Child Care Developmental Observation Term Paper

Pages: 8 (2762 words)  ·  Bibliography Sources: ≈ 9  ·  File: .docx  ·  Level: College Senior  ·  Topic: Children

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A major component for the play area is the consideration of the size of space for a child or children to play. Designs for different ages of children are vital for the safety and cognitive development of the youngster. Not only is safety a primary issue, but appropriately sized playground structures are also important.

Observation Visit 4:

again had the opportunity to observe Maribel on the playground. Her love of the outdoors is evident as she chased butterflies, and picked some wildflowers growing in the new spring grasses.

Again, she met up with children her own age, and together they played for about 20 minutes. The small group interacted and played in the sandbox while using various shaped pails to build. New experiences and the child's social role are intertwined during play.

Upon leaving, Maribel protested and wanted to stay, but it soon began to rain and I was saved.

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A discussed Maribel's playtime on the way home, and interviewed her concerning her friends and activities. She was able to discuss the names of several children, if she liked how they played together, and if she would like to play with them again. Maribel stated that she liked playing at the playground, and asked me when she could return. I promised another visit would occur very soon since the weather was warming up. The topic of weather led to the discussion of the seasons, and Maribel was able to name all four seasons and explain the characteristics of each one. Maribel enjoyed thinking up new questions to ask.

TOPIC: Term Paper on Child Care Developmental Observation of Assignment

During this stage of development, there is tremendous growth in vocabulary and continuous chatter is a characteristic feature of this stage as intense curiosity was in the previous one. In addition, persistent questioning is the tool by which the preschooler explores and knows more and more about his/her world and environment. Studies show (Sook-Young, Herwig, & Shelly, 2001) that different play settings create different interaction between children. Children Maribel's age were observed in various play settings to observe and assess the engagement of social play categories and cognitive play categories. Results showed that the children were more likely to engage in the most complex form of peer play outdoors than indoors. In outdoor play, the older age group was more likely to interact with peers than was the younger age group. The outdoor playground offered older preschoolers particular types of play experiences such as functional play and dramatic play more readily than the classroom. These findings reinforce the importance of both the indoor and the outdoor environments for promoting more harmonizing play behaviors and along with peer interactions.

Recent (Alliance of Childhood, 2003) research confirms that early cognitive development is interwoven with physical, emotional, and social development. Children's development depends on the relationships formed and provided by family and caregivers. Essential capacities of childhood must be fostered during the first five years in order to develop an individual who is emotionally and intellectually prepared to be a productive citizen in today's society. The key to developing literacy is to pace learning that is consistent with the child's development, enabling him or her to succeed at the early stages.

Charles Wolfgang (1997) summed up his first observation experience as one he would never forget. The children's curiosity and honesty is always refreshing, humorous, and somewhat surprising. There is never a dull moment with a child and the rewards are endless. This observation allowed me to not only learn about the importance of play in cognitive development of children, but also enjoy the benefits of relaxing and just watching children at play.

Observation Visit 5:

For observation 5, I arranged with her mother to baby-sit for Maribel in her home. This was an evening visit, and Maribel was preparing to eat dinner. She wanted to play a game, but I insisted that she needed to eat first, and after some firm persuasion, Maribel decided to finish her meal. One could tell that Maribel already knew that she must first finish dinner before playing. She has simply tired to "fool" the new sitter on the block.

Research (Alliance for Childhood, 2003) shows that children around age five are learning to judge whether particular actions are right or wrong. While a child can be given more independence, adults must channel this independence along definite lines such as knowing dinner must be eaten before play can occur. In the United States and most other developed countries, children must start school at about five or six years of age.

This information helps to explain Maribel's attempt to postpone bedtime. When bedtime came around, I told Maribel that it was time for bed. She replied, "Just one more minute." I said, "Just one more." As soon as the minute passed, I began to walk to Maribel and walk with her to her bedroom. During this stage, a child becomes more cooperative with the family as they become more agreeable to parental demands. I performed the night's rituals such as tucking into bed, saying prayers, and then goodnight. Maribel guided me through each phase and helped me know what to do next. Her need for routine or structure is also very typical of her age group.

Observation Visit 6:

actually began looking forward to my observations of Maribel. My sixth observation took place on a Saturday afternoon. Maribel had been playing outside most of the morning, and as I arrived, she was beginning to eat lunch. Her meal consisted of a peanut butter and jelly sandwich, orange slices, and milk. Maribel ate all of her sandwich and half of the orange slices. Her glass of milk was almost empty. After eating, Maribel wanted to watch a movie, so her mother obliged her. Maribel lay on the floor with a blanket and pillow to watch her movie. She had soon settled in, became comfortable, and the next time I looked at her, she was asleep. Maribel slept for the next thirty minutes, and then I ended my visit. I called Maribel's mother to see how long the nap lasted, and her mother informed me that Maribel had slept for over an hour.

Conclusion:

Maribel's developmental behavior is typical of a five-year-old. Her vocabulary and social skills are well developed. Her ability to play well with others is on target and she also shares toys well. She enjoys books, coloring, and entertains herself well with these activities. Maribel's diet is monitored closely by her mother, and while she is allowed treats such as candy or desserts with sugar, these are limited in her diet. When I have interviewed Maribel, she responds to questions well, and can carry on a conversation. Her manners for a five-year-old are very good.

References

Alliance for Childhood. "Importance of play." 2 May, 2003 http://www.allianceforchildhood.net/projects/play/index.htm

Bergen, D. Pretend Play and Young Children's Development. ERIC Clearinghouse on Elementary and Early Childhood, 2001. ERIC,ED458045.

Fisch, S.M., & Truglio, R.T. (2001). "G" is for growing: Thirty years of research on children and Sesame Street. Mahwah, NJ: Erlbaum.

Kagan, J. "Child." World Book Online Reference Center. 2004. World Book, Inc. 25 Mar. 2004. http://www.worldbookonline.com/wb/Article?id=ar110700.

McGinn, D. (2002). "Guilt Free TV: In the beginning, there was Big Bird. Now, thanks to intense competition from Disney and Nick, there are more quality shows for preschoolers than ever."

Newsweek, 45, 52.

Rivkin, M. Outdoor Experiences for Young Children. ERIC Clearinghouse on Rural Education and Small Schools, 2000.

Sook-Young, S, Herwig, J. & Shelly, M. "Preschoolers' Play Behaviors with Peers in Classroom and Playground Settings." Journal of Research in Childhood Education 15 (2001): 149.

Wolfgang,… [END OF PREVIEW] . . . READ MORE

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