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This observation will go on throughout the morning so that I will be able to observe a variety of emotions. This observation focuses on K ( : ).K stood in the cloakroom outside the classroom disagreeing with his mother about his P.E kit.

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Introduction

E5- This observation will go on throughout the morning so that I will be able to observe a variety of emotions. This observation focuses on K ( : ). K stood in the cloakroom outside the classroom disagreeing with his mother about his P.E kit. K then walked straight past his mother and in to the classroom where he went to the carpet area and picked up a book. K refused to kiss his mother goodbye and decided to ignore her. K walked towards the book corner and picked up a book. Whilst he was flicking through it, he turned towards me and began to impersonate characters from 'Little Britain'. He became quite excited. K walked over to a group of children who were playing snap! K stood at the side of the table watching what they were doing! He then said "can I play?". K joined in the game. K was enjoying the game as he was laughing and smiling. Although after a few turns, K began to get impatient and started to put his cards down when it wasn't his turn. All the children then had to sit on the carpet. While the teacher took the register K began to wriggle about holding his hand up, trying to get the teachers attention. ...read more.

Middle

failure difficult to handle * view things as black and white, right or wrong, wonderful or terrible, with very little middle ground * become upset when behaviour or school-work is ignored * Gains self-esteem from feeling capable and demonstrating new skills (e.g., says, "I know how to read this!"). Is increasingly aware of his or her own characteristics and skills. * Uses more complex language to express his or her understanding of feelings and their causes (e.g., says, "I sort of want to try riding on that, but I'm sort of scared, too."). * Uses physical, imaginative, and cognitive resources to comfort self (e.g., goes to his or her room voluntarily when upset) and to control the expression of emotion; however, he or she continues to need adult guidance in this area. http://www.pbs.org/parents/childdevelopment/socialemotional-5to6.html E7- During this observation, I have seen K cover several of the developmental milestones. The first thing I noticed was that he has very high self- esteem. He enjoyed pretending to be the character from 'Little Britain' and did it very well. K is a very confident child and is a very amusing character to be around. K does rebel against doing work quite often. He also usually rebels against anything he is unsure of! ...read more.

Conclusion

I have learnt new activities which can help promote emotional development. From doing this observation I have learnt how a child of 6 years of age reacts to certain situations. From doing this observation I have achieved my aim of observing a child's emotional development. I believe that this observation is valuable because I have checked the child's development against normative milestones for the age of the child. I also believe that K is developing accurately according to the normative milestones. K is neither over developed for his age or under developed, so there is no cause for concern. E10- I believe that my observation contains no stereo-typical or discriminatory practise either towards the child, their family or within the work setting. I believe that the children were treated according to their needs, by which I mean each child was given individual attention when needed. Each child had the same opportunities and each child was included in the activities that took place. The staff at the setting have very positive attitudes and have a very approachable nature. The work place is suitable for children will various disabilities. The activities that took place would be suitable for all children and each child had a chance to climb inside the fire engine and to ask the firemen a question. I believe that my observation is valid and clear of any racism or stereo typical content which may offend anyone. ...read more.

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