'FCS 3215: Observation Assignment Essay\r'

'Dr. Isabella, this witness requires that you sight two preschool- historic period babyren in the Child and Family emergence C levy (ground floor of the Alfred Emery Building) and, on the basis of your ceremonial occasions, propound on a extra aspect of their maturement. In the following pages, three options bequeath be presentedâ€you whitethorn focus on either nomenclature development, d entirelyy, or horny expression. Thus, the option you select go away particularise the nature of the musing you conduct, st stricken it is also lawful that on the whole projects must(prenominal) follow the uniform guideline.\r\nFirst, you must decide which of the three options you will pursue. Second, you should become old(prenominal) with the target argonas of your observation (based on the descriptions presented in the following pages as well as all(prenominal) reading from the school text that would prove useful in this regard). Third, you should begin preparation you r observation; this should accept decisions regarding what you will focus on during your observations (e.g., behaviors, proper(postnominal) features of the sensual and social context), what kinds of things you will filtrate to burgeon forth n singles on in the course of your observation, which preschool ramify you will line up, and when you will plan to conduct your observation to assure that you will leave yourself enough date for a second chance should you fail to join individually of the necessary teaching on your firstborn observation attempt. Fourth, you should conduct your observation, paying precise deliberate attention to the behaviors and situations that you make water (beforehand!) decided atomic number 18 skillfully primalâ€in on the whole cases, you will submit to observe two boorren for 15 proceedings from for each one one. latch on nones and remember that these nones atomic number 18 all you will have to work from when writing your pape r. I also would exhort that you take on yourself approximately 1 hour for your observation. This would allow you at least a few minutes at the beginning of the observation to get a feel for the classroom and the pip-squeakren in it and to attain the two tikeren you will observe; ample condemnation to observe each kidskin for 15 minutes (which may be split into 5 minutes now, 5 minutes in a short date and 5 a lot(prenominal) minutes at the expiry of your hour); and even whatsoever magazine to make up for observations that don’t result in any useable information. Fifth, you must rely on your nones and the exposit of the assignment to prep ar your paper. In all cases, I am strikeing that you tender nearly general, objective information astir(predicate) what you observed in each churl, and that you interpret your observations in terms of what you’ve hunch overledgeable conterminous to preschooler development. In addition, the introduction of your paper should provide a plan description of who you observed, when you observed them and what was acquittance on in the preschool classroom during your observation period. Finally, at the end of your paper, truncatedly comment upon your experience as an observer. For example, How easy or difficult was it? What did you learn? How convinced(p) are you in the representativeness of the behaviors you observed for each babe? As usual, all papers MUST BE TYPED. You are limited to 3 causewritten pages so appreciate carefully about(predicate) how best to organize all of the information you deal to present. Papers are collectable at the beginning of class on Tuesday, April 15.\r\nThe preschool order of business is as follows: There are three divers(prenominal) preschool classes ( kidren ages 3-5): one meets Mon/Wed/Fri, 8:30-11:30, one meets Tues/Thur, 8:30-11:30, and one meets Mon thru Fri, 12:30-3:30 pm). In all cases, at that place should be no problems if you observe (quietly ) from the observation booths attached to each classroom, or from outside the vacation spot fence. If you wish to observe from in spite of appearance the classroom, or if you wish to go onto the heartenground with the nestlingren, you will need the license of the head teacher. Simply tell them about the project, honorable mention the class and instructor’s name, and in that location should not be a problem (do this ahead of time!). Following are descriptions of the three options, each counseling upon a disparate feature of preschoolers’ development. [Adapted from Bentzen, W.R. (1985). Seeing your squirtren: A guide to observing and go ining behavior. Albany, NY: Delmar Publishers Inc.]\r\nI. LANGUAGE increase\r\nA. minimize Information\r\nLanguage is one of the more prominent behaviors in the preschool small fry. The preschooler is rapidly getting run-in diction and is refining his grammar to conform more closely to adult dialect patterns. For more people, language is an indication of intellectual and social progress. In this exercise, you will be concerned with describing and analyzing the baby bird’s\r\nspeech and determining such things as the depth and categorization of his/her vocabulary.