4
OBSERVATION I. INFANT DEVELOPMENT
Name Of Student___________________________________________Section_____________
Date________________
Part I. Toys and Cognitive Development in Infancy
A. The sensory experiences gained through manipulating objects influence the cognitive development
of infants. Different toys developed for infants allow infants to develop new schemes and practice
emerging cognitive abilities.
For this observation, you will visit a toy store that has a section or aisle for infant toys (most do) and
answer the following questions.
Which store did you visit?__________________________________________________
1. Apply your knowledge. For each of Piaget’s sensorimotor substages (beginning with primary
circular reactions), find a toy that would be stimulating and appropriate given the characteristics of
infants who are at that substage. List the toy, activities for which the toy is intended, and then explain
the relevance of those activities to the specific substage. Refer to pages 172-174 in your textbook for
more information about the sensorimotor stage. Each line is worth two points.
Substage
Primary circular
reactions
Secondary circular
reactions
Coordination of
secondary circular
reactions
Tertiary circular
reactions
Internalization of
schemes
Toy
Activities
Relevance
5
B. Look around at the variety of products marketed specifically for infants. Are there any non-toy
items that would also facilitate cognitive development (books, music, decorations/wall hangings, etc)?
In the space provided below, list the item and explain how it will enhance an infant’s cognitive
development. (Two points).
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Part II. Emotional Development in Infancy
A. Review the section in your textbook on parent-infant attachment (pages 208-212). What are some
specific things a parent might do to help ensure the formation of a secure attachment with his/her
infant? List at least four in the space provided below. (One point each).
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
B. Discuss the factors that contribute to stranger anxiety and prescribe at least two strategies a parent
might use to alleviate stress for an infant or toddler who must spend time away from parents in a child
care setting (refer to page 201 in your textbook). (Two points each).
Contributing Factors:
__________________________________________________________________
______________________________________________________________________________
Strategies:_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Total points_______________
6
OBSERVATION II. PHYSICAL DEVELOPMENT AND PLAY BEHAVIOR
Name of Student______________________________________ Section__________________
Classroom You Observed in:________________________________ Date________________
A. Physical Traits
Describe and compare two children on the following physical traits. Give each child’s name, age and
gender. Each line has a value of one point for a total of three points.
CHILD 1
CHILD 2
NAME:
NAME:
AGE:
GENDER:
AGE:
GENDER:
1. Height relative to other children in the classroom
2. Body build compared to other children in the classroom
3. Activity level compared to other children in the classroom
COMPARISON
OF
CHILDREN
7
OBSERVATION II. PHYSICAL DEVELOPMENT AND PLAY BEHAVIOR (Cont.)
B. Motor Skills. Describe children’s abilities on three different large/and or fine motor skills.
Examples of large motor skills are: walking, running, throwing, riding a tricycle, hopping, jumping,
climbing, etc. Examples of fine motor skills are: cutting, stringing, pasting, drawing, modeling clay,
sorting small items, etc. Each line has a value of one point for a total of three points.
CHILD’S NAME,
AGE & GENDER
Example:
Matt, 3-8,
Male
DESCRIBE THE MOTOR SKILL
Climbing: He climbed the stair rapidly using alternating feet. When
climbing, he did not stare at his feet or hands, and he held on with one
hand.
1.
2.
3.
Questions. Each question is worth one point.
1. In the group of children you observed what differences did you notice in motor skills? Were there
any differences between males and females or older and younger children? If so, explain and give
examples. If you did not notice any differences in motor skills, explain what they did that was the
same.
2. What are two ways that parents can help a child to develop large motor skills?
8
OBSERVATION II. PHYSICAL DEVELOPMENT AND PLAY BEHAVIOR (Cont.)
3. What are two toys or items that you would suggest that a parent buy or make to help a child develop
fine motor skills? Explain why.
4. In your opinion, what might be the relationship between a child’s motor coordination and a child’s
self-esteem?
