Cognitive Observation

NARRATIVE OBSERVATION FORM

Child’s first name: ______________LaMya Gamble________Child’s age __5_______ Date: _____10/13/2014___________ Time: ____5:19____ to ___5:56____
Setting: ______________Home____________ Focus on __Cognitive/Language______ _______ developmental domain

FACTUAL DATA
What did I actually see the child doing?
INDICATOR
Which performance indicator does this observation demonstrate? (Use the Bright from the Start or GPS weblinks)
REFLECTIONS/ INTERPRETATIONS
From your factual data, how did the child demonstrate this indicator?
What is the meaning of this experience for this CHILD?
Why do you think this information is meaningful and relevant?
NEXT STEPS
Describe what you can do as the child’s teacher to support development for this individual child in this domain.

LaMya is doodling with a pen on paper that’s given to her. She says “Uncle Raymond, I can write my name.” After she’s given the go ahead to do so, she writes her name in big letters and then begins to doodle smiley faces and different shapes. She’s doodling for three minutes until a show she’s familiar with begins. As the show opens she sings along to the theme song. She knows almost the entire song, only mis-pronouncing a few words she has trouble with due to the speed of the song. The program begins and as a result LaMya has put the pen down and has turned her full attention on the screen.

CD-CP2.4b Uses observation and imitation to transfer knowledge to new experiences.

CD-CP2.4e Explains how an activity is built on or uses past knowledge.

LaMya is using a writing tool and informs that she knows how to write her name. She then proceeds to, and executes what she has learned in a prior experience.

As with the writing of her name, LaMya uses a past experience of hearing the song to the program and begins to sing-a-long. She’s remembered the words enough that she can now sing with the tune.

I think the information LaMya displayed is relevant to her overall cognitive and language development. This is an example of the scaffolding technique. She’s developing new skills with past knowledge that she’s already obtained.

As a teacher I would prepare more complex situations to strengthen her cognitive development. Example being, since she already knows how to write her first name and is familiar with letters, I would have her write her last name, or another word to strengthen her already acquired writing skills. I would also have her explain to me how a certain activity is built, ensuring she understands how or what she’s doing is connected to her prior learning. Therefore crating a looping effect for building and learning new skills.

For 4 and 5 year old children: www.decal.ga.gov Click on Content Standards
For 0 – 3 year old children: www.decal.ga.gov Click on Georgia Early Learning Standards
For Kindergarten and higher: www.gerogiastandards.org Click on grade level