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Introduction to Child Development; Spring 2014; Kozak...

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Perspectives and Theories Lab Report University of Georgia HDFS 2950

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Classroom Map Animals and other art painted on the walls along with posters and flags hanging from the ceiling.

Name: _____Amie Mendes____

Date: ___01/27/14___

Class: ___HDFS 2950___

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Observation Running Record (make as many copies as you need) Begin Time 9:29 Child’s Initial

B

End Time

9:39

Child’s Age

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Location Classroom Child’s Sex: M

Setting the Scene Classroom full of tables and shelves with toys and art supplies. There is a pretend house area, reading section, art section, and a place for blocks and other toys. The walls are covered with colorful art and painting of animals. There are flags on the ceiling and colors round rugs on the ground. Time

Running Record

Interpretation

9:29 B rips small pieces of tape from the tape roll. The child is coordinated with craft tools and Puts the tape on paper. Tapes paper to the

has the ability to control and limit the

table that he is standing by. Slides the tape

amount of supplies used due to the fact that

back and forth along the table

he only used a few small pieces.

9:30

By putting the tape roll on another table Continues ripping pieces of tape form tape roll and tapes the paper to the table. Lifts the tape roll and places it on a new table. B grabs scissors from that table. He walks away from the tables to the other side of the room with scissors, blades facing upward.

where other art supplies are it appears that the child understands the process of putting things away when he is finished with them. He is also familiar enough with the room to know where each item belongs. By walking around with the scissor blades facing up it illustrates that he is not fully aware of the proper safety procedures.

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B stands at a table and grabs pieces of

By cutting the paper into smaller pieces this

paper that sit on the table. B cuts the paper

illustrates that he is aware of how to use the

into small pieces with the scissors. Runs

art supplies. By putting the scissors back

back to the table where he found the scissors where he found them this is the second time and in the same place where he grabbed

where the child is illustrating that he is

them from. Blades still facing upward as he

aware of the proper cleaning procedures.

runs across the room.

This is also the second time that the child is observed moving with the scissor blades facing upward, thus solidifying that is he not aware of the proper safety precautions.

9:33

B looks through shelves on the table

This illustrates a sense of curiosity for he

grabbing various objects then putting them

does not utilize any of the objects that he

back on the shelves.

grabs, he only looks at them and hold them before returning them to their place on the shelf.

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B tries reaching for object on top of the

By knowing what object is on top of the high

shelves on the table. The object is too high

shelf this illustrates that the child is very

up and far back on the shelf and he cannot

familiar with the room and where each

reach it. B grabs a pencil and tries to pull

object is. By grabbing the pencil and using it

the object towards him with the pencil

as a tool to assist him in obtaining the object

pushing on the object.

that is too high up this shows that the child is aware of limitations such as height but is resourceful and understand that he can use tools to help he retrieve what he desires. This also illustrates a form of independence for the child chose to work hard to obtain the object on his own instead of asking an adult for assistance.

9:35

B watches the fish in the fish tank in the

By standing still and watching the fish this

room. He helps pick up toys on the floor. B

illustrates that the child is able to calmly

puts the toys in a bucket.

focus on one item. When the teacher calls for class clean up time and the child walks to the carpet to begin cleaning a toy that he was not even playing with he is showing great cooperation and strong listening and obedience skills. He is aware of the task that was asked of the class and he participates in this activity. By placing the toys in the bucket he again illustrates that he is familiar with the classroom and is aware where the toys belong.

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B sits on floor continuing to clean up toys.

By continuing to clean up the toy area the

Puts both hands on table and pulls himself

child possesses great patience and focus.

up when he desires to stand.

When he places both hands on the table to help pull himself up from the floor this illustrates an understanding of balance.

9:37

Walks to the carpet with the rest of his class

This is the second time that the child has

where the teacher sits talking to the class

followed the instructions of the teacher and

and leading an activity. Sits on the carpet

participated in the class activity. He illustrates great listening skills and obedience.

9:38

Copies the teacher’s actions. Has his hand on When the teacher tells the class to copy his his face. Smiling. Looking away from the

actions and the child listens this shows that

teacher at other students. Clapping his

he is very attentive and aware of what is

hands and smiling. Puts thumb on his chin

being asked of him. He is also aware of what

when teacher says to in order to share with

the other students around him are doing.

the class what he did.

Clapping his hands and smiling illustrates the sensation of happiness or excitement. When the teacher tells the class to put their thumbs on their chins if they want to share with the class and he child does so this shows that the boy is eager to participate in class activities and is comfortable with his environment.