For the next part of the observation, use the play codes listed below.
PLAY CODE:
1. Solitary Play:
2. Onlooker Play:
3. Parallel Play:
4. Associative Play:
5. Cooperative Play:
Child plays alone, seemingly unaware of other children.
Child watches other children play.
Child plays in similar ways with similar toys, but does not interact
Child interacts, including sharing materials, but does not seem to be
playing the same game.
Children play together, helping each other or taking turns.
A. Observe three different children playing. Then fill in the chart below. Your description must be
detailed enough to support your choice of play code. This part is worth three points.
CHILD’S
NAME, AGE
SEX
PLAYING WITH
CHILDREN
NUMBER, SEX
PLAY
CODE
PLAY
INITIATED
BY SELF,
ADULT
OTHER
CHILDREN
DESCRIPTION
OF PLAY
BEHAVIOR
9
OBSERVATION II. PHYSICAL DEVELOPMENT AND PLAY BEHAVIOR (Cont.)
B. Based on the information on your chart above, answer the following questions. Question #1 has a
value of one point and questions 2, 3, and 4 have a value of two points each..
1. Who initiates the play? Give an example
2. What are the sexes of the children playing together? For example, are girls playing primarily with
other girls, or is there mixed gender play among the children?
3. Who are the leaders and who are the followers among the children? Give an example.
4. Did some children appear to be capable of successful social interaction most of the time? Are some
rejected or ignored more? Give an example.
Total Points______________
10
OBSERVATION III. COGNITIVE AND EMOTIONAL DEVELOPMENT
Name of Student______________________________________ Section__________________
Classroom You Observed in:________________________________ Date________________
A.. Read over the information in your textbook on cognitive development in young children prior to
doing this observation. Observe six of the following concepts of intellectual growth. Each item has
a value of one point. Note: Keep in mind that “weight”, for example, means - “Does this child
understand the concept of “weight”, not “What does the child weigh?”
TYPE OF
DEVELOPMEN
T
1. IMITATION
2. INITIATIVE
3. RESOURCEFULNESS
4. CREATIVITY
5. IMAGINATION
6. EGOCENTRIC
THOUGHT
7. PROBLEM
SOLVING
8. ANIMISM
9. RECALL
10. TIME
CHILD’S
NAME/AGE
BRIEF DESCRIPTION OR EXAMPLE
11
OBSERVATION III. COGNITIVE AND EMOTIONAL DEVELOPMENT (Cont.)
11. COLOR
12. WEIGHT
13. SIZE
14. NUMBER
15. SPATIAL
16. SERIATION
17. REVERSIBILITY
18. CLASSIFICATION
19. HEIGHT
20. OTHER
B. Problem Solving
Throughout the daily program, children are going to experience various problems such as tying their
shoes, making an art project, socializing with other children. How a child solves the problems in
comparison to the other children will give you an indication of their intellectual growth. For each
question below choose a child in the class and answer the question in relation to that child. Each line
question has a value of one point.
1. What is the problem the child is trying to solve? Did the child define or identify the problem
quickly or easily?
12
OBSERVATION III. COGNITIVE AND EMOTIONAL DEVELOPMENT (Cont.)
2. How did the child attempt to solve the problem? How many attempts? Was the child eventually
successful? Did the child request or receive adult guidance? Explain.
3. How does the child seem to compare with other children in the class in cognitive development?
4. What are two things that parents can do to encourage cognitive development in young children?
C. Emotional Response Situations
Look for situations which seem to provoke emotional reactions. Note facial expressions as well as
voices and bodily reactions. Observe six (out of the 21 listed) emotional responses. Each line has a
value of point for a total of six points.
POSITIVE OR
NEGATIVE
REACTION
1. PLEASURE
2. APPROVAL
3. LAUGHING
NAME
AGE
CIRCUMSTANCES
CAUSING EMOTIONAL
REACTION
MANNER OF
EXPRESSION
13
OBSERVATION III. COGNITIVE AND EMOTIONAL DEVELOPMENT (Cont.)
