Subject:EEC1961 Section 01: Field experience II planning in early childhood but
ID: 3496722 • Letter: S
Question
Subject:EEC1961 Section 01: Field experience II planning in early childhood but I choose Psychology to be easy.
While at your field experience site during this module, you will observe a child for the purpose of gaining background information which you will use in later modules to create a meaningful learning experience. Conduct an hour long observation of the child for whom you have chosen to create a comprehensive lesson plan. Complete a 1-2 page reflection reporting the following: In the first section, introduce your subject. Use initials or an assumed name to comply with NAEYC's Code of Ethical Conduct on confidentiality. If known, offer information regarding the child's social and cultural context (i.e., living arrangement, family background). Note: You may choose any child in any setting. However, you will need to meet with this child once more to implement a lesson plan. Share details about the observation (date and time) and the early childhood setting. Note: To ensure safety for all, observations should not take place when other children are in your direct care. Schedule a time outside of your normal field experience hours to complete this observation. Share observations of development across domains (physical, intellectual, language, emotional and social) as well as perceived learning preferences, interests, and behavior. Be sure to identify at least 3 domains. Next, briefly identify any developmental, learning or behavioral needs/areas for growth you wish may wish to focus your lesson upon. Finally, conclude by answering the following question: What do you want to learn more about this child in order to optimally support his or her development and learning? APA formatted title page is required, as well as a reference page and in-text citations if needed.
Explanation / Answer
Introduction
The subject’s name is XYZ. Her age is 5 years and she is a student of Tagore International School. The observation continued from 25th February to 30th March over 10 sessions on an average of 20 minutes per session. The sessions took place at the subject’s house and a log book for observation was maintained for the child’s behavior to be noted in order to understand the development in various domains as well as compare it with that of a typical child of the same age group. The sessions were also audio-taped for the sake of convenience in maintenance of log book. Following is the summary table of the observation noted during the sessions:
Session
Larger Domain
Typical Behavior
Observation
Interpretation
1
Gross Motor Skills
Social/Emotional
A typical child of this age hops, skips, balances and jumps without falling, skates, coordinates movements into activities like swimming, bounces and kicks a ball
A child of this age plays cooperatively with other children, prefers playing with children than adults, has particular friends and excludes others, gossips about other children, solves most conflicts without help from adults, shows better awareness of others’ feelings (ToM), takes turns most of the time, follows rule, likes dramatic play and makes own costume or props, wishes to make own decisions, becomes competitive and likes attention, increases self-esteem through mastering new skills
The child was dancing and hopping to her favourite song
The child mentions in some context that taking the name of teachers is ‘bad manners’ clearly displaying an understanding of relationship dynamics and a development of conscience (ability to distinguish between right and wrong behavior).
Child cleans her room especially on the day (social desirability)
Idealization for cartoon character (Rapunzel)
Subject along with sibling had begun a new routine of cooking every week (mastering new skills for increase in self-esteem)
Siblings in conflict for mother’s attention
Mentions about being bullied in school by some children and thus stopped talking to them
The child had clearly developed the Gross motor skills age appropriately.
The child used words like sorry, thank you at appropriate places, could distinguish b/w positive and negative attributes. The child understands bullying and engages in selective friends. The child displayed evident increase in self-esteem due to mastering of new skill- cooking; preparing a dish/drink alone and repeatedly mentions this during the session. The child idealizes a cartoon character on the basis of her physical attributes “pretty clothes, beautiful” and expresses desire to be like her.
2
Intellectual Development
A typical child of this age group has clear speech, uses complex sentences, able to read simple books, asks meanings (curiosity), knows names and address, likes jokes and riddles, make up imaginative stories, shares experiences
The child cracks joke by saying she would obviously not be in school today since it’s Sunday. The child displays memory by saying experiences occurred in recent past wherein someone broke her favourite plate. The subject also displayed ease at using gadgets and showed images and videos on a mobile phone. The child could use complex sentences and had a clearly developed language.
3
Intellectual Development
Social
Emotional
A child of this age develops cause and effect relationship
By this age the child develops preferences and interests in specific areas, desire to be competitive and engage in cooperative play
A child of this age develops of ToM thus relating to feelings of others
The child offers chocolates to guests, engages in cooperative play (hide and seek), however stresses on winning clearly displaying a desire for competitive edge. Also the child changes the topic when asked about something unfamiliar and unknown. Child has clear preferences for colours (purple), toys (Barbie dolls), books (mermaid). The child engages in play where a reward would be given for raising hands (cause and effect)
The child was counting the number of chocolates left in her box (concept of numbers)
The displays pity for sibling saying she saved food for her and didn’t eat anything herself “I felt bad for her”
The child displays awareness for objects and their physical attributes- for instance advice to not pluck plants since they have life in them and feel “pain”. Also the child displays effort to engage and instruct during play. The child has awareness for metaphors and proverbs: “koshishkarnewaalonkihaarnahihoti” when asked to sketch a vase. Thus the child has developed intellectually age appropriately in many regards. also, the child mocked a fellow mate who was unable to skate (socially age appropriate)
4
Social/Emotional
A child of this age starts displaying sense of agency and often expresses possessiveness for loved ones. Also seeks to claim superiority over other in the process of self-esteem development
Often fought with sibling expressing right over grandfather (sense of agency)- emotional development. Engaged into active comparison with a friend claiming superiority (competitiveness) The child showed evident attention seeking during play.