\r\n1.It is important to hold back at the child’s speech in terms of Piaget’s concepts of egocentrism and sociocentrism. Egocentric speech is speech that does not take the new(prenominal) mortal into account; it is speech that, for all practical purposes, is close. There is no real parkway to communicate with the new(prenominal) person; therefore, whatever is say is meaningful totally to the speaker. Piaget identified three types of egocentric speech: (a) monologue, in which the single talks only to himself and with no early(a) persons present; (b) repetition, in which the individual repeats linguistic communication and phrases over and over again as if to practice them or as if he only enjoyed making the sounds; and (c) collective monologue, in which two or more persons are talking together unless none of them is paying attention to what the others are locution. from each one â€Å"conversation” is independent of the other conversation.\r\nSocialized speech, on the other hand, is public speech. It is intended to communicate with someone and each person takes into account what others are saying and responds accordly.\r\nQ1:\r\n2.Does the child engage in egocentric or socialized speech? What are the circumstances chthonic(a) which these types of speech are used?\r\nVocabulary is the buttocks of speech. We communicate by putting individual address together into properly constructed sentences and paragraphs. Presumably, the greater the number of haggling in our vocabularies, the greater the number and variety of sentences and ideas we stomach utter and transmit to others. Words have resistent meanings and serve different purposes. Moreover, words must be placed i n the correct position within a sentence; thus, there are rules of grammar and syntax.\r\nQ2:\r\nWhat do you observe about the child’s vocabulary?\r\nIn particular, examine the child’s speech for words that express relations and oppositions, for example, words such as and, or, not, same, different, more, less, instead, if, then, and because. Also, how varied or rich is the child’s vocabulary when he/she talks about the world and the people/things in it? Think in terms of general classes or categories of objects, persons, and events, then value how many different words the child uses to talk over those categories and/or how many different categories the child uses.\r\nB. observational Objectives\r\nTo learn about the language production abilities of preschool children, and how children of preschool age use language as a way of social interaction.\r\nC. Procedure\r\nFor this exercise, your purpose is to observe and record the language behaviors of children as th ey are engaging in social exchanges. Basically, you will need to write about the vocabularies show, the ways in which children use their language for the specific purpose of communicating with others (either adults or other children), and the compass point to which language appears to be influenced by the setting in which it occurs. For this purpose, select two children and observe each of them for 15 minutes during a time when they have probability to interact with others in a small base setting†cease-choice periods are probably best. (Do not endeavor to observe two children at the same time!). As you observe, take notes regarding the nature and variety of words used by each child (writing round off exactly what the child says would of course be very useful), the child’s specific use of language to communicate with others, and the context in which all of this is divergence on.\r\nFor each child, your paper should include a brief description of the language used (including information about vocabulary, communication and context) as well as an variant of each child’s language behavior in terms of what you’ve learned about development during the preschool years.\r\nII. PRESCHOOLERS’ PLAY\r\nA. Background Information\r\n add is considered by some psychologists to be the most important performance in which the young child engages. Indeed, pass activities spread the lives of children from infancy throughout childhood. any(prenominal) fit seems apparently linked to the child’s observation of adults; other play seems to stem from the child’s fantasies and from experiences that she finds peculiarly enjoyable. There are a number of explanations of the major purposes of play. These cheat on from play as getting unloosen of excess energy to play as a means of socio randy expression. Play kitty be a group or an individual action at law. Play is marvelous from non-play by its special characteristics, the most important of which are its voluntary nature and its complete structuring by the participants, with humble regard for outside regulation. When play is governed by consistent rules, we say children are playing racys. These rules give play a social dimension. The participants must put their throw personal wishes into the background and abide by the requirements of the game and the wishes of the larger group. It is important to note that not everything children do is play, although they will sometimes try to make play out of what adults intend to be serious.\r\nParten (1932) has identified hexad types of play, which are given in an accompanying advert (next page). Remember that play, like all behavior, occurs in a physical and social context. Therefore, include in your paper information on the equipment and materials the child was using in his play and who the child was playing with, if appropriate.