4. SMILING
5. DELIGHT
6. AFFECTION
7. HUMOR
8. HELPING
OTHERS
9. SYMPATHY
10. WITHDRAWAL
11. REFUSAL
12. ANGER
13. FRUSTRATION
14. FEAR
15. WORRY
16. JEALOUSY
14
OBSERVATION III. COGNITIVE AND EMOTIONAL DEVELOPMENT (Cont.)
17. SULKING
18. HURTING
OTHERS
19. WHINING
20. CRYING
21. OTHER
Questions. Each question is worth two points.
1. Looking at two of the children in the classroom, how do child 1 and child 2 compare to each other
in emotional development? (Be specific).
2. What are two things that parents can do to encourage a positive self-concept in young children?
Total Points_____________
15
OBSERVATION IV. GENDER ROLE SOCIALIZATION IN BOOKS AND TOYS
Name Of
Student________________________________Section__________Date________________
The books that children read and the toys that they play with have an influence on the socialization of
children into adult roles. Males and females are often portrayed in stereotyped ways in children's
books. Bias is also frequently evidenced by the layout and choices of toys available in toy stores.
For this observation, you will make two trips: one to a library or bookstore and one to a toy
store.
A. At the library (or bookstore), choose two books written since 1990 (do not choose fairy
tales) for preschool or elementary school children. Read each book and answer the following
questions:
Book 1 - Title:
____________________________________________________________________
Author: ____________________________________________________________
Publisher: _________________________________________________ Date___________
Book 2 - Title:
_____________________________________________________________________
Author: ______________________________________________________________
Publisher: ________________________________________________ Date_____________
BOOK 1
BOOK 2
1. Why did you choose each book? Explain your reasons. (2 points)
16
OBSERVATION IV. GENDER ROLE SOCIALIZATION IN BOOKS/TOYS (Cont.)
2. What is the overall theme or plot of the book? (2 points)
3. For what age group is each book appropriate? (1 point)
4. In the illustrations, are their varied roles or stereotypical roles for males and females? Give
examples. (2 points)
5. In the relationships, who has the power, males or females? If there are heroes in the storyline, are
the standards the same for men and women? Who takes leadership and makes decisions or gets to
have adventures? Give examples. (2 points)
6. What messages will children receive from each book, particularly as regards gender roles? (2
points)
7. Is each book appropriate and fair for both boys and girls? Why or why not? (2 points)
17
OBSERVATION IV. GENDER ROLE SOCIALIZATION IN BOOKS/TOYS (Cont.)
8. What questions might children have after reading these books? How would you answer their
questions? (2 points)
B. For the second part of this observation, visit a toy store and answer the following questions.
Which toy store or toy department did you visit?_______________________________________
1. As you walk down the aisles, note how many aisles seem to be devoted to traditional masculine
toys, how many to traditional feminine toys, and how many to androgynous (not gender specific) toys.
In the aisles geared toward girls, what are the most prevalent colors? In the aisles geared toward boys,
what are the most prevalent colors? (1 point)
2. Which toys seem to encourage traditional feminine or traditional masculine occupations? (2 points)
3. What general conclusions might you reach about the role played by toys in gender role
socialization? (2 points)
Total Points___________
18
OBSERVATION V. TELEVISION OBSERVATION
Name Of Student___________________________________________Section_____________
Program #1
__________________________________________Time:____________Date____________
Program #2
__________________________________________Time:___________Date____________
Watch two children's television programs or one children's television program and one children's video
and answer all of the following questions. Each line has a value of one point for a total of eight points.
PROGRAM #1
PROGRAM #2
1. What production technique was used? (Realism, animation, combination)
2. What type of problems were presented? Were solutions provided? Describe the solution.
3. To what age group was the program geared? Would the concepts presented be understood by that
age group? Discuss.
