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Observation Record of Child Example

Ethical things to consider checklist

Has the complete team been prepared about the profile requirements?

Have you made clear that all participants concerned in the observation will get access to the materials?

Have the type of the observations (including aims, tools to be used) been explained to the children/ teenagers (where applicable)?

Have you considered the value of respecting the child/ young person's level of privacy, dignity and possible emotional reactions?

Have parents been prepared- and has the review process been completely told them?

Have you proved that details will stay confidential by ensuring all documents are anonymous?

Date: 10 January 2017

Dear parents/guardian

I am writing to ask for permission to see your child within my college or university course. All information about your son or daughter would be kept as private.

Thank you for your support.


I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . give authorization to. . . . . . . . . . . . . . . . . . . . . . . . . . . . . to observe my child

Sign. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

  • Name of observer: Aamna. (nursery nurse)
  • Name of child: child A
  • Date of observation: 4/01/17
  • Starting time: 3:30pm
  • Finishing time: 3:40pm
  • No of people engaged: 1
  • No of children included: 3
  • Area of observation: home place, constructive area, quite area and mathematic area (indoors)
  • Aim: to observe child Some time playing
  • Objective: to analyse how child A interacts with others

This is a brief snap of child A getting together with individuals and other individuals within the setting up. Its a Thursday afternoon just after teatime and child A begins to play with child B who's the same age as child A. Child A starts in the house corner and remains the day playing with other activities.

Child A begins to play in the house place area and pretends to be always a policeman and says 'hands up' to himself. Child A is apparently searching for something and pulls out a police force uniform coat and he proceeds to put the jacket on himself inside away, he then appears under the other uniform overcoats. I interrupt child A and have him what he's looking. He does not respond, he discovers a briefcase with pretend injections, bandages and a stethoscope. He then needs the policeman coat and places it back in the correct place. Child A picks the stethoscope and places it around his throat backwards. He appears down at a doctors top and grabs the top briskly with one palm and quickly clutches it close to his chest. Child A then tries to put the tee shirt on, he begins by placing his right arm into the right sleeve and the kept arm in to the left sleeve. Then pulls it down from the back and closes the buttons starting from the bottom up to the top. Once he has completed concluding the keys he ceases and sighs aloud with his practical his waist. Then sits on the floor with his lower limbs crossed and wiggles his bottom level. Child A places the diaphragm on child B's shoulder, child B then places the diaphragm part on still left side of his breasts demonstrating, as child B let us go of the stethoscope child A can take it off his torso and tries to put it on himself. Child A makes an attempt then to put it on Child B again the same manner child B proven but still sets it the other way round with the diaphragm on child B's shoulder again. Child A sighs and throws the stethoscope onto the floor with force, after throwing the stethoscope he crosses his arms and frowns at the bottom with his eyes towards the ground. From the place of his attention he slowly looks around, as he slowly looks up again he notices me taking a look at him. He commences to smile and needs the stethoscope from the floor and apologises to the stethoscope. He now appears up at child B walking into the constructive area and strolls after him. As he strolls to the constructive area along with his hands swinging from remaining to right and proceeds to take a seat on his knees and grabs onto a toy car along with his left hand and says 'look I have a blue car, what colour have you got?'. Child B responds by stating 'my car is inexperienced, I have that one at home' and child A nods his head up and down. Child A instantly jumps up and runs to the quite area and starts spinning 3 x with his hands swinging along, he falls onto his legs whilst laughing and says 'wow I'm dizzy'. He jumps right up with his hands in the air and carries on spinning round. He catches his breathing and places his hands onto his brain whilst attempting to sit back on the floor and makes a 'woo woo' audio. He steps his head around repeatedly but this time around in slow movement with his eye closed. After two full minutes he stands up and choses another desk activity. Now Child A proceeds to the mathematic stand which consists of unifix cubes. Child A stands still along with his right hand privately of his mind and looks across the table and detects a seating and walks towards it, he pulls the chair and sits then, sets both of his lower limbs under the stand he then places both hands at the sides of the couch and tucks himself under the table. He extends to out for the cubes that happen to be placed in the middle of the table. Child C snatches the unifix cubes from child A's hands, child A appears directly at child C face and says 'showing is caring' with his hands on his waist with his left eyebrow raised. Child C gives the cubes back to child A's hand Child A then starts to add each unifix cube jointly. While picking right up the cubes he says the colorings of the cubes and the amount of how many cubes there are in a low toned words 'one is yellowish, two is green and three is red', he continues up to ten then appears around to see if anyone is taking a look at him with his head down and rolls his eye to the right part of his eyes. With the unifix cubes he develops a long brand and says 'this is the wall structure in my garden and it's really big, big, big'. As he uses the word 'big' he goes his right hands through to top of his mind. After creates a oval condition and claims to state from the hippopotamus by stating ' I'm a hippopotamus and you also can't get me' in a deep voice with his hands by his area and rocks on his couch from left to right. Child A separates the cubes one by one and places the cube back into the center of the desk. He stands up and walks behind the seat and tries to tuck it under the table using both of his practical the factors of the couch and crouches down. He now stands online backup and runs to the writing area and picks a color pencil and a bit of paper for himself and then for child B, then walks back again to the mathematics area. As he provides colored pencil to child B he says 'here you go' and passes on the pencil to child B. He then starts to bring lines with a red coloring pencil onto a piece of newspaper, he grips the colour pencil by inserting the all four fingers and his thumb sticking out towards him with his right side and says 'look the cubes are like the cubes I made before' to child B with a look. Child B endeavors to hold the colored pencil, the pencil keeps falling out in clumps of his hands and ends up onto the floor. Child A talks about the floor to pick the pencil up for child B and helps child B how to carry the pencil as he says 'this is how you possess it in your hand'.