\r\nB. Parten’s sestet Classifications of Play or Social Interaction s 1. Unoccupied conduct: Here the child is not engaging in any obvious play activity or social interaction. Rather, she watches anything that is of refer at the moment. When there is postal code of interest to watch, the child will play with her ingest body, move around from place to place, follow the teacher, or stay in one spot and look around the room. 2. Onlooker Behavior: Here the child spends most of her time watching other children play. The child may talk to the playing children, may ask questions or give suggestions, but does not enter into play. The child remains within speaking surpass so that what goes on fire be seen and perceive; this indicates a definite interest in a group of children, unlike the unoccupied child, who show ups no interest in any particular group of children, but only a shifting interest in what happens to be exciting at the moment.\r\n3. Solitary Play\r\nThis is play activity that is conducted independently of what anyone else is doing. The chi ld plays with toys that differ from those used by other children in the contiguous champaign within speaking distance, and she makes no exploit to get closer to them or to speak to them. The child is focused entirely on her own activity and is uninfluenced by other children or their activities.\r\n4. check Play: Here the child is playing close to other children but is still independent of them. The child uses toys that are like the toys world used by the others, but he uses them as he sees fulfill and is neither influenced by nor tries to influence the others. The chid thus plays beside preferably than with the other children.\r\n5. Associative Play\r\nHere the child plays with other children. There is a sharing of play material and equipment; the children may follow each other around; there may be attempts to pick up who may or may not play in a group, although such control efforts are not strongly asserted. The children engage in like but not necessarily identical activit y, and there is no division of labor or cheek of activity or individuals. Each child does what he or she essentially wants to do, without putting the interests of the group first.\r\n6. co-op or Organized Supplementary Play\r\nThe observe word in this category is â€Å"organized.” The child plays in a group that is established for a particular purpose: making some material product, gaining some competitive goal, playing formal games. There is a sense of â€Å"we-ness,” whereby one definitely belongs or does not belong to the group. There is also some leaders presentâ€one or two members who remove the activity of the others. This therefore requires some division of labor, a taking of different roles by the group members, and the sponsor of one child’s efforts by those of the others. C. data-based Objectives\r\nTo learn about the make doing characteristics of different forms of play, specifically according to Parten’s classification of play behavio rs.\r\nD. Procedure\r\n inform yourself with Parten’s classifications of play as described above. destine two children in the preschool and observe each of them for 15 minutes, preferably during a free-choice period when the children are free to move about the room and play with who or what they wish. (Do not attempt to observe both children at the same time!) As you observe each child, look for examples of each type of play or social interaction as described by Parten. Also, in addition to classifying each child’s play behaviors, observe whether there are any patterns to their play. For example, are there particular situations in which a child tends to be an onlooker, but in other situations he/she engages in parallel or co-op play? As you observe, you should take notes regarding these relevant sleep withs so that you will have something to work from in writing your paper. For each child, your paper should include a brief description of the types of play exhibited (including information about which type(s) are exhibited most frequently) and the social context which characterized each type of play. Additionally, you should provide an interpretation of your observations based on what you’ve learned about development during the preschool years.\r\nIII. EMOTION BEHAVIOR\r\nA. Background Information\r\nEmotions are such a radical part of our psychological beings that we sometimes take them for\r\ngranted. Some of our emotions are clear-cutly identifiable by us. We know when we are angry, frightened, or joyous. At other times, however, we can have feelings that are not so clear; we may not be able to designate what we feel. Whatever the case, emotions are internal experiences that are private and directly accessible only to the individual experiencing them. This being so, we cannot state with certainty what emotion some other person is feeling. She\r\n must tell us, or we must suppose the emotion on the basis of the individual’s behavior, facial expressions, and the event that preceded and might have caused the feeling. A child’s wound up behaviors become more refined and extensive as she matures. Therefore, a four- or five-year-old will typically be more emotionally expressive than a two-year-old.\r\nIn this exercise, you will be trying to gain some understanding of the child’s emotional behaviors, of the range of her emotions and the kinds of situations that prompt these behaviors. Again, you can only infer what the child is feeling and cannot observe emotions directly. Therefore, be cautious in your interpretations and concentrate on the child’s obvious behaviors and the contexts in which they occur.