4. What was the purpose of the program? (Educational, entertainment, to sell products)
5. What type of material symbols were presented? (Money, cars, toys)
19
OBSERVATION V. TELEVISION OBSERVATION (Cont.)
6. Were there any commercials? How many? (Include before and after actual program). What
products were advertised? What non-products were advertised?
7. How were the commercials worked into the programming? Were they the same techniques as the
actual program? Did the commercials blend into the program? Was there a definite break between the
program and the commercial?
8. What were your overall reactions to the program?
The questions below are each worth two points.
9. How would you compare the two programs in relation to their content?
10. How would you compare the two programs in relation to their purpose?
11. How would you compare the two programs in relation to their capacity to keep the interest of
children?
12. What impact does television have in socializing young children? Give examples.
20
OBSERVATION V. TELEVISION OBSERVATION (Cont.)
13. What are four positive ways television influences children?
14. What are four negative ways television influences children?
Total Points____________
.
21
OBSERVATION VI. CASE STUDY
Purpose: A comprehensive study of aspects of the behavior of a child or the development of a child.
The child that you select to study should be between the ages of 3 and 8 years. You can choose a
niece/nephew, sister/brother, son/daughter, neighbor, etc. Give the child’s first name, gender, age and
write a brief description of him/her as your introduction to this assignment. Include a statement telling
why you selected this child.
A. PHYSICAL DEVELOPMENT
1. Characteristics: Appearance, height, weight, body proportions and size, posture.
2. Motor coordination: Large and small muscle skills.
3. Health: Record of attendance, illnesses, vitality, fatigue.
Nutrition and food habits: Meals, snack, parent reports.
Rest: Parents’ reports of bedtime, evidence of fatigue.
4. Physical skills: Independence, skill with materials and equipment.
5. Self concept: How does child feel about his/her physical appearance and skill?
B. COGNITIVE DEVELOPMENT
1. Evidence of learning: Note concepts he/she understands.
2. Language, Use, creativity, accuracy.
3. Response to new learning activity, curiosity.
4. Ability to reason and generalize.
5. Self concept: How does child feel about his/her ability to learn?
C. SOCIAL DEVELOPMENT
1. Interaction with children at home, school and neighborhood.
2. Ability to share and take turns.
3. How do children see this child? How do adults?
4. Self concept: How does child feel he/she relates to others?
5. Acceptance of sex role.
D. EMOTIONAL DEVELOPMENT
1. Evidence of happiness or unhappiness.
2. Evidence of security or insecurity.
3. Evidence of absence of presence of emotional tension.
4. Evidence of withdrawal or aggressive behavior.
5. Self concept: Does child see him/herself as an accepted, happy individual?
E. CREATIVE DEVELOPMENT
1. Evidence of originality or conformity.
2. Confidence in new situations or with new materials.
3. Self concept: Does child feel he/she can think of new ideas or new ways to do things?
From: Hildebrand, Verna (1986). A Laboratory Workbook for Introduction to Early Childhood
Education, New York: Macmillan, p. 163.
