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Observation Paper

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Observation Paper

Introduction

I observed a child at a Community College centre. He was a boy of the age of four to five. I enquired of his name from the caretaker and I was told he is called John Spence. John was an orphan who was neglected by his relatives and was taken by the college to raise him. John is very agile and full of energy. From the look of things, he was so comfortable with his new home since they provided him with all the basic necessities in addition to some leisure satisfaction. From my observation, John’s health is good meaning he receives proper food. I got interested to study him because he was so active and spent most of his time playing

Cognitive development

Children most of the

time pretending to be people they are not, for instance, they assume the roles

of a policeman, a superhero and might assume these roles alongside props

symbolizing the real objects. Toddlers may also design an imaginary playmate.

During this stage, children advance on their cognition concerning objects,

people and actions and through this way construct an increasingly advanced

representation of the world (Ahmad et al., 2016). Increase in the development

of the pre-operational stage results in the decline of egocentrism and the

toddlers starts enjoying the participation of other children in their game and

allow pretend play becomes more important. While observing John, I noticed he

joined a young girl in a play zone set up like a kitchen. John and the little

girl interacted and pretended to be preparing a meal and eating the meal they

had prepared. For instance, John used a wooden spatula to scoop his food in the

pan he had set in a stove. As well, john pretended to be using a coffee pot to

pour himself a coffee in a cup and then went ahead to take from the cup. After

finishing taking his food, John started washing dishes and put them away. All

over the observation period, I could see John incorporating the girl entirely

well and he related well with the little girl without any trouble. John could

scribble some letters on the ground making me infer that he was also developing

the art of writing.

Psychosocial development

In the second stage of

Erikson theory of psychosocial development Autonomy versus Shame and doubt,

children begin to develop a significant sense of personal control. The child

begins to gain some independence by carrying out certain basic actions on their

own and making simple decisions concerning their preferences. Ericson held onto

the belief that learning to control an individual’s bodily activities results

in a feeling of control and a sense of independence. Some other critical events

encompass gaining more control over the choice of food, preferences of a toy as

well as clothing type to wear. While still observing little John, I noticed he

is a social kid who associates with everybody. John is so communal and enjoys

playing a lead role. Nonetheless, he is attached to his games such that do not

want to be startled by the foster parents or anybody else. I also observed he

was reluctant to go and take his meals when called by his parents. He could be

coaxed to eat healthy and good food however when offered junk food, he quickly

cooperated. He could communicate with his playmates. John and his friends

incorporated the use of Paper frogs which was glued on to sticks. He could

repeat his play over and over again.

As stated by Rathus, at

about the fourth yeah, many children are voluntarily starting to question their

surrounding as to how, why and when (Dunkel et al., 2017). At a particular

point, he missed his own frog on a stick and requested another playmate, “Can I

get a frog stick?” John appeared to be developing suitably for his age.

Physical development

I developed the interest

to know how he has been developing. The foster parents said he has added weight

and height signalling a physical growth. John enjoyed drawing and sharing with

his friends some of his toys. On psychomotor development, I observed several

instances when music is played he could start dancing to the tune while playing

I could see him trying to stand on his head. He at some given point could play

the hop step and jump like a frog throughout my observation period.

Irrespective of showing immense gross motor skills, he also displayed fine

motor skills through his art of drawing. Nonetheless, most of his time he used overt

motor skills. As he says Zeng et al “Preschoolers spend almost more than

twenty-five hours within a week in large motor activity (Zeng et al., 2017).

John proceeded to continue dancing, jumping and balancing on logs around the

compound stationed for sitting. As per my observation of little john, it looked

like he was on track with incorporating in psychomotor oriented play.

The biblical concept of

child development

According to

Ecclesiastes 3:1, there is time for everything and seasons for all the activities

under the heavens. The scripture asserts that life is composed of different

stages. Comprehending to undertake those stages and to triumphantly navigate

the alterations they come along with is vital to living a whole life and

entirely. According to Ecclesiastes every stage of life has a purpose for its

exhibition. “A time to scatter stones and a time to gather them” the phrase

simply implies that we just live our lives and set limits… a time for war and a

time for peace. Those phrases can be directly linked with the developmental

stages in children. Centric stage in which children tend to believe that people

feel how they feel (a time to scatter stones and a time to gather them) with

time they grow and realize that it is not always them and try to reason out “…

a time to make peace”. According to this chapter, all these we do at varied

seasons of our lives according to the dictates of the changing situations. They

are obtruded on us by circumstances beyond our control. Due to the different

priorities and attitudes, we act differently at specific times during our life

and as we grow older we adapt to new changes in every stage of life.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Ahmad, S., Ch, A. H., Batool, A., Sittar, K., & Malik, M. (2016). Play and Cognitive Development: Formal Operational Perspective of Piaget’s Theory. Journal of Education and Practice, 7(28), 72-79.

Dunkel, C. S., & Harbke, C. (2017). A review of measures of Erikson’s stages of psychosocial development: Evidence for a general factor. Journal of Adult Development, 24(1), 58-76.

Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., & Gao, Z. (2017). Effects of physical activity on motor skills and cognitive development in early childhood: a systematic review. BioMed research international, 2017.

 

 

 

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