Child Observation
Child Observation
Background
The child that I chose to observe was a nine year old boy that I will refer to as Dan. Dan is a highly gifted child who, unfortunately, suffers from cerebral palsy, as well as panic attacks. His parents are divorced and he lives with his mother, who has remarried. His father who also has remarried, does have contact with him, though the relationship is somewhat strained. He comes from an upper middle class background, and has no brothers or sisters. I observed Dan in the waiting room for about an hour (his mother was good enough to bring him in for his appointment a little early so that I could observe him). The room contained many toys and books for varying ages, as well as a number of magazines for both kids and adults. The walls were covered with different pictures and posters, and there were a number of chairs.
Observation
Dan’s mother, Molly, helped him into the office by supporting him under his arms. His upper body works normally but he has trouble with his legs, particularly his lower legs, and is unable to walk on his own. His mother took him immediately to the corner of the room containing the toys and books, then lowered him to the floor. Dan picked out a science book that appeared to be geared towards children a few years older than he. Lying on the floor, he began to read aloud and frequently questioned his mother, who sat in a nearby chair, about pronunciation of words, as well as dates and background information on famous scientists mentioned in the text. His mother answered all of his questions, and when she did, he engaged her in further conversation about the subject until he was sure that he understood. His mother was then called into the office to speak with the doctor alone. Before leaving, she asked Dan if he needed to use the restroom (he needs her help to do so). He told her he was fine, and she went into the office. At this point, Dan and I were the only two people in the room. He continued to read aloud
Background
The child that I chose to observe was a nine year old boy that I will refer to as Dan. Dan is a highly gifted child who, unfortunately, suffers from cerebral palsy, as well as panic attacks. His parents are divorced and he lives with his mother, who has remarried. His father who also has remarried, does have contact with him, though the relationship is somewhat strained. He comes from an upper middle class background, and has no brothers or sisters. I observed Dan in the waiting room for about an hour (his mother was good enough to bring him in for his appointment a little early so that I could observe him). The room contained many toys and books for varying ages, as well as a number of magazines for both kids and adults. The walls were covered with different pictures and posters, and there were a number of chairs.
Observation
Dan’s mother, Molly, helped him into the office by supporting him under his arms. His upper body works normally but he has trouble with his legs, particularly his lower legs, and is unable to walk on his own. His mother took him immediately to the corner of the room containing the toys and books, then lowered him to the floor. Dan picked out a science book that appeared to be geared towards children a few years older than he. Lying on the floor, he began to read aloud and frequently questioned his mother, who sat in a nearby chair, about pronunciation of words, as well as dates and background information on famous scientists mentioned in the text. His mother answered all of his questions, and when she did, he engaged her in further conversation about the subject until he was sure that he understood. His mother was then called into the office to speak with the doctor alone. Before leaving, she asked Dan if he needed to use the restroom (he needs her help to do so). He told her he was fine, and she went into the office. At this point, Dan and I were the only two people in the room. He continued to read aloud
References: Gambrell, L. B., (1994). What motivates children to read? Scholastic Literacy Research Paper, 2 Gottfried, A. E. & Gottfried, A. W., (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children; Childhood through early adolescence. Gifted Child Quarterly, 40 (4), 179-183 Goodman, S.H., (1981). The intergration of verbal and motor behavior in preschool children. Child Development. 52 (1), 280-289