Runninghead: Observation

Title: Preschool Observation Earl Morgan Ivy Tech Community College

Observation

As part of my pre-school observation, I interview Sean Combs and his mother Elisa Combs. Sean is five years old and he attends the Orchard School. The Orchard Schools mission is to develop and educate the whole child. As a progressive, non-sectarian, independent school, Orchard commits to advancing each students academic success, self-confidence, open mindedness, ethical character, leadership and the love of learning. On page (175) it talks about the pre-operational stage that happens between the ages 2 to 7 years of age. This stage is marked by the childs use of symbols to represent objects and events. During my preschool observations I focus on; Physical, Intellectual, Emotional and Social Development. First, I will address physical development. Physical development provides children with the abilities they need to explore and interact with the world around them. A young child's physical growth first begins as the muscles gain strength and children gradually develop a broader sense of coordination. Sean was able to walk down the stairs on his own power. He didnt need the support of a rail; however, he was able to complete the task of coming downstairs. Sean demonstrated the excellent abilities in being able to change of different directions while running. The test I gave him involved using a football and showing him how to run some football routes. When using the football to cause Sean to move left or move right, Sean was quick to react to the movement of the football. He asked if he could throw the ball and he later asked if he could catch some passes, and he completed the catching assignments with ease. I found that I had to back up when he threw the ball because I underestimated his throwing strength. When catching the ball he secured the football with his chest. When Sean was asked to skip around in a circle at the begin he needed a little help remembering what leg and hand to lift to complete the exercise, but after a few tries he was able to complete the task with ease. On page (177), it says Mental Operations are strategies and rules that make thinking more systematic and more powerful.

Observation

When moving on to the next exercise, Sean was asked to stack some blocks. We started with 7 blocks and ended the task with 12 blocks. He wanted to keep on going with the blocks, but we had plenty of other exercises to complete. When asked to recognize shapes he completed this task with ease. Next, we used a puzzle that had squares, circles, rectangles, and few others shapes. Sean was asked to identify and draw the puzzle shapes, then place them in the right spots on the puzzle. When he was asked to cut with scissors, Sean began this exercise by cutting along a thick straight line. Next, we progressed to cutting out circles. Elisa his mother sat behind him to assist and guide his hands while moving the paper steadily while he was cutting. After doing this together a few times, Sean soon was able to perform the task on his own. Next, I will address intellectual development or cognitive development. This is a type of development that we as humans go through from the time of birth till the day we die. On page (181), it says in Paiges view each stage of intellectual development has unique characteristics that leave their mark on everything a child does. Sean was able to demonstrate imagination when we sat up a group of stuffed animals. Later he was asked to simulate the action of setting up the stuff animals just like he was shown. He picked up three stuffed animals, a cow, teddy bear and the University of Alabamas Mascot. First, he was asked to demonstrate the sound of a cow. To demonstrate this he walked around on all fours and said moo. Then, he asked to act like a teddy bear, at this point he walk on two legs and acted like he was going to attack us. When asked to sort the M&M by colors, Sean was able to complete this exercise with ease. The hard part of this exercise was he wanted to eat them instead of perform the exercise as instructed. When has asked to put the M&M into three different groups by colors, he was able to do this exercise with accuracy. At this point, we went back to all his toys. Sean was asked to make three piles of toys and place them by size in a particular order. He was able to complete exercise with

Observation

ease as well. When asked to apply grammar rules, he need a little help with some of the words but was able to catch on and understand what was being asked. On page (180), it says teachers should encourage children to look at the consistency of their thinking, but let the child take the lead in sorting out consistencies. Next, we observe Seans emotional development and social development. On page (179), it says Piaget emphasized construction the view that children are active participants in their own development who systematically construct ever more sophisticated understanding of their worlds. When playing with his younger cousin, Sean showed self-control by asking his cousin can he play with the toy, instead of simply grabbing it away from his cousin. Also, when Sean saw his cousin crying, he asked his mother why Case was crying. Sean even went to give Case a huge saying and asked him if he was okay? He loves to play football and wrestle. He took a lot of pride in showing his cousin how to throw a football and in showing off new learn wrestling moves he learned from WWF. It was easy asking him to show us how to help clean up his toys and put them back in his toy box. Sean appears to like to take the lead when playing with two and three children his age. He was very helpful and protective of others while playing. In larger groups of 10 or more children, he was very comfortable with the kids a little too comfortable with wanting to show off his wrestling moves to all the boys. When asked to joining in a group playing with Legos, Sean was happy to take part and participate fully. Then, after playing with Legos he wanted everyone to play his football because he never leaves his football at home. He was very cooperative in letting everybody get a chance to throw the football and run with the football. He didnt really refer to one kid as his best friends. However, he enjoyed himself with all the kids and just wanted to play. Sean knows the differences between boys and girls until it was time to play; at this point everyone was fair game.

Observation

Quoted on page (201), preschool children acquire a theory of mind. Which is defined as a nave understanding of links between thoughts, beliefs and behaviors? For a 5-year-old, there will be many steps forward as well as steps back as Sean navigates new challenges and broadens his world. Many 5-year-olds begin kindergarten and begin to spend more time away from their familiar home setting. At this age, children will increasingly express a desire to be independent, but will still want and need cuddles and comforted by their mom and dad. For a 5-year-old, behavior and daily routines will undergo a major shift and transition. At these ages children will begin to expand their horizons, begin spending more time away from home and will need to rely upon the comfort of routines at home. At age 5, children are entering the big kid world of better emotional control and regulation. But 5 year old children are still very much in the world of younger children, and may display emotional extremes, tantrums and contradictions. However, Sean as a 5 year old is just enjoying a magical time in his young lives, and with all of that magic comes all sorts of changes and some unique challenges for his parents. It was hard seeing her 5 year old as she has grown from a toddler into a little person. At this age, Sean showed us a glimpse of the adult he will become one day. While there are a number of factors that contribute to a child's development, there are some universal milestones that come with a child's fifth year. Sean knows right from wrong, likes to play with friends rather than alone. It also appears that while playing with both boys and girls; however, he prefers playing with boys. On page (223), it says Children and Adolescents use a variety of strategies to solve problem. I found this very helpful it help me to better understand Sean Combs. Seeing him able to speak fluently and uses correct pronouns and plurals, uses the right tense most of the time, understands opposites and seeks out new words and knowledge. Sean was very good at sorting things by color, shape and size. She can name four colors and match 10 to 12 colors.

Observation Reference Page Children and Their Development, 6e. Kail, Robert V. Pearson Education, Inc., 2012.