Child Observation
Child Observation
I recently observed a "child" involved in two different types of activities, at different times of the day. The first activity was "Teacher-Initiated", and the second "Child-Initiated". The purpose of this observation is to compare and contrast the child's development and behavior between the two different contexts. Through observation I found that although both activities were rich in challenge and learning opportunity, the child's behavior is different, but demonstrates age appropriate development. During the "Teacher-Initiated" activity, the child was presented with coloring materials; different color markers, blank and valentine coloring pages. The child chose a valentine coloring paper, a purple marker and said "Yo voy a colorear purple" ("I will color purple"). The child was quiet and focused on coloring inside the lines; demonstrating control of fine motor skills, and persistence. The child turned to the student on her left and observed the scribbling on his paper, but did not say anything. Being able to resist making a comment shows her ability of self-control. The self-control demonstrated shows the child's moral reasoning development is in line with Piaget's Theory of cognitive development (148). She did however initiate conversation with the student on her right, she said "me esta tardando mucho" ("it's taking me to long"). The child's observation demonstrates that even though she was not doing a math activity, she is thinking in terms of numbers and time. Moreover; the fact she initiated conversation shows her ability to engage in social conversation in the classroom environment, which is in time to her social and emotional development according to Table 5.5 on "Who Am I in the Lives of Children?" (166). The child completed her coloring page, showed it to the teacher, placed her work in her cubby, and moved on to a "Child-Initiated" activity. Although fully engaged in this activity, the child's personality was subdued
I recently observed a "child" involved in two different types of activities, at different times of the day. The first activity was "Teacher-Initiated", and the second "Child-Initiated". The purpose of this observation is to compare and contrast the child's development and behavior between the two different contexts. Through observation I found that although both activities were rich in challenge and learning opportunity, the child's behavior is different, but demonstrates age appropriate development. During the "Teacher-Initiated" activity, the child was presented with coloring materials; different color markers, blank and valentine coloring pages. The child chose a valentine coloring paper, a purple marker and said "Yo voy a colorear purple" ("I will color purple"). The child was quiet and focused on coloring inside the lines; demonstrating control of fine motor skills, and persistence. The child turned to the student on her left and observed the scribbling on his paper, but did not say anything. Being able to resist making a comment shows her ability of self-control. The self-control demonstrated shows the child's moral reasoning development is in line with Piaget's Theory of cognitive development (148). She did however initiate conversation with the student on her right, she said "me esta tardando mucho" ("it's taking me to long"). The child's observation demonstrates that even though she was not doing a math activity, she is thinking in terms of numbers and time. Moreover; the fact she initiated conversation shows her ability to engage in social conversation in the classroom environment, which is in time to her social and emotional development according to Table 5.5 on "Who Am I in the Lives of Children?" (166). The child completed her coloring page, showed it to the teacher, placed her work in her cubby, and moved on to a "Child-Initiated" activity. Although fully engaged in this activity, the child's personality was subdued