Observation Assignment-2
Observation Assignment
Choose a child to observe from 0-5 years. Preview the readings before observing the child. This will help you with your analysis.
Part 1: Complete a one hour observation of an infant/toddler or preschooler on the running record form.
You will observe one child and record a 60 minute running record which you will turn in. (The child must be awake during your observation time and the child may not be using the computer or watching TV.)
Observation Guidelines
Observe rather than participate.
Be unobtrusive-like a fly on the wall.
Try to position yourself in one place near enough to hear the child, but not so “hovering” that the child knows you are observing him/her. Record the dialogue the child engages in, or others engage in with the child.
Running Record
In an objective way, write down what you see on the running record form. No opinions.
You should use the present tense, because it is currently happening.
Record what you see, not what you don’t see.
Use quotations marks to indicate language you hear.
Use the word “and” instead of “but”.
Part 2: Now that you have completed your observation of a child, you will analyze your observation to report on the child’s physical, cognitive, language and psychosocial development in a written report. Respond to the questions that correspond to the age of the child you observed. If the child is 0-2 years old, use the Infant/Toddler Observation Analysis. If the child is 3-5 years old, use the Preschooler Observation Analysis.
Infant/Toddler Observation Analysis
Use these questions if the child you observed is from 0-2 years old.
Use our text and the information from your observation record to analyze the child’s development in the following areas. Compare your observation notes to our text. Indicate whether the child is developing in a typical or atypical way for his/her developmental age. Use examples from your observation to support your analysis.
Provide examples from the text and your observation in answering the following questions. Cite our text, handouts or other resources as applicable.
Physical Development:
Fine motor:
1a. Which grasp is the infant using? Is this what we would expect for his or her age? Explain and provide an example.
Gross motor:
1b. What should the child be doing physically? What did you see? Does the child you observed seem to be on track physically?
Cognitive Development:
2a. In what substage of sensorimotor development is the baby? Provide at least one example supporting this from your observation.
2b. Does this infant have object permanence? Provide an example supporting your position.
Language Development:
3a. How many words should the baby/toddler have for his or her age? Did you see evidence of this?
3b. What types of speech and sound did the infant/toddler use? Provide examples.
Social Emotional Development:
Provide examples to support your answers. Be sure to include what the book says to expect.
4a. How would you describe the infant/toddler’s temperament?
4b. What attachment behavior did you observe?
What did you notice in terms of Erikson’s first stage of trust vs. mistrust?
4c. What did you observe about the child’s sense of self?
4d, What types of play did you observe?
Conclusion
5a. How did the observation support your understanding of development?
5b. What did you learn from this observation assignment?
Preschooler Observation Analysis
Use these questions if the child you observed is from 3-5 years old.
Use our text and the information from your observation record to analyze the child’s development in the following areas. Compare your observation notes to our text. Indicate whether the child is developing in a typical or atypical way for his/her developmental age. Use examples from your observation to support your analysis.
Provide examples from the text and your observation in answering the following questions. Cite our text, handouts or other resources as applicable.
Physical Development:
Use the handout on physical development as a reference for typical development.
Fine motor:
1a. Which grasp is the child using? Is this what we would expect for his or her age? Explain and provide an example.
Gross motor:
1b. What should the child be doing physically? What did you see? Does the child you observed seem to be on track physically?
Cognitive Development:
2a. What examples of preoperational development did you observe? Did you see centration, use of symbols, conservation errors, egocentrism, animism, intuitive thought?
Language Development:
3a. How many words and/or length of sentence should the child have for his or her age? Did you see evidence of this?
3b. What types of speech did you observe? Did you observe examples of telegraphic speech or generalization? Could you tell if the child understood what was being said to him or her (receptive language)? Provide examples.
Social Emotional Development:
Provide examples to support your answers. Be sure to include what the book says to expect.
4a. How would you describe the child’s temperament?
4b. What types of social and cognitive play did you observe?
4c. Is the child you observed in Erikson’s stage of Initiative vs. Guilt or Autonomy vs. Shame? Provide an example to support your opinion.
4c. What did you observe about the child’s sense of self?
Conclusion
5a. How did the observation support your understanding of development?
5b. What did you learn from this observation assignment?
Observation Assignment
For this assignment, you will be observing a child and then analyzing his or her physical, cognitive, language and social-emotional development.
Choose a child to observe from 0-5 years. Preview the readings before observing the child. This will help you with your analysis.
You can choose to observe a child that you know or you may ask a local preschool or child care program if you can do an observation at the center. If you explain that you are a student, and show a copy of the assignment, a program may allow you to do an observation. A Head Start program especially in the area around Los Medanos College, will probably be accommodating.
If you choose a child that you know, please remember that an observer observes and doesn’t participate in what the child is doing. So, choosing a child that is accustomed to your playing or interacting with him/her, may not work. Also, I don’t recommend choosing a newborn for this assignment. Newborns are cute, but they it is unlikely you will get much to analyze, as they tend to sleep a lot. You can set up a situation, such as taking a child to the park or asking another child to come along and play.
The child also needs to be active-not in front of a television or other electronic screen.
Part 1: Complete a one hour observation of an infant/toddler or preschooler on the running record form.
You will observe one child and record a 60 minute running record which you will turn in. (The child must be awake during your observation time and the child may not be using the computer or watching TV.)
Observation Guidelines
Observe rather than participate.
Be unobtrusive-like a fly on the wall.
Try to position yourself in one place near enough to hear the child, but not so “hovering” that the child knows you are observing him/her. Record the dialogue the child engages in, or others engage in with the child.
ZOOM
Rubric for Observation Paper ChDev 10 Instructor: Donna Bell-Dent
50 pts Points
15 pts
Running
Record
15 pts
Evidence of a 1 hour observation
(sufficient notes for 1 hour of observing)
Follows guidelines given in class
0
Evidence of under 1/2 hour of
observation
Not following guidelines given
Low effort in the observation notes
6 pts
Physical
Development
6 pts
Accurately analyzes child’s physical
development
Covers fine and gross motor skills
Provides evidence from observation that
supports statements
0 pts
Inaccurately describes physical
development
Missing evidence
6 pts
Cognitive
Development
6 pts
Accurately analyzes child’s cognitive
development including placing child in
correct stage according to Piaget and
responding to Piaget’s concepts
Provides evidence from the observation
that supports statements
0 pts
Inaccurately describes cognitive
development
Missing evidence
6 pts
Language
Development
6 pts
Accurately analyzes child’s language
development, uses terms from the
assignment
Provides evidence from the observation
that supports statements
0 pts
Inaccurately describes language
development
Missing evidence
6 pts
Social
Emotional
Development
6 pts
Accurately analyzes child’s social
emotional development, including
attachment, sense of self and
temperament
Provides evidence from the observation
that supports statements
0 pts
Inaccurately describes social emotional
development
Missing evidence
6 pts
Follow-up
Questions
6 pts
Explains how the observation supported
student’s understanding of child
development
Explains what the student learned from
the observation
0 pts
Missing responses to follow-up questions
5 pts
Grammar,
language
5 pts
Typed, free of grammar and spelling
errors
0 pts
Grammatical and spelling errors make it
difficult to decipher meaning
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