The child had developed various social and emotional skills age appropriately. The child displayed no glitches in language- clear language development and also showed high curiosity to learn (asking many questions)- quick scanning of environmental cues
5
Social/Emotional
By this age the child is developing a sense of agency and locus of control, trying to engage into independent activity.
Child displayed evident boost in self-esteem by being able to accomplish tasks alone without assistance (preparing lemonade alone in kitchen)
The child showed possessive behavior and temper tantrum when sibling engaged in private play with researcher and also every time the observation session was over
The child showed high responsiveness in terms of social cues and displayed all attributes of an enthusiastic learner (quick grasping and response towards instructions)- although expressed preferences within the activity
6
No significant observation
No significant observation
No significant observation
No significant observation
7
Fine motor skills
A typical child of age 5 can draw a person with body, head, legs, arms and can imitate sketches, shapes, holds pencil much like an adult, completes puzzles, uses both hands simultaneously, dresses self and attempts to tie shoelaces
The child had drawn human figures with ease, had good grip over shapes and sizes while sketching upon instruction, solved puzzles and jumbled again in order to re-solve
The child’s fine motor skills are developed age appropriately
8
Fine motor skills
Language development
A typical child of this age knows the concept of lip-syncing and able to integrate language and motor skills in this regard
The child was able to lip sync and perform on Bollywood numbers
Other manifestations of social and emotional development displayed.
Age appropriate development in terms of language and fine motor skills
9
Social/Emotional
A typical child prefers playing with children than adults, has particular friends and excludes others, gossips about other children, solves most conflicts without help from adults, shows better awareness of others’ feelings
The siblings fought but reconciled towards quickly forgetting anguish moments later
Age appropriately meeting developmental milestones
10
Memory
Social
A typical child this age can narrate episodes that occurred even months back
The child narrated an incident where she prevented her grandfather from suffering a heavy fall. Also talks about other previously occurred events with friends in the park. An interesting observation was that the child expressed desire to play the games which were unknown to researcher’s awareness (extensive explanation of a new game). Child displays enthusiasm for mastering new skills- excitement for upcoming swimming classes
The child’s memory development is age appropriate. The child is an ardent learner, quick follower and an expressive participant with regard to narrating experiences. Also the child would evidently display emotions at appropriate situations within a context- happy, sad, excited, anguished, etc.
Experience as a researcher:
The experience of observing a child and maintaining a log book, noting the minute details of the child’s behavior as part of the practicum was an enriching experience. It not only helped establish whether the child has met developmental milestones during the course of her development successfully, but also enabled us to cite relevant examples as to how the various domains of development are manifested in the child’s behavior. Maintaining objectivity however while engaging in active play with the child during the research was a challenge faced during the experience. Personally, the child was an ardent observer herself, quick learner and enthusiastic in approach which made the observation a better personal experience throughout. The child was cooperative and engaged in active interaction during the entire process which further facilitated the data gathering. Although the time of observation was limited to be able to gather any specific scope for the child’s improvisation, the experience was unique and purposeful. The major limitation of the researcher is the limitation of time to be able to gather information on a certain behavior for repeated number of times in order to draw generalizations or observe a pattern. The ethical guidelines of research were adhered to and despite the limitations, it was beneficial for the sake of developing a better understanding of children belonging to this particular age group.
The curriculum should be designed in a way that she gets more and more space for emotional expression and engages in reciprocal interaction in order to continue refining her language. Moreover, certain games and activities can be used in order to stimulate the cognition and lead to growth and development within this domain of functioning.
Session
Larger Domain
Typical Behavior
Observation
Interpretation
1
Gross Motor Skills
Social/Emotional
A typical child of this age hops, skips, balances and jumps without falling, skates, coordinates movements into activities like swimming, bounces and kicks a ball
A child of this age plays cooperatively with other children, prefers playing with children than adults, has particular friends and excludes others, gossips about other children, solves most conflicts without help from adults, shows better awareness of others’ feelings (ToM), takes turns most of the time, follows rule, likes dramatic play and makes own costume or props, wishes to make own decisions, becomes competitive and likes attention, increases self-esteem through mastering new skills
The child was dancing and hopping to her favourite song
The child mentions in some context that taking the name of teachers is ‘bad manners’ clearly displaying an understanding of relationship dynamics and a development of conscience (ability to distinguish between right and wrong behavior).
