Observation of Young Children Young Children 3-7

This observation is one of two in this class that will demonstrate your ability to observe young children, identify developmental stages and milestones, and use the frameworks of well-recognized child development and early childhood education theories to analyze what is observed. This is a Portfolio Collection Item for Standard 1. Save it to add to your portfolio in a future class.

The required elements contribute to:

Course SLO 1 Describe the development of children from conception through adolescence in the physical, social, emotional, and cognitive domains and SLO 3 Apply knowledge of development and major theoretical frameworks to analyze child observations.

And are aligned with the National Association for the Education of Young Children Professional Preparation Standards

1a Knowing and understanding young children’s characteristics and needs, from birth through age 8; and

1b Knowing and understanding the multiple influences on children’s development and learning

7a. The program provides opportunities for all candidates to observe in at least two of the three early childhood age groups (birth-age 3, 3-5, 5-8)

Observation and Report Guidelines:

• A written report based on direct, in-person observation of young children ages 3-7.
• Up to 4 children can be observed for this report. They can be the same age or different ages.
• You are responsible for finding children to observe. Observations can be conducted in care and education settings such as preschools, child development centers, and family child care homes, and/or in informal settings such as neighborhoods, church nurseries, gatherings, grocery stores, and parks. Suggested observation locations for students local to Saddleback College
• Analyses are to be based on what is seen during the observation time for this report and not from previous knowledge of any child observed.
• Approximately 2 hours will be required to gather the required data. Observations do not have to be completed in one sitting or at one site. It is expected that students will continue to observe until they have clear examples for each of the required parts of this report even if it takes more than two hours.
• The final report must be typed, no larger than 11 font, no larger than 1-inch margins, and exactly use the bold and number organization modeled in the directions. Use the google doc template that is provided. Finished papers are typically about 4 pages long.

While collecting your observational data:

Wherever it is that you choose to observe, try to remain unobtrusive. Wear plain clothing, leave your interesting jewelry at home, and leave everything except your key and your tablet in the car, turn your cell on silent and keep it completely put away for the entire time you are observing. Stay low – sit in a chair or on the floor use a small plain note pad for notes.

Observation Tips:

• Before you spend time observing, create a chart or list of the terms and their definitions so that you have an idea of what to look for while you are observing.
• While you are watching, write down everything you see or hear. Your notes should be like a video transcript. Objective. For example, if you see a child jumping up and down, clapping their hands and smiling, write exactly that. Often students write their own interpretation of what they see (i.e. the child was happy) and end up with subjective data that can’t be used for this report.

Section 1: Observation Settings (3 pts):

Describe each setting where observations were conducted as follows (Maximum 4 settings):

1. Location, type of setting (school, childcare, or family/friend/neighborhood), the number of other children and adults present at the time of the observation even if they are not included in this report, and a brief description of the general activities going on at the time.

Section 2: Characteristic Behaviors of Young Children (Key Element 1a) (36 pts)

Find examples for any 13 of the following concepts through your observations of young children.

Theory of Mind Rough & Tumble Play Pragmatics Onlooker Play

Focus on Appearance Reactive aggression Egocentrism Games with Rules

Static Reasoning Irreversibility Relational Aggression Self-definition

Theory-theory Private speech Gender Identity Constructive Play

Overregularization Functional Play Symbolic Play Gender Roles

Instrumental Aggression Fine Motor Skills Gross Motor Skills Animism

Centration Conservation Associative Play

Cooperative Play Gender Constancy Syncretism

Presentation Format

1. Name the Concept
   1. Definition: Briefly define the concept in your own words.
   2. Observation: Describe a child’s words, actions, or behavior that provides an example of the concept.
   3. Make a connection: Tell how or why the behavior is an example of the concept.

Presentation Guidelines

• Do not use any concept more than once.
• You may analyze one observation in more than one way if applicable. For example, while children are playing you might see examples of both overregularization and cooperative play. You may re-use the observed behavior as long as the concept, definition, and connections are unique to the concept.
• You will ultimately have 13 of these sets numbered 1-13. This means 13 total for the whole report, not 13 per child.
• See the sample below. Note the use of bold type to make the sections stand out.

1. Overregularization
   1. Definition: The application of grammar rules to words that are exceptions to the rule.
   2. Observation: Child 1 ran to her mother and said “Mama, the bow comed off my hair-band”
   3. Connection: The application of the ending “ed” to the word “come” that does not use the ed ending to indicate past tense makes this an example of overregularization.

Section 3: Reflections (6 pts) Include the questions with your responses.

1. Describe one thing about young children’s abilities, actions and/or reactions that interested or was new to you?
2. Describe one thing about the caregiver’s or the environment’s influence on development that was new or stood out to you?
3. Describe at least one thing you learned from this assignment that you might use yourself or share with others that would promote positive development for young children.

Quality of writing and use of correct format (5 pts)

Your Name

Writing Template for Observation of Young Children Young Children 3-7

Your paper should look JUST like this, filled out with your observation data

From the “File” menu, either “Make a Copy” saved to your own Google Drive, or “Download As” and choose a file format that you can work with.

****Delete ALL of the red words before you submit your paper****

Section 1: Observation Settings

Location, type of setting (school, childcare, or family/friend/neighborhood), the number of other children and adults present at the time of the observation even if they are not included in this report, and a brief description of the general activities going on at the time. Repeat for additional settings if needed. Maximum 4 settings

Section 2: Characteristic Behaviors of Young Children (Key Element 1a) Bold Type the name of the concept, and the words “Definition”, “Observation”, and “Connection”. Add your data and explanation in plain type.

1. Concept
   1. Definition:
   2. Observation:
   3. Connection:
2. Concept
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   2. Observation:
   3. Connection:
3. Concept
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4. Concept
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5. Concept
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6. Concept
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   2. Observation:
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7. Concept
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8. Concept
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9. Concept
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10. Concept
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11. Concept
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12. Concept
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13. Concept
    1. Definition:
    2. Observation:
    3. Connection:

Section 3: Reflections

Include the questions with your responses. Bold Type the questions, plain type your answers.

1. Describe one thing about young children’s abilities, actions and/or reactions that interested or was new to you?
2. Describe one thing about the caregiver’s or the environment’s influence on development that was new or stood out to you?
3. Describe at least one thing you learned from this assignment that you might use yourself or share with others that would promote positive development for young children.