Observational Child Study Assignment

Introduction

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For this assignment in child development, I plan to carry out 5 observations during the month of October, the child I have chosen to observe attends the childcare centre I am currently placed to do my work experience. Before starting this assignment, I sought permission from the centers manager, my 2 room supervisors and the target child’s parents to carry out my observations and explained how no personal information or identifying information will ever be used in the observations and the rights of the child will be respected always. I also explained to the parents how at any time they can request to view the observations I plan to do on their child.

I am hoping that by carrying out these observations I can reach a better understanding and record the developmental progress of the target child in the 5 areas of P.I.L.E.S. it will also give me a better insight into his likes and dislikes and identify any developmental needs Target child may have. Also, to see if the child is progressing, and help with the planning of activates, routines, or any other programs that are being used within the setting.

Other reasons for doing this study is to report any findings to the Childs parents and other professionals within the setting. This is very important as most parents like to be informed on their Childs progress in preschool. It also shows the parent that the child is being looked after professionally and that the child is being treated as an individual while being left in the care of the preschool.

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Child profile

The child I’ve chosen is a 3 and half year-old girl, she has brown hair and hazel colored eyes, she is the youngest of 4 siblings and the only girl. Her mother and father are separated and although she lives with her mother she spends every weekend with her dad. This doesn’t seem to affect her as she seems to be a happy well-adjusted child.  Both katies parent are very approachable and engage with staff on a weekly basis regarding how katies weeks has been and they seem very open an honest when approached by the staff if they are any concerns about katies behavior or mood.

She is very energetic, social and chatty and gets along with all the children in the setting. She is rarely in bad form and is very gentle in her play and how she interacts with both adults and kids throughout the day Katie has been toilet trained since she was 23 months old and is confident and competent when using the toilet.

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Both parent work full time and Katie attends the center 4 days a week from 9 to 5.30. this time she splits between 2 rooms, junior playschool (Ecce) room in the morning from 9 to 1 and senior toddler room in the afternoon from 1 to 5.30. she seems very happy at the center as she is always smiling and is very enthusiastic in daily activities. Sometimes however she can seem preoccupied with chatting to the adults and engaging with the adults at the setting rather than her peers.

I chose to use this particular child for my study because she is in between milestones for her age. She is very outgoing and has a lot of social skills. She can interact very well with all the children in the setting, and they feel very comfortable in her company. Katie is also a very emotional child and feels for any child who is upset if any of the children get upset while at the setting Katie will always try and comfort them. Katie is around children throughout the day each day and it shows in his personality and the way she interacts with her peers. Katie is well adjusted to creche and the routine in class, she knows when it’s time for her next activity, and also what the leader will say if one of his class mates is naughty or acts with bad manners. Because of all this myself and my supervisor feel Katie is the perfect child for me to do this assignment on.
 

Permission letter

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14^th October 2018

Dear parent

I am currently doing a CE scheme at the creche your daughter attends, as part of my training I am studying for my level 6 in early childcare education
At present I am studying child development. As part of this module I am required to carry out 5 observations on 1 individual child. And would like you observe Katie with your permission.

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The aim of this project is to devise & evaluate an integrated description of a child (0 – 7 years) and their developmental needs and interests based on 5 observations.
As your child is in my care in this setting, I hope you can give your consent, so I can observe her as part of my case study. No personal information will be used in the observations or will your child be identified in my observations. These observations will be available for you to see if you request to do so. If you require any further information from me or have any questions regarding the observations, please feel free to contact me Thank you.
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Observation Techniques

The observations I plan to do on Katie are as follows:

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Physical = checklist

Intellectual = narrative techniques.

Language – narrative techniques.

Social = event sample techniques.

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Emotional = time sample

I will use a Checklist to assess the physical development of the Target Childs fine and gross motor skills example: using balancing skills skipping, running, using hand -eye co-ordination and using fine finger movements. According to Tassoni and Beith (1999 page 91) checklists are quick and simple to use and can be referred to later to check the progress of children. I will also use the narrative technique to assess the Childs cognitive and language development, for example: cognitive= concentration, using a doll for a baby, thinking carefully and using memory, language= nonverbal language, thinking out loud and describing an object or event. This method is useful because it provides a rich source of documentation for charting developmental growth, as it records everything a child is saying and doing.

