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Running head: CHILD STUDY OBSERVATION 1

Child Study Observation

Emily Walker

Ivy Tech Community College


Running head: CHILD STUDY OBSERVATION 2

I. Background Information

My observation was done with a four-year-old boy by the name of Braxton Wood. This

child study observation was done at the home of the Woods located in Avon, Indiana.

The subject often enjoys spending his time outdoors, and lets his imagination run

completely wild. The subject is four years old, and just recently had a birthday on

February 22. The subject has a younger sister who is the age of two named Tarren. The

childrens parents mother is 35 and the father is 41, and they are married. The subject and

sister are adopted by both parents. You could easily tell the love they have for those

children just by looking at their toys at their home. Each toy had ranged from many

different colors, shapes, and sizes. All the toys the parents have are age appropriate for

the children. It made my heart feel so delighted that both children were taken care of

regardless if they werent the parents biological children. In the home downstairs and

upstairs there were playrooms for the children. The subject has many toys such as stuffed

animals, cars, balls, and much more. The subjects favorite thing that he enjoys doing is

watching SpongeBob every morning with his daddy. This home is what I wouldve

dreamed of living as a kid. I couldnt believe how much they spoil each child.

The subject follows a daily routine every day and one thing that the mom had

stated about her sons routine is that, structure is a must. Every day the subject awakes

at 7:00 AM, and goes downstairs to watch SpongeBob with his father. After the subject

watches, SpongeBob with his father for about thirty minutes, the father then prepares his

son some breakfast. The father explains that the subject is very picky when it comes to

food, and his breakfast normally consist of different types of cereal. While his father

prepared him breakfast, the subject then walked upstairs to get himself dressed. I found it
Running head: CHILD STUDY OBSERVATION 3

spectacular how the subject instantly went upstairs, and immediately dressed themselves.

I thought that it was unusual for a four-year-old to dress themselves at such a young age.

The subject had randomly picked clothing to wear for the day. The subject did need help

buttoning his pants, and as well as buttoning his shirt. It was amazing being able to

experience how children view things versus how adults view them.

II. Physical Development

While the subject walked upstairs to get his clothing I briefly had noticed how the

subject wobbled while walking upstairs. The father had explained to me that the subject

always holds onto the rail as he walks upstairs. I had found this completely normal for a

child of the age of four. The subject had wobbled like a penguin as he proceeded to go

upstairs. After the subject changed his clothing we had went outside to enjoy the fresh air.

The subject had run around the backyard pretending he was an evil witch. The whole

time I couldnt help but chuckle at the subject. One thing I had noticed is that as the

subject was running it had reminded me of an angry penguin. The subject had wobbled

each time he switched directions while running. While being outside the subject had

wanted to play ball. I had told the subject to throw the ball to me. As I demanded the

subject to throw the ball he had hesitated. As he threw the ball the subjects arm had

twisted and the ball had immediately hit the ground. The subject had seemed extremely

disappointed after this occurring. The subject didnt understand why it was so challenging

to throw a ball. After playing outside the subject, and I had walked back inside. The

subject had wanted to draw and color with new markers the parents had purchased. While
Running head: CHILD STUDY OBSERVATION 4

the subject was coloring, I had got out some blocks. Immediately the subject had shown

more interest in the blocks than coloring. I had instructed the subject to stack blocks

without making them fall. The subject had then proceeded to stack blocks next to one

another. The subject was easily able to stack eight blocks without the blocks falling.

Physical YES NO COMMENTS


Development
Walks down stairs Yes Holds onto the rail
as the subject
wobbles
Easily changes Yes Wobbles as the
direction while subject changes
running direction
Throws a ball Yes Twisted his arm and
the subjects ball
went right to the
ground
Skips No
Cuts with scissors No
Buttons clothing No Struggled buttoning
his pants needed
help
Draws some alphabet Yes
letters

III. Intellectual Development

Intellectual development is when the child can solve problems, and think creatively.

While being in the basement the subject played with his stuffed animals. As the subject was

playing with his animals he had pretended they were real life people. While playing with the

subject we had pretended that the couch was a home for his pretend people. It made my heart

so happy experiencing how broad the subjects imagination was. The subject and I had

pretended that the stuffed animals were a family. According to the article it states, Children
Running head: CHILD STUDY OBSERVATION 5

at this age begin to develop their own unique personality. (Morin, N.D). One task that I had

the subject do is sort a set of buttons by colors. The colors of the buttons had consisted of

pink, yellow, red, orange, and green. As I told the subject to sort the buttons by color, he then

proceeded to tell me that his favorite color was yellow. He told me that color of yellow

makes him happy. After the subject, had sorted the buttons by color, I then had told the

subject to sort the buttons by size. The subject had no problem grouping the buttons by size. I

had found that it had taken the subject longer to sort the buttons by color than by size. I had

asked the subject which task was easier, and the subject had explained that sorting the

buttons by size was harder for the subject. I had found this abnormal because the subject

didnt take that much time sorting the buttons by size as he did with color. After the button

activity I had asked the subject to count how many balls he had in his playroom. The subject

had easily counted five balls in the room accurately. It was pretty impressive how the subject

had no problem counting the balls.