22
CHECK SHEETS TO GRADE CASE STUDY
Name Of Student_________________________________________________Section_____
CRITERIA
POINT
SYSTEM
PHYSICAL DEVELOPMENT
Characteristics
Motor Coordination
Health
Physical Skills
Self Concept
1
1
1
1
1
COGNITIVE DEVELOPMENT
Evidence of Learning
Language
Response - Curiosity
Reason and Generalize
Self Concept
1
1
1
1
1
SOCIAL DEVELOPMENT
Interaction
Ability to Share
How Children See Child
Self-Concept
Acceptance of Sex Role
1
1
1
1
1
EMOTIONAL DEVELOPMENT
Happiness or Unhappiness
Security or Insecurity
Emotional Tension
Withdrawal or Aggressive Behavior
Self-Concept
1
1
1
1
1
CREATIVE DEVELOPMENT
Originality or Conformity
Confidence
Self-Concept
1
1
1
OVERALL FORMAT
2
QUALITY OF PAPER, SPELLING, GRAMMAR, ETC
5
TOTAL POINTS - COMMENTS BELOW
30
TOTAL
23
DEVELOPMENTAL NORMS
THE TWO YEAR OLD
MOTOR DEVELOPMENT
EMOTIONAL DEVELOPMENT
Runs more than he/she walks
Needs security, approval, discipline, routine
Likes to fill an empty can with sand, water
Willfully contrary
Can ride kiddie cars
Pride in clothes
Helps dress themselves - parents do most of
Cries when she/he fails to do what she/he
the work
wanted
Takes things apart and fits together again
Shy period with strangers
Cannot stand on one foot
Persistent drive for mastery of environment
Walk upstairs with two feet on a step
makes him/her show temper and frustration
Can kick a ball
Awareness of self as independent
Climbs, jumps
Embarrassed and shy when attention focused
Toilet training
on him/her
Can swing arms, sway, nod head, tap feet
Resists suggestions, tries to decide for self
Catches and throws a ball crudely
Tries to assert self - bossy, contrary
Builds towers of 4 to 5 blocks
Tensions, fussiness often
Turns pages in a book
Jealous of attention shown to other children
Cuts gashes in papers with scissors
Holds pencil between thumb and forefinger
COGNITIVE DEVELOPMENT
Can identify eyes, ears, nose, mouth, arm,
SOCIAL DEVELOPMENT
foot and head
Likes to play near others and watch
Looks for missing toy
Does not work or play well
Understanding limits
Is an explorer not a creator
Follows simple directions
Hordes toys
Interested in sound and repetition
May bring small object along and hold it
Sings phrases of songs
all morning
Not logical; beginning of reasoning
Self-centered
Knows night and day
Negativism
Matches objects on basic forms
Enjoys solitary play; does not cooperate in play
Distinguishes between one and many Contacts playmates physically
two balls when handed a second ball
Gives and receives affection
Begins to use “today” and “tomorrow” in
Needs stories read to him/her
relation to time
Dawdles, if bored or demands too great
Can say “big ball” if presented with big and
Shows no sex preference in playmates
little
Cannot reverse
Egocentric
Tends to center attention on detail of an
event and unable to shift attention to other
aspects of a situation
24
TWO YEAR OLD (Cont.)
LANGUAGE DEVELOPMENT
Vocabulary from 25 to several hundred words
Tries to use words in telling physical need or answering
simple questions, but does not carry on conversation
Combines 2 or 3 words to express an idea, such as
“daddy gone” or “want a drink”
Understands simple directions and simple requests
Asks the name of things
Listens to simple stories, likes familiar ones repeated often
Refers to him/herself by name (“Jenny fall down”)
Can repeat two digits
Talks to self
Imitates
Begins to use pronouns, especially “me” and “mine”
Says no, hears this from adults
Understands more than he/she speaks
Ask for “another” one for each hand
SUGGESTED ACTIVITIES
Look for big and little things
Marching - parades
Directions - one color at a time
Begin learning colors
Flannel board
Playdough
Helps make own scrapbook
Records
Fingerplays
Books with large, colorful pictures
Can paste
GOOD TOYS
Boards for walking up inclines
Kiddie cars
Pegboard with large pegs in a variety of
colors
Plastic animals
Dolls and accessories
Telephone
Housekeeping toys
Dress up clothes
Big beads to string
Blocks, wooden and large hollow
Rubber balls
Crayons, fingerpaints
Dump trucks, fire trucks
Puzzles (4 pieces)
Screw toys
Picture books
25
THE THREE YEAR OLD
MOTOR DEVELOPMENT
EMOTIONAL DEVELOPMENT
Likes active muscle play
Needs distraction in case of trying situation
Feeds self with spoon and small fork; can open
Love, approval, discipline needed
door, turn faucet on and off
Capable of jealousy
Helps to bathe self
Beginning to be independent in socially
Can hop on one foot
acceptable way
Runs, digs, climbs, jumps
Temper easily stirred
Can ride tricycle
Outbursts brief but child can feel prolonged
