• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Child Development Journal

Extracts from this document...


Observation 1 Child A Setting In the classroom Age of child and year group 8 years old, year 4 Child A was in his form group and the lesson was Home Economics. All the children in the class were planning to make a salad. They were shown a list of food items on the board and had to choose at least 1 from each of the 3 columns. The first column consisted of pasta and rice, the second of tuna, bacon and cheese, and the third of sweet corn, carrots, cucumber and lettuce. The children were then asked to write their choices in their books and then draw pictures of them. Child A started drawing pictures. A female teaching assistant asked child A what he was doing. He said "I'm drawing my salad". She told him he needed to write the names of the food first and then draw them. He did not respond. She then asked him what the drawings were. He said "A strawberry, a banana, some grapes and an apple". She told him he needed to choose some of the food that was listed on the board. He said "But this is what I'm putting in my salad". She rubbed out his drawings and asked him what food he was going to choose. He said "A strawberry, a banana, some grapes and an apple". He started picking pencils out of a pot. She told him he needed to choose some food from the board; he started drawing his fruit again and repeated what the fruit was. She rubbed out the drawings again and told him if he didn't finish the task he would have to stay in at break time. He then chose some food from the board but still drew the pictures of the fruit. Observation 2 Child B Setting In the classroom Age of child and year group 8 years old, year 4 Child B was starting a numeracy lesson; the class had to all sit on the floor and listen to the teacher. ...read more.


The children came into the classroom and sat down. I explained to them what they were going to do and I handed them all 500g weights to hold. Child A said "This is heavy" and started throwing the weight from one hand to the other. Child B and C copied this. I told them not to throw the weight around because somebody could get hurt. Child B and C did as I asked but child A carried on. I told child A again to stop throwing the weight. He said "but I'm weighing it in my hands." I told him that if he didn't stop then he would have to leave the classroom, he then stopped. I handed Child A the first object and asked him to write on his work sheet if he thought the object weighed more than, less than or about the same as the 500g weight. He held the weight and the object and started walking around the classroom saying "Which ones heavier, which ones heavier". I told him he needed to stay with the group; child B and C started picking up some of the other objects. I then said in a firm voice "Right, I want everyone to put everything back on the table and sit down and be quiet". The 3 children did as I asked and sat down. I explained to them that if they wanted to do the activity they needed to listen to the instructions carefully and do as they were asked; I told them I didn't need them to walk around the classroom or touch the objects when they didn't need to. I then started again, this time child A felt the weight and the object and wrote down his estimate. Child B did the same but shouted out "This one is much heavier!" I reminded him to keep his answer to himself. ...read more.


These strategies need to be as consistent as possible, both at home and at school. This practitioner had learnt that unity between adults working with children with ADHD is essential and a consistent set of interventions should be applied fairly and routinely. If the activities were to be done again this practitioner would discuss strategies with the other adults also working with the child. This practitioner has learnt that you need to be patient and persistent with children with ADHD. In future activities this practitioner would not have so many objects on display for the children to get hold of (see activity 2), but would keep them out of sight and then introduce them one at a time. In this practitioners setting, the practitioner has learnt that for a child with ADHD to succeed at school, it is critical that they have teachers that can manage a classroom effectively (Goldstein, 1992). The teachers could gain knowledge of ADHD by attending training courses; this would enable teachers to anticipate problems and plan ahead to avoid these problems. Summary This practitioner observed 3 children with Attention Deficit Hyperactivity Disorder. In light of these observations, 2 activities were carried out with the 3 children together. This practitioner has gained a great deal of knowledge about this condition and understands there are many factors that affect children with ADHD, be it hereditary, environmental or medical. This practitioner has had the opportunity to reflect on the children's behaviour in the activities and also his own. The practitioner realises that there is a vast amount that he has yet to learn about ADHD and that with this knowledge comes greater understanding. With the knowledge that this practitioner had gained about this condition he will in future have more of an open mind to disruptive behaviour in the classroom and not just automatically believe a child is choosing to behave in a certain way, which he has done in the past. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Human & Social Geography section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related University Degree Human & Social Geography essays

  1. Is Cognitive Therapy an Efficacious Treatment for Depression?

    These results suggest that there are no large differences in efficacy between the major psychotherapies for mild to moderate depression; however it does suggest that psychotherapies and ADM are more efficacious than non-directive treatments when treating depression. Although this experiment suggested each treatment was not any more efficacious, drop out

  2. The Diagnosis, Etiology and Treatment of Attention-Deficit/hyperactivity Disorder from a Neuroscience Perspective

    As the medication exhibits such potent side effects, medical professionals should consider alternate therapies before prescribing; however Ritalin continues to be commonly prescribed for children with ADHD. Hence, additional studies and reviews should be considered on side effects and long term effects of Ritalin on children as they age to determine the cost/benefit ratio of the medication.

  1. Consider the role of child care professionals in promoting the holistic needs of looked ...

    However, residential care received significant negative attention through no fault of the children (Thomas 2005). During the 1970s, 1980s and 1990s, horrific sexual, physical and emotional abuse was exposed, which led to major inquiries changing the course of policy and practice.

  2. Explain the effects of discriminatory practice, within an early years setting.

    of background, the use of resources that reflect a multicultural society adds to the richness of the provision for all children and prepares them for their adult's lives in a multicultural society.

  1. "You must either be very numb or very rich if you fail to notice ...

    1983)' (In Peet & Hartwick.1999:130). One of the most significant challenges posed by post-development is towards the use of modernism and technology as a development 'good for all'. The neoclassical understanding of development draws on the lure of modern society to encourage the systematic modernisation of developing nations along western developmental paths in which industrialization, technological advance and utmost modernity can be fully embraced.

  2. Does the post-1989 development of post-socialist spaces in transition support the contention that the ...

    Rodrik continues to demonstrate that a further ten point policy reforms, in addition to the WC, is necessary for developing countries (see Table 2). This he coined the "Augmented Washington Consensus" (AWC). Table 2: The "Augmented Washington Consensus" "Augmented Washington Consensus" 1.

  1. human life span development

    Infants commence using their senses towards colours and sounds, to identify textures, tastes and smells. By six to twelve months, babies act in response to 'bye-byes' and 'hellos'. They will wave and smile and develop words like 'mama', 'dada' and 'tata' as well as show facial expressions so that people understand what the baby is trying to make out.

  2. Outline the background to China's One Child Family policy and assess its likely success.

    The sons remained, taking care of the family farm, providing for elderly parents and relatives, and producing children to carry on the family name (Croll, 1985; Greenhalgh, 1994). Families continued to have children until they had a son, labour demands in rural communities were high, and families desired as many children as they could sustain.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work