Child A was included as the socially lively child in this circumstance of observation. The public, personal and mental development can be known through watching the behaviour, replies, and relationship with the other children within this setting. I would identify child A to be going right through various levels of developmental experiences, and learning curves. The theorist Jean Piaget suggests four types of levels for cognitive development, in my observation it could specifically be looking at the preoperational stage (2-7 years). Within this stage Piaget speaks about the kids of this generation that are able to analyse symbolically.

In the first area of observation in the house spot, for when child A is experimenting with the police outfits and the doctors briefcase child A seems to show a general awareness of the nature of any stethoscope and its own connection to the doctors top which he used prior to selecting the instrument this would symbolise that he could have a interest to work within medical for example. This sort of imaginative play could quite possibly influence their occupation as they grow older. In this area Child A faces his first connection with Child B who in this instance appears to be more advanced, he attempts to correct and instruct Child A the correct way of putting the diaphragm through productive learning. Jean Piaget relates cognitive, moral, and mental development. In his impression, cognitive and emotional development show parallel, programs of development, with cognition providing the structure and emotion the of development. Equally as children proceed through phases of cognitive development, they likewise display mental development and understanding new mental expressions and activities that are characteristics of different levels of development. Although my occurrence might have caused a bias in the child's natural behaviour I could see his response to his response as he threw the stethoscope aggressively in disappointment so when he notices the existence of a grown-up he quickly says sorry to the stethoscope and smiled.

Vygotsky recommended that social interaction within cognitive development would develop while socialising first. Which means that most individuals would look to see how parents behaviour are towards things, enjoying just how they speak and they would try to imitate them just as child A imitates conversational skills through talking about the toy cars they are playing with and identify the colorings of the car.

Play and playfulness is categorized into three key areas, thoughts and ingenuity, playful exploration, problem dealing with and dizzy play. Dizzy play consists of difficult play, tumbling humour and language play such as seen with Child A as he spins around stating 'woo' and announcing 'wow im dizzy' expressing real pleasure and a burst of physical energy release.

On the mathematics desk Child A is faced with Child C, in this scenario Child C expresses a poor action by snatching from Child A in an ambitious manner. Child C deals with this situation in an exceedingly psychologically respectful manner, he rates 'sharing is nurturing' which immediately diffuses a potential clash and promotes Child C to return the cubes. This is one of the very most interesting elements of child to child connection in this particular observation, as this showed a sophisticated development of empathy within Child A which usually begins to build up as toddlers where in fact the idea of 'i' and 'me' starts out. Child A shows the knowledge of not only his own however the emotional needs of those around him

Theorist such as Glassman, (2000) builds up ideas for behaviourism and demonstrates ways of watching to understand development. He also mentions a concentrate on learning. He suggests that learning means 'changes in behaviour' which indicates experiences and connections in an environment. This clarifies and demonstrates child A focusing on learning when Child B shows him how to use the stethoscope, which allows him to learn how to utilize it. As child A changes his choice of profession from being truly a policeman to a doctor, his behavior also changes. The reason behind the change was that he wasn't able to find the hat but found the briefcase without battling. This is due to child A experiencing and interacting within the environment.

In this observation I mainly focused on what child A was able to do rather than what he couldn't do. Vygotsky includes in his theory about emphasis children's capability

and the partnership between the child and adult as the same between me and child A. Through this observation child A has confirmed many skills as he becomes effective to the utilization of his body activity whilst playing, he interacts with environmentally friendly materials and folks around him. Child A communicates as he shares his thoughts and information through using child B and other professionals. He communicated verbally with some simple sentences. He shows pleasure and having fun while playing with the different areas. Child A utilized himself, concentrated and thought about what activities he included himself with. Interacting was the main skill developed by child A as he created this action one or two times during the observation.

My observation was complete and well, and through enjoying small emotional indicators and reactions to different situations I was able to understand through a far more practical approach about the emotional development of a kid at play he interacts with children of different levels of development themselves.

Reference list:

Fromberg, D. P. (1990). Play issues in early on child years education. In Seedfeldt, C. (Ed. ), Continuing issues in early youth education, (pp. 223-243). Columbus, OH: Merrill.

Frost, J. L. (1992). Play and playscapes. Albany, NY: Delmar. G

Department for Education, 2012. Statutory Framework for the first Years Foundation Level. (EYFS). London: Early Education

Palaiologou, I. (2012) Child observation. 2nd ed. London: Sage Publications Ltd.

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