The reason for the choosing these techniques are, they are easy to understand and read by both parents and staff in the setting also they give a clear picture of how the child is developing in all his areas. The techniques I have chosen can also show what areas of development the child need help with to reach his milestones.
Some theorists I intend to use to help me to understand the child’s stages of development are as follows :  Erik Erikson , Sigmund Freud, jean Piaget, john Bowbly and  Kohlberg . I feel these theorists will give me a great in site in to child’s development and are also greatly linked to each area of P.I.L.E.S

Physical observation

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Observation on physical development
 

Date:  12^th October 2018.

Time:  12:05pm to 1.25pm.

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People present: room leader, 2 childcare workers, 2 students and 14 children.

Setting description: the observation took place in the setting I am currently doing my work experience in, it is a large city centre facility which caters for children from 5 months old to senior preschool. They also have an afterschool programme for primary school children. There are 12 childcare staff, 5 senior room leaders, 8 students from various colleges, a chef, 2 janitors a full time cleaner and office staff at present. The creche is divided into 5 rooms, baby room, toddler room, senior toddler room, ecce room and ecce junior room, both the ecce rooms double as afterschool room in the afternoon as the ecce sessions finish at 12. The facility opens weekdays from 9-5.30pm throughout the year.

Description of the child the target child I have chosen to observe is a 3.5-year-old girl. she attends the setting from 9-5 4 days a week splitting her time between the junior ecce room session in the morning and the afternoon senior toddler session from 1 to 5.30 4 days per week. Target child likes all things musical and enjoys the different activities laid on for her throughout her time in the setting.

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Room and setting: The observation took place in the large senior toddler room and the outdoor area as I choose a time where the children move from outdoor to indoor area as I felt it would give me a chance to observe each area of physical development. the room itself is large and has different play areas set out and many different toys which are easily accessible to the children. The outdoor are is a large secure courtyard type area with a kitchen area a seating area with slides and a small climbing frame.

Technique and aim: the technique I’ve chosen for this observation on physical development is a checklist type, I feel it is a good choice as it is quick and easy to use and also easy to read back over when evaluating. My aim with this observation is to observe the target Childs physical development to make sure she is meeting the milestones for her age and report any concerns I have through observing to my supervisor.

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Physical developmental checklist

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Evaluation

The aim of this evaluation was to study the physical, gross and fine motor development of the target child, I feel I achieved this aim, as I observed nearly all but one of the skills set out in the checklist. I feel TC had good capability in all areas of her physical development for her age and is reaching all physical developmental milestones for her age in both gross and fine motor skills even though she wasn’t completely competent with some of the finer motor skills areas such as grapho and her hand eye coordination I feel with practice and such activities encouraged she will master these tasks with ease. at this moment I do not think there is any reason for concern as Children learn how to perform gross (or large) motor skills such as walking before they learn to perform fine (or small) motor skills such as drawing. I observed TC on a number of different activities to see if her fine and gross motor skills were within the developmental norm for her age.  Tc was well able to do four of the activities on the checklist for gross motor skills, she was able to throw a large ball, walk and run forward, jump from a large step, According to Beaver et al (2002 pg. 74) “children aged 3 years Can walk forward, sideways and backwards and can throw a large ball”.

The target child also completed 4 of the skills listed in the checklist for fine motor skills.  She was able to stack the Legos one on top of the other and take it apart again, wash and dry her hands with help, use a spoon without spilling and hold and use a pencil using her pincher grasp.  All these activities fit in with TC’s physical development but also with her Language development as when TC was eating her lunch and, in the bathroom, washing her hands she was talking and communicating with her classmates and when she asked the teacher could she help her to wash her hands. As studied by theorist Vygotsky (1896-1934) finding showed that children learn from each other through interaction and communication.

As its been proven Physical development influences both cognitive development and social-emotional development, I feel the use of the outside area even on rainy days is essential for the child’s overall development as it has the space for running, climbing, jumping and will further aid the development of her gross motor skills. As the children aren’t constricted by routine of the classroom, they also develop their social and cognitive skills by making up games and engaging in imaginative play using the objects in the yard to represent other things, such as using the tires as their car and the crates as beds I now feel I can relate to Piagets theory where  children from the age of 2 -7 go through what he referred to as the pre-operational stage, and while at this stage of development according to Piaget  child will start to engage in pretend thinking, using one object to represent a

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Reflection and recommendations

On reflection I can see while I was nervous about starting this observation, the checklist was really useful and easy to use and read through later and I feel although I’m aware of may theorists on cd I struggled a bit to link theory to practice but hope I have done a competent enough attempt at this. I feel even though the playschool room is big with lots to keep the children occupied throughout the day, I feel my target child would benefit from more outdoor playtime, as it widely proven, the more physical a child is the more cognitive responsive they are. Also, if there were more activities laid around the room for the child to access at free play time, that would encourage the development of her fine motor skill, maybe some colliders with sting. Dropping games… connect four, even though the rules of the game might not be adhered to, the physical action of dropping the piece in to the slot would aid the development of Tc’s hand eye coordination.