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Keeps his thumb on his chin. Shaking his leg.

By keeping this thumb on his chin until he is

Swaying body back and forth. Looks at

called on illustrates strong listening skills

students when they are talking. Mouth

and patience. By shaking his leg and

handing open.

swaying back and forth this could illustrate energy, excitement or impatience. His mouth hanging open could illustrate a desire to speak and share his thoughts, impatience, or a sleepy like behavior.

Interpretation of Running Records Developmental scientists are “experts who study development –regardless of their training.” (Steinberg, et.all) One type of observations that these scientists do are called naturalistic observations. During this type of observation researchers study individuals in their routine settings. (Steinberg, et.all) I performed this style of research when observing a four year old boy in his common classroom setting. A child is categorized into the age period of early childhood if the youth is between the ages of two and six, such as the child that I observed. (Steinberg, et.all) Within age groups the main focuses of development has been divided into three categories: physical, cognitive, and socioemotional. (Kozak) Although I was not able to study the child over a long period of development, I was still able to notice an aspect from all three of these categories when observing the child that I chose to study. The physical aspects of the boy were features such as his average height, long curly brown hair, brown eyes, and other aspects. Cognitive development was noted though aspects such as memory, reasoning, and problem solving. (Kozak) The boy being observed demonstrated a specific example of the development of memory when he participated in the class clean up activity and understood where various items around the room belonged. This also illustrates that

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the child possess a sense of familiarity with the room and his environment. The child seemed to possess a weak aspect of development of reasoning on the bases of safety procedures when he was observed running across the room twice with scissor blades facing upward. The student illustrates the development of problem solving when he is observed using other tools to assist him in obtaining an object that he is not tall enough to reach. A Swiss scientist named Jean Piaget identified each age group as having a different aspect of cognitive growth. He labeled children in between the ages of two and seven as being in the preoperational stage. During this stage, children gain a mental storehouse of memories, especially spoken and written words. (Steinberg, et.all) This theory is supported by the child demonstrating a strong memory and understanding of the routine of his environment when the class is asked by the teacher to clean the room and then sit on the rug for circle time. The boy illustrates a strong memory of these procedures and obeys this request by helping to pick up toys around the room and then proceeding to sit on the rug with the rest of his peers once the room is clean. Socioemotional development includes changes in an individual’s relationships with others. (Steinberg, et.all) When noticing aspects of this category of development the student’s relationships with his instructors and classmates are most notable. The child’s constant obedience to the instructions of the teacher, seen during clean up time as well as circle time when he kept his thumb on his chin until he was called on to share, illustrates a strong aspect of this form of development. This continuous obedience, as well as his eagerness to share during circle time exemplifies a level of familiarity and comfort with those around him and his environment.

Classroom Observation The class is sitting on the rug while teacher sits in a rocking chair leading an activity. Teacher asks students to share what they did during play time. Teacher tells students to put their

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thumbs on their chins if they want to share. Many children put their thumbs on their chins and teacher calls on students individually. Teacher introduces two new teachers to the students. Class splits into groups. First group stands up and follows one of the teachers to the classroom door and exists the room. Second group stands up and makes a train by standing in a straight line with their hands on the shoulders of the person in front of them. The line moves to the other side of the room. This group sits on a different rug. The teacher for each group explains to their students what activities they will be doing. Group that stayed in classroom is doing a rhyming activity. Teacher writes words on a large piece of paper and shows the word to the kids. He reads the word to the children and they yell out words. The word is CLOCK. Some words are real words but others the children make up. Also say sounds such as “tock” and “bock” to rhyme with clock. Teacher calls on students that have not said anything to say a word that rhymes. Teacher explains again what rhyming is and how you keep the last letters and change the first few. Teacher gives hints describing words that rhyme with clock and children excitedly yell out the answers. Some children sit still in the circle, others are swaying back and forth, others are waving their hands, some have their thumbs in their mouths, and other small motions. Teacher gives instructions to draw pictures on the cards of each rhyming word that they said. Each child is given a marker. Each child holds the marker differently. Children spread out and are no longer in a circle. Some kids lay on their stomach to draw and others sit up with their legs under them. Some children begin to draw on their own but others wait for help from teachers. Drawings are mostly scribbles of different colors. Children excitedly show the teachers their drawings. Each drawing is praised by the teachers. Second group returns to the class room and wash their hands at the sink. Group coloring then also watch their hands at the sink. Children hang on teachers desiring to be picked up. Other excitedly tells the teachers news such as their new haircut and other topics that they are excited about. Many children run from the sink to the opposite side of the room where the next

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activity is about to take place. All of the children and teachers sit at the long table for snack. Teacher hands out plates and food for snack. There are cheese, crackers, and fruit. Children get quieter as they eat their snack. Children who are speaking continue to tell the teachers news about themselves that they find exciting such as their trip to the store or their tree house, ect. Many children ask for more snacks even if they aren’t completely finished with their first helping.

