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To observe Sophie and Thomas during a free play session I will try to observe their role-play and how they interact with other children and the adults around them.

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Observation 1: Sophie & Thomas - Role-play. 17th February 2002 10:45 Aim To observe Sophie and Thomas during a free play session I will try to observe their role-play and how they interact with other children and the adults around them. Setting The placement in which I am working is set on the site of a primary school. There are 2 separate buildings, one for the infants' school and one for the juniors. My placement is on the building for the infant's school and shares the facilities they have to offer. The pre-school has access to the field, playgrounds, the hall, kitchen and lots of equipment. (Such as balls, hoops and bean bags.) The pre-school is one small room with a cloak room/toilet attached. At the pre-school there are 5 adults and no more than 15 children in a one time. There are 2 sessions a day, mornings and afternoons. Each child can only have 4 sessions a week. In total there are 30 children that attend the pre-school in a week. I will observe Hannah and Fraya on the 2nd of April 2002 for 45mins during a choosing session. Louise is absent today. There are several activities set up in the class room and the children may choose which activity they wish to participate in. ...read more.


Tom starts to collect the coins Katie had dropped on the floor then continues to put them back in the correct places in the till. He the replaces the fallen seed packets and shows me how he reads the instructions to plant flowers, he explains what you have to do. I could see the instructions and I knew that he was making up points to go with the diograms. Nether the less Sophie did as he told her and helps to put "soil" into the pots with the seeds in the middle. Tom says that the plants need water and light but he can't explain why. Sophie places the 6 pots with seeds, soil and water onto the top shelf of the bookcase. She tells Tom that they will get plenty of what they need, and that they will "grow to be the biggest and bestest flowers in the whole world" At 9:40 the children both go to the drawing table to draw what they think the flowers will look like when they have grown. They both fill the paper with bright coloured leaves and petals. At 9:45 both children help to tidy up the house. Conclusion The twins played well together and they both show signs of the correct development levels. ...read more.


The pre-operational stage is from the age of two to seven years. The most important development at this time is language. Children develop an internal representation of the world that allows them to describe people, events, and feelings. In the pre-operational stage children can use symbols, they can pretend when driving their toy car across the couch that the couch is actually a bridge. Although the thinking of the child is more advanced than when it was in the sensorimotor stage, it is still qualitatively inferior to that of an adult. Children in the preoperational stage are characterised by what Piaget called egocentric thoughts. The world at this stage is viewed entirely from the child's own perspective. There for a child's explanation to an adult can be uninformative. In Piaget's theory he states that at age 3 children can use symbols, and they can use pretend play. At this age children will develop a range of language skills, they will start to recognise words by sound and spelling. Piaget sates that cognitive structures change through the processes of adaptation: assimilation and accommodation. Cognitive development consists of a constant effort to adapt to the environment in terms of assimilation (interpreting events in the present) and accommodation (events in a changing cognitive structure.) Tom especially shows the early signs of this cognitive structure. I feel that I accomplished my aim, as I observed the twins while they played in the shop. ...read more.

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