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Intellectual                          observation

Date: 7^th October 2018

Time: 10.35am – 10.55.am

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People Present: 2 childcare workers, 2 students and 8 children

Setting description:   the observation took place in the setting I am currently doing my work experience in, it is a large city centre facility which caters for children from 5 months old to senior preschool. They also have an afterschool programme for primary school children. There are 12 childcare staff, 5 senior room leaders, 8 students from various colleges, a chef, 2 janitors a full time cleaner and office staff at present. The creche is divided into 5 rooms, baby room, toddler room, senior toddler room, ecce room and ecce junior room, both the ecce rooms double as afterschool room in the afternoon as the ecce sessions finish at 12. The facility opens weekdays from 9-5.30pm throughout the year.

Description of the child the target child I have chosen to observe is a 3.5-year-old girl. she attends the setting from 9-5 4 days a week splitting her time between the junior ecce room session in the morning and the afternoon senior toddler session from 1 to 5.30 4 days per week. Target child likes all things musical and enjoys the different activities laid on for her throughout her time in the setting.

Room setting: the observation took place in the junior ECCE room, which is a large bright room, with a home corner, dress up area, reading/chill out area and wash up area, it has tables and chairs position down the centre of the room for the 12 children it carters for. The children were about to do some activities laid out at different tables by the adults in the room.

Observation technique and aim:  the area of development I am observing is cognitive so for this observation I have chosen the narrative. This technique allows for detailed observation as it will record everything the child is saying and doing, which I feel will hep in the overall aim of the observation. The aim being to observe the target child and assess her cognitive development to see if she is reaching the set-out milestones for her age group.

Narrative observation on cognitive development

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Observation begins. The target child is sitting at the arts and crafts area. She is picking up an orange crayon and says ‘’me use orange first ‘’, she begins to draw a large circle on a blank page. She is putting the orange crayon back in the box, now she is picking up a brown crayon and is telling me it is brown. she is looking at his page and now he is drawing two small circles in the large circle with her right hand. TC is putting down the brown crayon and now she the target child is looking at the colors in the box and she says me going to pick pink next. she is coloring the top of the large circle with the pink crayon using strokes over and back. TC is looking at the materials on the table, she is picking up a large tub of glitter. Now she is sprinkling the glitter onto her picture, shaking the tub with both her hands. TC says places the glitter back on the table and walks toward the middle of the room where a childcare worker is putting down large shapes on the floor in different colors. TC says” my play? “CW1, says 2sure lets do our colors and shapes”. TC is smiling and CW1 is laying colored shapes out on the floor CW1 is now asking TC to jump on the green triangle. she is looking at the shapes, she jumps on the green triangle.  A1 now asks TC to jump on the purple circle, she is looking around the floor, TC jumps on the yellow circle, CW2 says “no let’s try again, can you show me which one is purple? It’s the same color as the berries we played with yesterday at the nature table. TC is looking around, TC is smiling and jumps on the purple circle.  CW1 and CW2 are both clapping and telling TC, she did very well TC is smiling at me and sits down.

TC is doing a matching puzzle. She picks up a puzzle piece with a picture of a lion on it, TC is holding up the piece and is saying “rarrrrr rarrrr look a rarrrr “. She is looking at the other pieces she is picking up a piece with a lion on it, she is now matching them together , she  is picking up another piece it has a giraffe on it, she is looking around the table at the other pieces, she puts down that piece and picks up another piece it has a picture of a monkey, she is looking around she picks up a piece with a monkey on it she puts them together.  Target child turns and walks to the table beside her, “my help you?” she says to the C1 , C1 turns and hands TC some puzzle pieces TC is picking up a piece with a blue and white towel on it, she is looking at the piece in her hand  now she is looking at the table, she picks up the piece with the bar of soap on it and is now matching them together. she looks at C1 and smiles, she is saying to C1‘’ me the winner.  Observation ends.