Child cleans her room especially on the day (social desirability)
Idealization for cartoon character (Rapunzel)
Subject along with sibling had begun a new routine of cooking every week (mastering new skills for increase in self-esteem)
Siblings in conflict for mother’s attention
Mentions about being bullied in school by some children and thus stopped talking to them
The child had clearly developed the Gross motor skills age appropriately.
The child used words like sorry, thank you at appropriate places, could distinguish b/w positive and negative attributes. The child understands bullying and engages in selective friends. The child displayed evident increase in self-esteem due to mastering of new skill- cooking; preparing a dish/drink alone and repeatedly mentions this during the session. The child idealizes a cartoon character on the basis of her physical attributes “pretty clothes, beautiful” and expresses desire to be like her.
2
Intellectual Development
A typical child of this age group has clear speech, uses complex sentences, able to read simple books, asks meanings (curiosity), knows names and address, likes jokes and riddles, make up imaginative stories, shares experiences
The child cracks joke by saying she would obviously not be in school today since it’s Sunday. The child displays memory by saying experiences occurred in recent past wherein someone broke her favourite plate. The subject also displayed ease at using gadgets and showed images and videos on a mobile phone. The child could use complex sentences and had a clearly developed language.
3
Intellectual Development
Social
Emotional
A child of this age develops cause and effect relationship
By this age the child develops preferences and interests in specific areas, desire to be competitive and engage in cooperative play
A child of this age develops of ToM thus relating to feelings of others
The child offers chocolates to guests, engages in cooperative play (hide and seek), however stresses on winning clearly displaying a desire for competitive edge. Also the child changes the topic when asked about something unfamiliar and unknown. Child has clear preferences for colours (purple), toys (Barbie dolls), books (mermaid). The child engages in play where a reward would be given for raising hands (cause and effect)
The child was counting the number of chocolates left in her box (concept of numbers)
The displays pity for sibling saying she saved food for her and didn’t eat anything herself “I felt bad for her”
The child displays awareness for objects and their physical attributes- for instance advice to not pluck plants since they have life in them and feel “pain”. Also the child displays effort to engage and instruct during play. The child has awareness for metaphors and proverbs: “koshishkarnewaalonkihaarnahihoti” when asked to sketch a vase. Thus the child has developed intellectually age appropriately in many regards. also, the child mocked a fellow mate who was unable to skate (socially age appropriate)
4
Social/Emotional
A child of this age starts displaying sense of agency and often expresses possessiveness for loved ones. Also seeks to claim superiority over other in the process of self-esteem development
Often fought with sibling expressing right over grandfather (sense of agency)- emotional development. Engaged into active comparison with a friend claiming superiority (competitiveness) The child showed evident attention seeking during play.
The child had developed various social and emotional skills age appropriately. The child displayed no glitches in language- clear language development and also showed high curiosity to learn (asking many questions)- quick scanning of environmental cues
5
Social/Emotional
By this age the child is developing a sense of agency and locus of control, trying to engage into independent activity.
Child displayed evident boost in self-esteem by being able to accomplish tasks alone without assistance (preparing lemonade alone in kitchen)
The child showed possessive behavior and temper tantrum when sibling engaged in private play with researcher and also every time the observation session was over
The child showed high responsiveness in terms of social cues and displayed all attributes of an enthusiastic learner (quick grasping and response towards instructions)- although expressed preferences within the activity
6
No significant observation
No significant observation
No significant observation
No significant observation
7
Fine motor skills
A typical child of age 5 can draw a person with body, head, legs, arms and can imitate sketches, shapes, holds pencil much like an adult, completes puzzles, uses both hands simultaneously, dresses self and attempts to tie shoelaces
The child had drawn human figures with ease, had good grip over shapes and sizes while sketching upon instruction, solved puzzles and jumbled again in order to re-solve
The child’s fine motor skills are developed age appropriately
8
Fine motor skills
Language development
A typical child of this age knows the concept of lip-syncing and able to integrate language and motor skills in this regard
The child was able to lip sync and perform on Bollywood numbers
Other manifestations of social and emotional development displayed.
Age appropriate development in terms of language and fine motor skills
9
Social/Emotional
A typical child prefers playing with children than adults, has particular friends and excludes others, gossips about other children, solves most conflicts without help from adults, shows better awareness of others’ feelings
The siblings fought but reconciled towards quickly forgetting anguish moments later
Age appropriately meeting developmental milestones
10
Memory
Social
A typical child this age can narrate episodes that occurred even months back
The child narrated an incident where she prevented her grandfather from suffering a heavy fall. Also talks about other previously occurred events with friends in the park. An interesting observation was that the child expressed desire to play the games which were unknown to researcher’s awareness (extensive explanation of a new game). Child displays enthusiasm for mastering new skills- excitement for upcoming swimming classes
The child’s memory development is age appropriate. The child is an ardent learner, quick follower and an expressive participant with regard to narrating experiences. Also the child would evidently display emotions at appropriate situations within a context- happy, sad, excited, anguished, etc.