Dresses self, buttons coat
anxiety
Can hold crayon in fingers, not fist
Is inclined to strike out at person or obstacle
Can put things away and clean up messes
Conforms more readily
Stands on one foot momentarily
Shows affections for younger siblings
Strings four beads in two minutes
Likes to make choices within the realm of
Copies circles, combines horizontal and
experience
vertical lines to make cross
Can be reasoned with
Follows rhythmic patterns with clapping
Scribbles become circular
COGNITIVE DEVELOPMENT
Prints a few large capital letters
Enjoys simple stories retold frequently
Walks downstairs with alternative feet
Repeats short sentences
Asks about God and death
SOCIAL DEVELOPMENT
Counts two objects
Desires to please
Tells simple stories of daily happenings
Likes paralleled types of play
Interested in color, texture, music, rhythms
Girls are faster at developing than boys
Listens to learn and learns to listen
Resents being helped - “do it myself”
Gives good, accurate descriptions
Dramatizes everyday situations
Understands “in” and “on”
Likes to help with adult work - setting the table
Learns from his/her seemingly pointless
Trades toys - begins to share
questions, “why” and “how”
Will sacrifice present satisfaction for later promise Can match shapes
Undirected play unless trouble develops
Sorts 20 buttons of same shape according to
Asks for company
color
Waits turns
Selects largest and smallest objects from
Begins to be selective of playmates
groups of objects
Begins to dominate or “boss” others
Begins to use the word “yesterday” in
Begins to seek peer rather than adult approval
relation to time
Counts to three
Can tell age
Egocentric
Cannot reverse
26
THREE YEAR OLD (Cont.)
LANGUAGE DEVELOPMENT
Rapid strides toward correct pronunciation
Uses longer sentences - 6 to 8 words
Uses nouns, verbs, pronouns, adjectives and adverbs
Sentences are starting to include plurals, past tense,
personal pronouns and prepositions
Refers to self as “I”
Knows last name, sex, a few rhymes, etc.
Listens and can be reasoned with verbally
Uses language easily to tell a story or relate an idea
Speech although still infantile is usually understood
by those outside the family
Expresses feelings, desires and problems verbally
Natural hesitation in speech often taken for stuttering
SUGGESTED ACTIVITIES
Begin story - let child finish
Answer questions with a question
Sort socks, shapes
Sewing cards
Water r play - pouring
Dress up
All from two year old list
GOOD TOYS
All of toys for twos plus:
Bean bags
Felt board with shapes
Hand puppets
Phonograph and CDs
Sandbox
Small airplanes, cars, trucks, boat, trains
Suitcase
Wagon
Wheelbarrow
Blunt scissors (cutting is difficult for most
three year olds
27
THE FOUR YEAR OLD
MOTOR DEVELOPMENT
EMOTIONAL DEVELOPMENT
More refined movement
Begins conscience development
Button clothes, laces shoes, washes hands
Learning sense of values, right, wrong, good,
without help
bad
Likes to climb, jump
Likes to dramatize
Can climb a tree and come down alone
Reassurance, still needs physical contact
Independent in eating
Simple chores for which child is responsible
Cannot sit still for long
Needs attention to his/her questions
Rapid metabolism; has a lot of energy
Stubborn
Accident prone age
Physically and verbally aggressive
Catches bounced ball
Resists authority
Decrease in physical aggression
Shows love for opposite sex parents
Cuts on a line
Shows concerns for younger siblings and
Folds paper (3 creases)
playmates
Prints a few large, irregular capitals in one
Verbally impertinent when wishes are not
area of page
granted
Walks balance beam with one step-off or miss
Wants to be 5, talks about it a lot
SOCIAL DEVELOPMENT
COGNITIVE DEVELOPMENT
Self assertive
Imaginative
What? Why? How? For information does not
Verbal assertiveness, exaggeration
know the answers
Does not like to repeat
Bossy - shows off
Can count to 10
Shares possessions
Judgment not adequate for own safety
Helps around the house, feeds pets, dusts
sometimes
Needs peers to play with
Names all colors
Likes to help younger children
Can recite verse
Trying out of bounds behavior, name calling,
Knows when next birthday will be
tall tales, quarreling
Visually matches 8 of 10 basic geometric
Conscious of opinions of both adults and peers
outlines
Begins to engage in cooperative play
Points to a missing part of familiar item
Begins to develop competitive spirit
Can identify simple melodies
Independent
Egocentric
Prefers same sex companions
Understand terms “most,” “both,”
Can take turns and share
and “biggest” but not “same” and “equal”
28
FOUR YEAR OLD (Cont.)