Evaluation

THE aim of my observation was to study and observe the target child’s cognitive ability and development,  although there was a lot going on in the room at the time, I feel the observation went according to plan and I got a good overall picture of the target child’s cognitive ability, and through this I can see she is reaching all the milestones for her age, as cognitive development  covers memory, problem solving, reasoning and learning I feel the range of activities I observed the target child doing, covered all of these areas from the child sorting through the puzzle pieces to find the right piece to knowing her primary colors  and  shapes when looking through the crayons and when asked  to jump from the different colored shapes. According to Tassoni and Beith (2002 pg. 201) a child age 3-4 should be able to matches one to one e.g. a cup with each saucer.  And I feel the target child demonstrated this by matching the puzzle pieces together. While the target child failed at first to correctly pick out the purple circle, with some encouragement from the childcare worker she eventually succeeded, which can be linked to Len Vygotsky’s scaffolding theory, where a child cannot accomplish something alone but can with the help, guidance and encouragement of an MKO or more knowledgeable other. When target child was sorting through the puzzle pieces I observed her picking up one piece with a lion on it and referring to it as a rarrrr rarrrr this too is in line with the milestones for her cognitive development , as according to Piagets theory of cognitive development, between the ages of 2-7 the preoperational stage a child will use symbolic thinking which means they will use words and images to represent objects  as raarrr rarrrrr to symbolize a lion , another example is when a child will call a dog a woof , woof.
Recommendations

Although I feel the room setting is meeting most of the cognitive needs of the children as with everything there is always room for improvement, the reading zone has many books for the children most are old and have been read many times, and although the children love story time, or looking at the pictures in the books themselves , having new books which could be put out on the shelf in rotation every couple of weeks, would capture the interest of the children and encourage more use of the reading zone which I turn promotes cognitive development. Also having a permanent nature table in the room, not just at autumn time, which could include nature-based stories and arts and crafts, that could include materials collected by the children at outside playtime, this would encourage them to explore their environment.

Reflections

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This was the one observation I most worried most about as there are so many other distractions within the room setting, I was worried it would be impossible to observe the target child closely enough. But after talking to my supervisor regarding my worries, together we planned a time of day to carry out the observation when the kids are mostly busy with different interesting activities which would mean I would be barely noticed by them. I feel in doing this it eased my nerves and enabled me to carry out the narrative observation with relative ease. the room in which the observation was carried out is set out in such a way that the children have easy access to lots of different toys and puzzles which encourage cognitive development, and the workers within the room are really good at knowing when to take a step back and let the children figure it out for themselves but equally good at knowing when to offer guidance and encouragement when they see a child struggle with a task. While watching the target child closely I was able to observe and link various actions to the theorists I have been learning about throughout the child development module.

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Language observation

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Date: 16^th of October 2018

Time: 3.10pm- 3.18pm

People present: supervisor, 1 childcare worker, 1 student and 8 children.

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Setting description: the observation took place in the setting I am currently doing my work experience in, it is a large city centre facility which caters for children from 5 months old to senior preschool. They also have an afterschool programme for primary school children. There are 12 childcare staff, 5 senior room leaders, 8 students from various colleges, a chef, 2 janitors a full time cleaner and office staff at present. The creche is divided into 5 rooms, baby room, toddler room, senior toddler room, ecce room and ecce junior room, both the ecce rooms double as afterschool room in the afternoon as the ecce sessions finish at 12. The facility opens weekdays from 9-5.30pm throughout the year.

Child description:  the target child I have chosen to observe is a 3.5-year-old girl. she attends the setting from 9-5 4 days a week splitting her time between the junior ecce room session in the morning and the afternoon senior toddler session from 1 to 5.30 4 days per week. Target child likes all things musical and enjoys the different activities laid on for her throughout her time in the setting.

Room & setting: the room in which this observation took place is the large senior toddler room which the target child attends in the afternoons, the room is a bright large room with the various play areas, dress up, kitchen, buggy corner, home corner and tables and chairs set out to one side of the room leaving a large amount of space I the middle of the room for the children to play. The time I have chosen, is when the children are doing an art activity where there is a lot of one to one conversations between the children and adults in the room.

Technique and aim: the technique I will use is the precoded, I am using this because after reading all the different techniques used to observe in childcare I feel this one is best for language as they only record what is said by the target child and others around them, and it provides a lot of information relating to the child’s language skills. The aim is to get a clear picture of the target child’s language development and record if there are any cause for concerns.

Language observation.

Pre-coded