IV. Emotional Development

While being in the basement with the subject, I had noticed how difficult of a time the

subject had sharing with his young sister. Instead of having self-control the subject had

immediately snatched a toy right from the subjects sisters hand. The subject then proceeded to

play with the toy as the sister got upset, and bit the subjects hand. In the article, Preschooler

Emotional Development it states Four-year-old children may use hitting, biting, and pushing to

solve conflicts (N.D). It had come to my knowledge that the subject didnt like sharing with

others. At this age, its perfectly normal for children to not want to share with others. In their
Running head: CHILD STUDY OBSERVATION 6

heads, they dont understand, and believe that everything belongs to them. While playing with

the subject the sister had smashed her finger while playing with a toy. The subject had felt

empathy for the sister as she then proceeded to cry. The subject had then immediately run over to

comfort the subjects little sister. I had found it pretty astonishing on how the subject had shown

a good understanding on why she was upset. The subject had thrown a toy at the wall. The father

had spoken to the subject and explained that its not okay to throw toys. The subject had seemed

to have a good understanding of the difference between right or wrong.

V. Social Development

On February 14, I had the opportunity to experience the subject in a social setting. At

White Oak, Elementary is where the subject attends Seedlings Preschool. The subject isnt so

ecstatic about his mother dropping him off early in the morning. As his mother drops him off,

and gives a kiss goodbye the subject then begins to weep. I couldnt help but begin to feel

sorrowful for the subject, because I know when I was a youngster I dreaded when my mother

would drop me off at school. As children filled the classroom the subject had hid behind a

teachers assistant back hiding from all the blaring children. The subjects friends had spotted

subject behind the teachers back hiding from everybody. I had thought to myself that this was a

red flag for the subject not wanting to separate from the teacher. Immediately, the subjects

friends ran up behind the teacher to hug the subject. In the article, Child Development

Milestones for 4 Year Olds-Social it states That children develop at different speeds (N.D). I

had come to conclusion that it was perfectly normal for the subject to not feel comfortable being

around his peers. Every child learns, and achieves milestones at different rates.
Running head: CHILD STUDY OBSERVATION 7

Social Development YES NO Comments

Plays in groups of The subject had no

two or three Yes problem playing.

Plays in groups of Had a bit of anxiety

four to eight No being around lots of

children

Joins in activities

suggested by others Yes

Suggest activities Extremely shy

No

Shares willingly No Had a difficult time

understanding why

we should share.

Refers to one or The subject had two

more best friends Yes friends he followed

around the

classroom.
Shows difference The subject said hes

between boys and Yes not a girl and doesnt

girls want to play with

another friend.

VI. Your reactions


Running head: CHILD STUDY OBSERVATION 8

Towards the end of this observation I was amazed on how big the mind of a young four-year-

old could be. I never realized how much a four-year-old can do. It was nice having a comparison

of what a young subject can do versus what an adult can do. While being in the classroom with

the subject I had stayed while the children took a nap. Every day they take naps right after lunch

at 12 pm. The children are then each assigned a spot in the classroom with a cot to lay on. Each

child has their own sleeping stuff which had consisted of a blanket, and pillow. The teacher had

explained that every Friday the children take their nap stuff home so its able to be washed. The

number of children in the classroom was sixteen. I had found that this was an extremely high for

the number of preschoolers being in an undersized classroom. As the preschoolers were resting,

the teacher had played soothing lullaby music. I had spoken with the teacher, and asked her what

they do with children that are ill during nap time. She had mentioned that in the developmental

preschool room they have a room where children can be isolated from others. The developmental

preschool room was located right down the hall from the classroom I was in. The teacher then

had expressed how every childs needs are met at this school. This observation has boosted my

perceptive of child development. Ive come to conclusion that not every child can grow up, and

speak at the same rate of others. This observation has opened my eyes to the world of children. I

have gained much awareness on the subjects weaknesses, strengths, interests, and as well as

skills.
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Resources:

Child Development Milestones for 4 Year Olds - Social. (n.d.). Retrieved February 28,

2017, from http://www.ebeanstalk.com/milestones/17/Social.html

Preschooler Emotional Development. (n.d.). Retrieved February 28, 2017, from

http://www.webmd.com/parenting/guide/preschooler-emotional-development#1

Morin, A. (n.d.). Developmental Milestones for Typical 4-Year-Olds. Retrieved February 28,

2017, from https://www.understood.org/en/learning-attention-issues/signs-

symptoms/developmental-milestones/developmental-milestones-for-typical-4-year-olds

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