LANGUAGE DEVELOPMENT
Uses extensive vocabulary
Chatters a great deal and can carry on lengthy
conversations with adults and children, though
may make grammatical errors and misuse words
Asks questions endlessly - “why” and “how”
Speaks of imaginary conditions (“suppose that”)
Tells tall tales and often mixes truth and make-believe
Repeats numbers from 1 to 10 in order
Names primary colors
Can name a penny, nickel, dime
Makes requests of others “do this” or “get that”
Uses please and thank you
Gives correct account of recent events and experiences
SUGGESTED ACTIVITIES
GOOD TOYS
Do not be afraid to turn the TV off but you
Simple board games (Candyland)
will need to talk to child more
Toy camera, cash register
Read to child a lot
Fit together construction toys (tinker toys)
Visit library often
Magnets
Pasting
Miniature people
Cutting scissors
Scissors
Playdough
All of the previous lists
Art - drawing, painting
Puppets, make own from paper bags
Concentration games
Lotto - matching
Scrapbook
Riddles
Memory games
Makes shapes, numbers, letters in corn meal tray
29
THE FIVE YEAR OLD
MOTOR DEVELOPMENT
Controlled, mature sense of balance
Precision and command of tools
Can hop, skip to rhythm changes
Laces and ties shoes
Less cautious
Balance on toes
Can throw ball overhand 10 or more feet
Can copy a square by imitation
Cuts with scissors
Prints first name in large irregular letters
Frequently reverses letters, especially “S”
Prints number 1, 2, 3, 4, 5 unevenly
Handedness established
Walks balance beam
Skips with alternate feet
EMOTIONAL DEVELOPMENT
Stable, well adjusted
Capable of anxiety and unreasonable fears
Lover of praise
Happy child
Dependable, obedient
Uses verbal aggression
Strong emotional ties to mother
Very aware of his/her place in environment
Has become aware of reality and tends to
operate in this realm
Egocentric
Fears are based on reality situations rather
than fantasy
Becomes modest about exposing body
Enjoys routines
SOCIAL DEVELOPMENT
COGNITIVE DEVELOPMENT
Self assurance
Solves simple problems
Likes to do things around the house
Reads pictures
Capacity for friendship
Can distinguish between right and left
Protective toward young playmates or siblings
Prints simple words
Can respect authority of those who
Can count from 1 to 20
supervise him/her
Relates money to buying, but does not
Can be cooperative and self reliant
understand that specific coins must be
Can be silly and show off
combined for buying items of different
Sense of humor but cannot laugh at self
value
Plays in social group without conflict
Names the days of the week/what day it is
Most cooperative with three children
Tells what time he/she goes to bed
Prefers playmates his/her own age
Can write some numbers from dictation
Comforts playmates in distress
Matches 10 to 12 colors
Enjoys domestic play
Can identify missing parts of a picture
30
FIVE YEAR OLD (Cont.)
