The objective of the first observation was to observe how Amy socializes with her peers. It could be very interesting because Amy’s first language is Mandarin, and she has not spoken in English yet. In addition her mother often goes to the setting to support Amy through staged admission process which is reviewed by staff every half term. It is noticeable from the observation that she prefers playing with her mum and would rather accept instruction from her than form the adults in the setting. The reason of this could be that she is an only child, and spends most of the time with her mother. According to Lindon (2005) children learn and develop socially and emotionally through the love, care and emotional stability provided by their parents and this early social bonding between a child and their parents is known as an attachment. In this case the bond is even stronger because of the absence of communication in the setting in relation to the language barrier.
John Bowlby was a psychiatrist working from the mid 40’s to the mid 70’s whose studies tried to explain the early attachment behaviour.
“Development of attachment of specifically between baby and mother was an innately driven set of behaviours that protected infants at a vulnerable time.”
(Lindon, 2005, pg 21.)
The observation 1 (see in Appendices pg. 18.) shows that her socialisation with peers is limited. Other children do not seem to notice her attempt to talk to them or play with them.
The professionals in the setting could promote the socialization by working with her in a small group and speak at her level for a regular amount of time each day. It helps her make friends, and also develop her language. Amy needs to get more opportunities to practise speaking, e.g. role-play, talk partners, collaborative group tasks, repetitive stories/rhymes and guided talk activities.
Observation 1 also shows that the other areas of Amy’s development meet the developmental milestones for a 3-year-old. Sheridan (2008) states that:
“Climbs nursery apparatus with agility” – Age 3 years
“Climbs ladders” – Age 4 years
“Can throw ball overhand and catch large ball on or between
extended arms.” – Age 3 years
“Make an effort to keep surroundings tidy.” – Age 3 years
From the observation you can see that Amy is able to climb nursery apparatus. She is not quite 4, but she was able to climb the ladders on the climbing frame. In addition she could throw ball overhand, while she was playing with her play worker. With adult encouragement she put the ball away when it was tidy up time.
Observations can be carried out in many formats. Observation 1 has been written in a narrative style. It involved watching Amy while she was playing outside and noting down what she was doing. This technique is especially good if your aim is not specific, in this case to observe a 3-year-old who is learning English as an Additional Language (EAL) during pre-planned outdoor play. It helped to record holistic development and to recognise the area which needs further improvements.
The second observation (See in appendices pg. 19-20.) has been carried out during the afternoon session, while the whole group were doing Easter activities. In this case the observer was not involved in the activity. The aim of the activity was to develop children’s understanding of significant events and occasion by encouraging discussion of the Easter, through Easter card making.
The aim of the observation was to identify Charlie’s fine manipulative skills, and also to observe and record his ability to use scissors and glue stick. In addition to observe his motor skills while he used a pen.
“Fine motor, or manipulative skills are the ability to perform skills that require hand and eye coordination.” (Macleod-Brudenell and Kay, 2008. Pg. 72.)
Observation 2 shows that Charlie met the developmental milestones for a 4-year-old, Sheridan (2008) states that they can ‘hold and use pencil in a dynamic tripod grasp with good control, like adults’. Charlie also showed some characteristic of a 5-year-old, even if he is not 5 yet. He had a ‘good control in writing and drawing with pencils’, and he was able to ‘copy letter such as C and L’. Charlie was also able to hold the scissors securely and made a good attempt to cut out the circle. What has become apparent is that children develop skills in different ways, the reason of this is quite complex. According to the dynamic systems theory all new motor development is the result of a dynamic and continual interaction of three major factors: (1) nervous system development; (2) the capabilities and biomechanics of the body; (3) environmental constraints and support. (Slatter and Bremner, 2003.)
Although the objectives of this observation were to analyse Charlie’s fine motor skills, you could also notice the other areas of Charlie’s development, such as Language and Social Development, have met the developmental milestones. Charlie often met the developmental milestones of a 5-year-old, however he is only 4 and a half. According to Sheridan (2008) his ‘speech fluent, grammatically conventional and usually phonetically correct’. Sheridan states that the ‘general behaviour more sensible, controlled and independent’, during the whole activity he sat properly and followed the instructions of the nursery nurse, and showed independence when he suggested that the ‘chick needs some eyes’. In addition he ‘showed definite sense of humour’ a few times during the activity.