\r\n1.There are several emotions that are commonly found in preschool children: assault, dependence and fear. Aggressive behavior is frequently delimitate as behavior that is intended to physically or psychologically hurt another person (or oneself) or to damage or destroy property. A n important issue is whether a behavior is intentionally combative or simply an accidental occurrence. Further, it is argued by some that in order for a behavior to be termed aggressive, the attacker must feel anger or ill will toward the â€Å"victim” and must derive satisfaction from smart the victim. This kind of aggression is called hostile aggression. In severalise to hostile aggression, there can be cases where the assailant is interested only in getting some object from the victim or achieving some goal. This is called subservient aggression, and it need not involve anger or hostility.\r\nQ1:\r\nQ2:\r\n2.Observe the child’s behavior for instances of aggression, either toward another child or an adult, or towards objects in the environment. Be certain to differentiate between intentional, hostile and subservient acts of aggression.\r\nWhat kinds of situations or frustrations make the child angry? What behaviors by other people anger the child? How does the child express his/her anger?\r\nDependency consists of such behaviors as clinging or maintaining proximity to adults or other children, pursuit approval, recognition, assistance, attention, and reassurance, and striving for affection and support. It is important to recognize that all of us are dependent. The issue is to what degree and under what circumstances we show our dependency. It is also useful to distinguish between two basic types of dependency: a) instrumental dependency, which essentially is the necessary reliance we have on others for certain things that are beyond our capacity to do; and b) emotional dependency, which is a need to be near others and to have their support, affection and reassurance. It can also be the unwillingness or the selfperceived inability to do things for oneself that one can or should be able to do. It is important that, where possible, you distinguish instrumental dependency from emotional dependency behaviors. It is also important to note th at as children mature, the characteristics of their dependency behaviors change. Very young children are likely to show clinging and proximity-seeking behaviors, whereas older children, who also have greater cognitive abilities, will likely seek attention and approval.\r\nQ3:\r\n3. timidity is demonstrated by such behaviors as crying, withdrawing, seeking help, and avoiding the fear-producing situation. Fear can promote both dependency and aggressive behaviors. Nonetheless, fear can be expressed in such a way that it, and not aggression or dependency, is the primary emotion.\r\nQ4:\r\n4.In what situations or activities is the child dependent, and, for example, seeks the presence, direction, or assistance of others? In what situations is the child independent and does not seek direction or assistance from others?\r\nWhat kinds of objects or situations appear to scare the child? In what ways does the child express his/her fears? How does he/she deal with his fears (e.g., by withdrawi ng, confronting the fearful situation, seeking help)?\r\nIn addition to the emotional behaviors just discussed, there are other feelings that children are capable of experiencing and expressing. You should be alert to as many of the child’s affective states as possible. For example, there are the feelings of recreation and displeasure, frustration, boredom and sadness. Like adults, children will differ as to how accurately they can identify and/or express what they feel.\r\nQ5:\r\nWhat kinds of things does the child find good-natured? What activities, play materials, stories, games and so on, seem to be particularly attractive to the child? How does the child express that pleasure?\r\nQ6:\r\nWhat kinds of things are unpleasant or uncomfortable for the child? In what situations does the child appear to be ill at ease? How does she express her displeasure?\r\nQ7:\r\n atomic number 18 all or most of the child’s feelings expressed with equal strength, or does their inten sity shift with the particular feeling or situation?\r\nB. observational Objectives\r\nTo learn about the differences in children’s emotional behaviors and the range of emotional responses in preschool children.\r\nC. Procedure\r\n engage two children, observe and record each child’s behavior for a 15-minute period (do not attempt to observe both children at the same time!). Record behaviors in as much detail as possible (attending to the kinds of things that would help you rejoinder the above questions) and be sure to include descriptions of the physical and social context as they apply to the emotional behaviors observed. IT IS RECOMMENDED THAT YOU OBSERVE CHILDREN DURING THE VERY BEGINNING OF THEIR PRESCHOOL CLASS SO THAT YOU WILL BE ABLE TO SEE THEM AS THEY ARE BEING DROPPED OFF BY THEIR PARENTS AND thusly MAKING THEIR INITIAL ADJUSTMENT TO THEIR PRESCHOOL SETTING.\r\nYour paper should include a brief description of each child’s behavior (including the d ifferent kinds of emotions, the contexts in which they occurred and the coitus frequency of each expression) as well as an interpretation or comment on each child using some of the questions and background information provided above. Finally, compare the two children, looking at the range of emotional expression, intensity of expression, and what evokes the emotional responses. In short, resume how the children differ from each other in this area of functioning.\r\n'