Classroom Observation Questions Question #1 

Social learning theory is “a theory of human behavior that emphasizes the ways in which individuals learn by observing others and through the application of social rewards and punishments.” (Steinberg, et.all) This theory was clearly observed during the thirty minute observation of the mixed aged group class of children in the early childhood age stage. Two specific examples that support the validity of this theory is the circle time activity illustrated at the beginning of the observation as well as the rhyming activity described in the study. During the circle time activity children observe their peers sharing what they did during play time and this encourages them to participate also. Another aspect of this activity that sparks interest and excitement in these children is the praise that they receive from the instructors as they show enthusiasm and interest in what the students have to say. The second instance in which the students receive positive feedback from the teachers is during the rhyming exercise. When a student yells out a word that rhymes with “clock” the teacher applauds the student on their word choice. The children continue to experience this encouragement when they are told by the instructors how beautiful their drawings were. All of this reoccurring praise leads the children to become comfortable with these teachers. The strengthening of these relationships is

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observed when the children excitedly run to the instructors and hold them and search for affection such as being picked up. 

Cognitive Development Theory “is concerned with what goes on in people’s minds: how we learn reason, solve problems, understand language, explain ourselves and our experiences, and form beliefs.” (Steinberg, et.all) During the classroom observation, this theory is illustrated though both the rhyming activity and snack time. For the rhyming activity the teachers use both verbal and visual tools to help the children learn the concepts. This is an activity to assist the students in the development of the understanding of language. This is an activity to assist the children in developing their understanding of sounds and how they can be similar, thus expanding their knowledge of language. During the snack time portion of the day numerous children were observed talking to their teachers and excitedly sharing stories with them. By explaining their experiences as the store, in a tree house, or other activities the children are exemplifying cognitive development.

Question #2 Urie Bronfenbrenner utilized the ecological model to assist in fully understanding human development by emphasizing both concepts that people encounter on a daily bases and infrequently. The first level of this model that is to be addressed is the child individually. From there it is observed how the child effects and is effected by the different levels of interactions that they encounter.(Steinberg, et.all) The second level of the model is the microsystem which includes more constant experiences such as school, family, peer groups, after school programs, ect. (Kozak) During my observation of a classroom I noticed that the

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children were surrounded by many factors of their microsystem. The school itself, along with the other students present, were the main observable microsystems, along with the various parents that dropped their children off. These microsystems are the encounters that a child experiences on almost a daily basis. (Steinberg, et.all) The third level of the ecological model is the Mesosystem, which is the “network of connections between the various environments” that a child experiences. (Steinberg, et.all) The connections and blending of these various environments is crucial in understanding the development of a child. When parents would enter the classroom, I was able to notice the mesosystem and how the family life was combined with the school atmosphere. The fourth level of the model is the exosystem, which is composed of relationships such as extended family members, neighbors, parents’ places of employment, ect. (Kozak) This level of development was difficult to note in my observation due to the fact that I was only able to observe the children for 30 minutes in one setting. The final level of the model is the macrosystem which exemplifies how aspects such as culture, religion, the economy, historical context, ect. effects the child’s development. Those relationships mentioned from the microsystem often influence how the child perceives aspects in the macrosystem level of the ecological model. (Kozak) Question #3 A phenotype is an observable characteristics that “depend on your environment and experiences, from the moment of conception.” (Steinberg, et.all) From my observation of the class, most of the students seemed to possess energetic and happy personalities. These characteristics were indeed phenotypes because these positive sensations were influenced by the positive environment in which they were placed in. The classroom setting was an

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environment in which they were constantly being praised by their teachers and being demonstrated an enthusiastic spirit.

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Works Cited 1. Kozak, M. S. (2014). Lecture on research methods. Personal Collection of M. Kozak, University of Georgia, Athens, GA. 2. Steinberg, L., Vandell D. L., Bornstein, M. H., (2011). The Study of Child Development. In J. Potter & J. Hague (Eds.), Development: Infancy through Adolescence (pp. 5-22). Belmont, CA: Wadsworth...