Recommendations for the future could be to continue to offer opportunities that will help him to strengthen finger muscles. (E.g. construction toys, junk modelling activities or offering him more opportunities in the workshop area).
For this observation the time sampling technique was used. The advantages of using this technique rather that the written/narrative type of observation are that it helps you to focus on how long did the target child spent on the activity – was he concentrating on the given task? The chosen technique always depends on your aim and objectives. (Sharman, Cross and Vennis, 2007)
The third observation was carried out in Reception class, during the morning session. The activity focuses on pattern recognition skills, the outcome of the activity will be part of the children’s EYFS Profile. According to Early Years Foundation Stage Profile Handbook: Shape, space and measures (SSM) chapter, the scale point was that
“The child recognises and is able to describe simple patterns. Using a range of media and resources the child makes simple patterns. They may also spot patterns experienced in the environment.”
Therefore the aim of the observation was to observe problem solving abilities of six children from Reception class while recreating patterns, and also to see if the children meet the ‘norms’ for their developmental progress. A checklist observation was carried out, where the observer led the activity as well. An advantage of this type of observation that is very quick and the children would not notice that you are writing something. It is practical when you take the observation of a group of children. This technique is very specific therefore it needs to be prepared. In this case checklist observation was used to record the progress of the children.
In Observation 3 (See in Appendices pg. 21-22.) six children were observed, the youngest child was 4 years 10 months old, the oldest one was 5 years old. Accordingly they were in the same age group. However they all performed in their own way. Jack was able to name the shape he used, which was the hexagon. It was very surprising, because nobody else could name that shape. Jack often appears over excited during group activities, and often interrupts. The result of this observation then suggests that Jack is possibly bored during the group activities, the tasks are not challenging enough for him. According to Vygotsky’s theory teachers must plan activities that extend children’s knowledge, and scaffold their learning by putting them in situations where their competence is stretched. (Mooney, 2000.) Vygotsky also suggest that observations of the individual child are crucial to successful scaffolding.
Amelia and Jack are at the same age however Amelia had difficulty in recognising the hexagon shape, she called it ‘rectangle’. In addition while Jack could recreate complex patterns such as, 3 blue, 2 red, 1 yellow, however Amelia needed adult support to be able to recreate simple ones, like red, blue, red, blue..etc. One of the most important concepts of Vygotsky’s theory is that of the zone of proximal development (ZPD).
“The distance between the most difficult task a child can do alone and the most difficult task a child can do with help.” (Mooney, 2000. Pg. 83)
In addition Amelia is the youngest of four. Parents and older siblings are always doing for the youngest, first out of necessity, then out of habit. Because of this, the youngest child expects others to make decisions and take responsibility for them. Even as adults, older siblings can still feel responsible for their "baby" sister (Guilbeau, 2010.) That could be another reason why she expected the key, and the guidance from the adult. Further recommendation could be to observe Amelia more often and carefully, and plan activities which encourage her emerging abilities, and it could be also beneficial to put her in pairs with other children, then it perhaps help her feel more confident and secure.
Piaget, Vygotsky and other theorists placed enormous emphasis on the importance of observation. By carefully watching and listening to the children, teachers can identify the child’s stage of development. It also helps you recognize the additional needs of each child. In Rowan’s case by carrying out this observation it has been noticed that he confuses the yellow and the green colours. It was important to inform the parents about that, because effective partnership between the setting and the parents helps all the adults to have a good understanding of the child’s needs.
Conclusion
This assignment discussed the importance of planning age and stage related activities and carrying out observations. Curriculum planning is most affected by Vygotsky’s theory, it encourages teachers to plan activities that extend children’s knowledge, and to scaffold their learning by putting them in situations where their competence is stretched. (Mooney, 2000.)
