This showed when used the play dough, and Audrey saw that the two balls of playdough were the same amount. When I rolled out one of the balls into a hot dog shape, she said the hot dog shape had more because it was wider than the ball. In the book, on page 177, it says that children at this age struggle with this because of centration. I can definitely see where this caused Audrey to struggle a bit, because she was able to tell me that at first when the two playdough shapes where in balls they were the same to her. When I changed the shape of one into a hot dog shape, she was only able to focus on the width of the
I give Audrey a set of shapes that are in two sizes in red, yellow, and blue. The shapes are triangles, rectangles, squares and hexagons. Audrey scans the pile, then picks out shapes that are they same size of each color and places them in stacks. She places the large shapes next to the same shape in a smaller size. For example, a stack of large squares of each color is stacked next to a stack of small squares. Audrey says “done.” I ask her to tell me about the groups. Audrey says, “There are three. They’re different colors.” …show more content…
I ask Audrey if the amount of water in the glasses is the same amount. Audrey brings her face down to the level of the glasses, brings her face closer to the glasses, then uses her right, pointer finger to compare the two together, then responds, “yes.” I then pour water from one of the small cups into a wider, larger cup. I ask if the small glass has more water, if the big glass has more water, or if they are the same amount. Audrey points to the larger, wider glass and says, “because this one has less,” then she points to the small, skinnier cup and says, “and this one has more.” Then she says, “because this one is wider (she points to the larger cup) and this one is skinnier (she points to the small …show more content…
This showed when used the play dough, and Audrey saw that the two balls of playdough were the same amount. When I rolled out one of the balls into a hot dog shape, she said the hot dog shape had more because it was wider than the ball. In the book, on page 177, it says that children at this age struggle with this because of centration. I can definitely see where this caused Audrey to struggle a bit, because she was able to tell me that at first when the two playdough shapes where in balls they were the same to her. When I changed the shape of one into a hot dog shape, she was only able to focus on the width of the