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.
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. The teacher asked him what he wanted and he replied "A* keeps moving, she does". The teacher told him to be quiet. K became irritated and began to mutter something under his breath about his teacher.
K played with his sleeves and wandered his eyes over the classroom as the teacher read a story. He lost concentration and began to annoy other children. K kept fidgeting and kept trying to move about. K was yawning throughout the morning and kept rubbing his eyes. He complained about the work that the class was set, scrunching up his face, bringing his eyebrows together in the middle.
We then had a visit from the local fire brigade. K got very excited and kept telling anyone who would listen that he wanted to be a fireman when he was older. He asked many questions and was very cheery. He walked confidently next to the fireman, with the rest of the class following behind him, as they walked around the fire engine. K was very happy and his face beamed from side to side when the fire engine put the siren on. K was very happy and kept smiling even after the fire engine had left. K ...
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We then had a visit from the local fire brigade. K got very excited and kept telling anyone who would listen that he wanted to be a fireman when he was older. He asked many questions and was very cheery. He walked confidently next to the fireman, with the rest of the class following behind him, as they walked around the fire engine. K was very happy and his face beamed from side to side when the fire engine put the siren on. K was very happy and kept smiling even after the fire engine had left. K then went to the resource centre with his teacher to the resource centre after being asked to. He was still smiling after he left then room. As he was walking out of the door, he jumped once on the spot and skipped towards the resource centre.
E6- At the age of 6 years old, it is common that the child may :-
* Get irritable
* Be self centred
* Aggressively refuse to share
* Rebel against rules and limits on behaviour set
* Love tackling new skills but becomes frustrated if finding it difficult
* Have self- confidence
(P. Tassoni, Diploma in Childcare and Education)
* begin to see things from another child's point of view, but still very self-centered
* strong desire to perform well, do things right
* finds criticism or 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! K has a strong desire to do things right and get approval as I seen when the fire brigade arrived. K was determined to get the firemen's approval. K finds disapproval hard as I seen when the teacher told him to stop fussing. He became very irritable towards his teacher. K is a very strong character who seeks attention from teachers and other children. From doing my observation I have noticed that K is very self- centred as he continued to provoke many other children as they tried to listen to the story. Through this observation I have to agree that K is developing accurately according to the normative developmental milestones.
E8- Parade- This is a game in which you have a 'parade of feelings'. The children have to march on the spot. You then ask them how they would march if they were angry. The children at this point should screw up their face and stamp their feet on the floor. You then ask the children how they would march if they were happy. You would ask them how they would march when feeling a variety of different emotions e.g sad, scared. Or maybe even proud or bored! This activity would help the children to identify a range of different emotions.
Holding the teddy- the children sit in a circle and can only talk when the teddy is past to them. When the teddy is past to them the child has to tell everyone else about a time when they have been angry, scared, upset, happy, proud ect. This is a good activity as it gives the children a chance to learn from other children about times when you experience different emotions. It also gives the children who do not have very much self-confidence to have their say and may help to boost their self esteem.
E9- From doing this observation I have learnt about the developmental milestones for a child aged 6-7 years. 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.
E11- Bibliography
http://www.pbs.org/parents/childdevelopment/socialemotional-5to6.html
Diploma in Childcare and education, P. Tassoni, K. Beith, H. Elderidge, A. Gough, Bath, Heinemann,2002