Three observations were carried out, each observation had different aims, and a variety of observational techniques were used. However the main aim of this assignment was the same, to identify the children’s stage of development by observing them. Additionally to provide learning activities which promote children’s ongoing development.
The assignment also unfolded the importance of partnership with parents in the Early Years setting. Parents are children’s first and most enduring educators. If practitioners and parents work together in the Early Years settings, it will have a positive influence on children’s development and learning. Further recommendation could be to plan more meeting with the parents in the interest of supporting the children’s needs and stage of development.
Reference page
D. Sheridan, M. (2008) From Birth to Five Years, Children Developmental Progress. 3rd Edition. London: Routledge.
Lindon J. (2005) Understanding Child Development, Linking Theory and Practice. London: Hodder Arnold.
Macleod-Brudenell, I., Kay, J. (2008) Advanced Early Years for Foundation degrees and Levels 4/5. 2nd Edition. United Kingdom: Heinemann.
Mooney, C., G. (2000) Theories of Childhood, An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. St. Paul: Redleaf Press.
Sharman, C., Cross, W., Vennis, D. (2007) Observing Children and Young People. 4th Edition. London: Continuum
Slatter, A., Bremner, G. (2003) An Introduction to Developmental Psychology. United Kingdom: Blackwell Publishing Ltd.
Guilbeau, N. (2010) Birth Order Personalities – Youngest [Online] Available from: <> [Accessed on 22nd April, 2010.]
Bibliography
Attachment Harlow monkeys (2007) [Online video] Available from: [Accessed date 14thApril, 2010]
Bee, H. (1985) The Developing Child. 4th Edition. United States of America: Harper & Row, Publishers, Inc.
JOHN BOWLBY: ATTACHMENT THEORY ACROSS GENERATIONS (2008) [Online video] Available from: [Accessed date 14thApril, 2010]
MARY AINSWORTH: ATTACHMENT AND THE GROWTH OF LOVE (2006) [Online video] Available from: [Accessed date 14thApril, 2010]
Appendices
Observation 1
Date 16th March, 2010
Aim To observe a 3-year-old who are learning English as an Additional Language (EAL) during pre-planned outside play.
Objectives To observe how she socializes with peers
Method Narrative
Start time 2:20 PM Finish time 2:45 PM
Number of children 13
Number of adults 3
Setting The playground set out for a free play.
Immediate context
Age 3 year 8 months
Gender Female
Position in family only child
Explanation of the activity The playground will be set out for play. There is a climbing frame, three hula hoops, two baby buggies and 4 balls. Three adults will be involved in the activity: the class teacher, a play worker and the target child’s mother.
Observation
Amy plays with her mum; they pass the hoops to each other. Amy giggles and appears very happy. They talks in Mandarin, however mum say Ready, Steady, Go! in English. They play in the centre of the playground while children running around. The wind blows the hoop away, Amy starts chasing it, the play worker manages to catch it and give it back to Amy, she giggles and gave her a friendly wave.
Later on she said something to Barbara in Mandarin who does not respond then she asks the teacher ‘What’s her name?’. Amy carries on playing with her mum. She puts on a nappy changing bag and pick up a dolly. She goes on the climbing frame where Henry from reception class trying to climb up on the slides she starts pushing him down the slides and talks to him in Mandarin, but Henry does not respond to her. The play worker asks Amy’s mum to translate what Amy said to Henry. She said ‘You can’t climb up on the slides, you need to use the stairs to come up.’ When Henry climbed up on the stairs and he wanted to slide down the slide Amy start pushing him down, she also said ‘See, I help you’.
Then Amy plays with a ball, she invites the play worker to play with her by grabbing her hand and showing her she wants to play. She also wants her to put her pen and paper away. She passes the ball to the adult, and when the adult catches the ball Amy jumps and claps and she appears very happy.
At tidy up time, she does not want to stop playing, the play worker and Amy’s mum together encourage her to put the ball back to the toy box. The play worker uses key words to help Amy understand what they are doing. She holds Amy’s hand to lead her to the toy box. Amy refuses the hand holding, she holds out her hand towards her mum. Mum talks to her in Mandarin, she also uses some English words, such as: go, ball. Then Amy starts to follow the play worker and puts her ball away.