LANGUAGE DEVELOPMENT
Has a more expanded vocabulary
Uses longer sentences with connecting words
Shows interest in word meanings
Spends considerable time looking at books
Has overcome most of the infantile errors in speech
Knows colors, age and some abstract words
Carries out three part commands in order
(“Pick up the ball, put it on the table and
bring the book to me.”)
SUGGESTED ACTIVITIES
Show pictures of people:
What are they doing?
Where are they going?
Where have they been?
What will they do next?
Ask child to figure out solutions to
difficult problems
Ask child to make up a story, poem, song
List group of objects - ask child to find
common quality (tree, squirrel, fish, plant all are alive)
Show the child a picture for a few seconds
Remove picture and ask him/her how many
details he/she can remember
Provide paints, crayons, felt tip pens, markers
GOOD TOYS
Same as four year old
Jump rope
Games
Crafts involving small muscle coordination
(Loop looms, simple sewing)
Dot to dot pictures
Art supplies
Books
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FLOOR PLANS FOR THE CHILD DEVELOPMENT CENTER
FIRST FLOOR
FLOOR PLANS FOR THE CHILD DEVELOPMENT CENTER (Cont.)
SECOND FLOOR
GUIDELINES FOR THE CHILD DEVELOPMENT OBSERVATIONS
1. To observe at the Child Development Center, you must have a scheduled appointment. If you
cannot keep the appointment that has been set up for you, it is important to cancel, preferably in person
by going to the center and taking your name out of the observation schedule booklet. If that is not
possible, you should call the Center at 330/972-8210. You must go to the Child Development Center
to reschedule.
2. You must wear a nametag at all times when observing. Use the one that your instructor provided
for you, or make your own. Include your name, your child development instructor’s name, and a line
that says, “Child Development Student.”
3. When you arrive for your observation, get your time card (in the box on the table near the time
clock) and check in. When you complete your observation, check out and return your card to the box.
4. Remember - You Are a Model to the Children - eating, drinking, chewing gum and smoking are not
permitted.
5. When observing, you must use designated “Observer Booths.” Observer booths are assigned
according to the capacity of each room.
6. When observing on the playground, choose a position that will not disturb the children’s play.
7. Be as inconspicuous as possible. Do not sit or stand in the immediate area in which the children are
playing. Avoid the children’s traffic lanes, do not block doorways or passageways.
8. Do not engage a child in conversation.
9. Do not discuss a child or children while you are in the center.
10. Observing during lunch and rest period (12:00 - 3:00) is not allowed. Observations should be
scheduled hourly at 8:00, 9:00, 10:00, 11:00 or 3:00.
11. Be courteous to the staff. If you are asked to move to another area by one of the staff members, do
so quickly and courteously. Do not make a fuss.
12. If you run into a problem when observing, you should try to speak with the associate director.
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ASSIGNMENT INSTRUCTIONS
1. Read the assignment before going to observe.
2. All papers should be done in ink or typewritten. They must be legible. Do not use a folder or cover
page. Papers should be stapled or paper clipped together.
3. Observations are due on the dates stated on the course syllabus. Late papers will be accepted only
by personal arrangement before the due date. Late papers will receive a five-point deduction.
TABLE OF CONTENTS
Guidelines for Child Development Observations........................................................2
Assignment Instructions............................................................................................3
I. Infant Development..............................................................................................4
II. Physical Development and Play Behavior.............................................................6
III. Cognitive and Emotional Development................................................................10
IV. Gender Role Socialization...................................................................................15
V. Television Observation........................................................................................18
VI. Case Study.........................................................................................................21
Developmental Norms:
The Two Year Old...................................................................................................23
The Three Year Old.................................................................................................25
The Four Year Old...................................................................................................27
The Five Year Old....................................................................................................29
Floor Plans for the Child Development Center..........................................................31
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