Play Home Observation
Indoor Activity #1:
Date and Time of Observation: 10/24/14 8:45 am
Number of Participants (including subject): Play of choice (Play house and blocks), 4 Participants (Christine Included)
Duration of Activity: Start: 9:15am End: 10:10amA thorough description of the play dynamics:
As Christine is playing with 3 girls she seems to be enjoying that free time very well. Christine is using her gross motor skills to build blocks and seems to be building perfectly except for one thing, she is building them to high and does not seem to understand why they fall and she gets frustrated. As she gets frustrated she realizes that it is not worth being mad and she builds them back in an instant. Her peers are complaining about her because she lies to get what she wants and she is constantly taking things without asking from her friends. Even though Christine is aware of the rules she is constantly breaking them and playing unfair. Another peer went with her and started playing unfair as well and Christine disliked that her friend was playing that way …show more content…
when she does the same. Her peer that went took over her game, Christine became frustrated and went to play something else. Christine is now playing make-believe with her one of her friends. She opened the play fridge and yelled across the classroom “Mom where is the frosting” to her friend. She then opened the fridge once again and said “never mind, I found it” and she pulled out an empty bowl. Christine was developing benefits of make-believe play because she was memorizing the role of a daughter, used language literacy to communicate with her friend, and creativity. She now grabbed a couple of aprons and she was tying them down to a chair and said she was making a roof to her house. She used her fine motor skills to tie up the knot to the chair. When she finished doing her “roof” she was pretending to talk on the phone with her friend.
FUNCTIONS OF PLAY***:
Sensorimotor Development: Christine used her sensorimotor development by running around the playground, when she was playing with blocks and realized that if she built it high they were eventually going to fall. She also seems to have developed the ability to explore the physical world by jumping on one foot, etc.
Creativity and Imagination: Christine seems to have developed creativity and imagination quiet fine. I believe that because during the observations I realized that she was playing make-believe with lots of imagination, she pretended that there was frosting in the fridge and also realized that her play house did not have a roof and she wanted to build one. She played with her friend that I have noticed she is closer to. Christine seems to be reflecting this type of play with life because she sees how her mom is with her, and also how she responds to her mom.
Socialization: During the time that she was playing with the blocks Christine seemed to know the rules of how to build them and also to share with her other peers that wanted to play or that were already playing with her.
She did get frustrated when the blocks fell but got over it quickly. When one of her peers went in between the game and practically ruined her game she was upset, and did not realize that she did the same thing when she did not let other children play with the toys. She does share toys but only if they remind her to share. Christine seems to play rough because she takes things without asking and bothers the other children. The adults at the center seem to be clear on the rules and remind them to share, or how many children can play in one section, remind them to clean up their belongings, and no other types of inappropriate play such as running, yelling across the classroom, and play
fairly.
Self-Awareness: Christine is not doing well on her self-awareness. The reason why I think that it is because she seems to get frustrated when something goes wrong. She seems to get along with children who are different from her (skin color, glasses, etc.). She is not aware that her actions affect others. For example, she went in between other children’s game and took a couple of their toys without asking and she did not apologize, Christine is also not honest and lies about things such as “I got that toy first”.
Therapeutic Value: Christine used therapeutic value fairly. She was stressed because of a problem she had while playing with her blocks. At first she was extremely frustrated but got over it quiet fast. She also seems to be aware of the consequences of getting into trouble. She behaves when teachers or an adult is their but when she realizes that no one is there she causes trouble
Moral Value: Christine’s moral value seems to be fine when around adults. She is only nice to children who are her friends, to other children who she does not seem to interact with she seems to be a bit rough. For example when she took the toys from children who she was not playing with. The time I observed her she seemed respectful and with manners.
Date and Time of Observation: 10/24/14 8:45 am
Number of Participants (including subject): Play of choice (Play house and blocks), 4 Participants (Christine Included)
Duration of Activity: Start: 9:15am End: 10:10amA thorough description of the play dynamics:
As Christine is playing with 3 girls she seems to be enjoying that free time very well. Christine is using her gross motor skills to build blocks and seems to be building perfectly except for one thing, she is building them to high and does not seem to understand why they fall and she gets frustrated. As she gets frustrated she realizes that it is not worth being mad and she builds them back in an instant. Her peers are complaining about her because she lies to get what she wants and she is constantly taking things without asking from her friends. Even though Christine is aware of the rules she is constantly breaking them and playing unfair. Another peer went with her and started playing unfair as well and Christine disliked that her friend was playing that way …show more content…
when she does the same. Her peer that went took over her game, Christine became frustrated and went to play something else. Christine is now playing make-believe with her one of her friends. She opened the play fridge and yelled across the classroom “Mom where is the frosting” to her friend. She then opened the fridge once again and said “never mind, I found it” and she pulled out an empty bowl. Christine was developing benefits of make-believe play because she was memorizing the role of a daughter, used language literacy to communicate with her friend, and creativity. She now grabbed a couple of aprons and she was tying them down to a chair and said she was making a roof to her house. She used her fine motor skills to tie up the knot to the chair. When she finished doing her “roof” she was pretending to talk on the phone with her friend.
FUNCTIONS OF PLAY***:
Sensorimotor Development: Christine used her sensorimotor development by running around the playground, when she was playing with blocks and realized that if she built it high they were eventually going to fall. She also seems to have developed the ability to explore the physical world by jumping on one foot, etc.
Creativity and Imagination: Christine seems to have developed creativity and imagination quiet fine. I believe that because during the observations I realized that she was playing make-believe with lots of imagination, she pretended that there was frosting in the fridge and also realized that her play house did not have a roof and she wanted to build one. She played with her friend that I have noticed she is closer to. Christine seems to be reflecting this type of play with life because she sees how her mom is with her, and also how she responds to her mom.
Socialization: During the time that she was playing with the blocks Christine seemed to know the rules of how to build them and also to share with her other peers that wanted to play or that were already playing with her.
She did get frustrated when the blocks fell but got over it quickly. When one of her peers went in between the game and practically ruined her game she was upset, and did not realize that she did the same thing when she did not let other children play with the toys. She does share toys but only if they remind her to share. Christine seems to play rough because she takes things without asking and bothers the other children. The adults at the center seem to be clear on the rules and remind them to share, or how many children can play in one section, remind them to clean up their belongings, and no other types of inappropriate play such as running, yelling across the classroom, and play
fairly.
Self-Awareness: Christine is not doing well on her self-awareness. The reason why I think that it is because she seems to get frustrated when something goes wrong. She seems to get along with children who are different from her (skin color, glasses, etc.). She is not aware that her actions affect others. For example, she went in between other children’s game and took a couple of their toys without asking and she did not apologize, Christine is also not honest and lies about things such as “I got that toy first”.
Therapeutic Value: Christine used therapeutic value fairly. She was stressed because of a problem she had while playing with her blocks. At first she was extremely frustrated but got over it quiet fast. She also seems to be aware of the consequences of getting into trouble. She behaves when teachers or an adult is their but when she realizes that no one is there she causes trouble
Moral Value: Christine’s moral value seems to be fine when around adults. She is only nice to children who are her friends, to other children who she does not seem to interact with she seems to be a bit rough. For example when she took the toys from children who she was not playing with. The time I observed her she seemed respectful and with manners.