Then Amy and mum says goodbye to the children and the adults. The teacher and the play worker say goodbye too.
Observation 2
Date 29th March, 2010
Aim To observe a 4 years old during an Easter card making session in order to identify fine manipulative skills.
Objectives To observe and record Charlie’s ability to use scissors and glue stick.
To observe his motor skills while he uses a pen to write his name on the card.
Method Time sampling
Start time 1:20 PM Finish time 1:35 PM
Number of children 1
Number of adults 1
Setting The community room with 15 children. The other children are playing or taking part in another Easter activity.
Immediate context
Age 4 years 7 months
Gender male
Position in family only child
Explanation of the activity Making an Easter card with a chick on it. The chick’s body consists of two different sized circles; its feathers are some cotton wools. Inside the card it says ‘Happy Easter’ and the child’s signature. C will be asked to cut out the smaller circle, glue the circles to the card and stick the “feathers” to the chick’s body and then stick on its beak and draw its eyes.
1:23 PM Charlie has been asked to take part in this activity. He smiles and goes to the table.
1:24 PM The teacher asks him to cut out the circle along the line. He uses his right hand to hold the scissors. He manages to put his fingers in them and hold the paper close to his body. He is careful with the cutting and he keeps the cutting 1 centimetre away from the line.
1:26 PM ‘Cut it more close to the line, Charlie’ says the nursery nurse. He tries to cut it more close to the line he skims it at few parts of the circle.
1:27 PM ‘I’ve done. What are we going to do next?’ says C. The nursery nurse cuts it for him precisely along the line. Then she asks him to put some glue on the back of the circles.
1:28 PM ‘This is sticky’ says and smiles. ‘There’s more glue on your finger than on the paper’ says the nursery nurse. Both laugh.
1:29 PM He puts it on the card and presses it down carefully. Then he starts gluing the other circle.
1:30 PM ‘Put more glue around the edges’ says the nursery nurse.
1:31 PM He gets an orange triangle and begins gluing it. ‘His beak has stuck on’ He says and giggles.
1:32 PM He starts to stick the cotton wool on the chick. ‘I like the feel of it’ he says.
1:34 PM ‘He needs eyes’ He wants to draw the eyes on the chick’s body, however the nursery nurse guides him to draw the eyes to the right place.
1:35 PM The nursery nurse asks him to find his name card. He is able to find his name card the first time.
1:37 PM He has been asked to sign his name card. He starts his name on the left side of the card.
1:39 PM He finishes it on the right side of the paper. The initial letter of his name readable, but he struggles with the other letters.
Observation 3
Date 31st March, 2010
Aim To observe problem solving abilities of six children from Reception class while recreating patterns.
To see if the children meet the ‘norms’ for their developmental progress.
Objectives To use a checklist to observe pattern recognition skills
Method Checklist
Start time 9:30 AM Finish time 11:45 AM
Number of children 6
Number of adults 1
Setting Reception classroom during the morning session. There are other children playing in the room, or doing different activities. A number of children will be observed over the morning session while doing a pattern activity one by one.
Immediate context
Age Anna: 4 years 11 months Jack: 5 years Amelia: 5 years Sue: 4 years 10 months Ruby: 4 years 10 months
Rowan: 4 years 10 months
Gender Anna: female Jack: male Amelia: female Sue: female Ruby: female Rowan: male
Position in family Anna: youngest of 3 – (adult brother) Jack: 1 older sister Amelia: youngest of 4 Sue: 1 older and 1 younger sister Ruby: youngest of 4 Rowan: 2 younger brothers
Explanation of the activity The children will use hexagon shaped sponges to recreate patterns. Five colours of paint will be provided: yellow, red, blue, green and black. The children will be asked to copy and repeat the pattern has been previously created by the adult.
![This assignment will be based on observational accounts of 2 children within my setting.[p1] Showing the learning and development of the child and how to progress them further.](https://mbt-essays-prod-public.s3.eu-west-1.amazonaws.com/949022/listing/949022_1.jpg)
