Childhood Observation

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Childhood Observation
Christy
Psychology 2103-Human Development

Abstract
The development of children varies from individual to individual, depending on their distinctive nature, learning style, culture environment, and family upbringing. There are also significant variances in the development with each individual’s genetic heritage and socioeconomic status. Observing a child is a great way to learn more about the development, cognitive, and social skills they may have. A pretentious difference such as family living arrangements and former experiences alter and affect a child’s level of cognition. Some children who live a normal traditional lifestyle, can sometimes take for granted the significance of love and compassion. Other children who have not been as fortunate and lack the warmth and comfort of a parent’s love take nothing for granted and appreciates even the small minor details in life.

For my childhood observation report I chose two different children in particular to observe. I chose the two specific children because they have been raised in completely different conditions and have undergone extremely opposite experiences from one another. My interest is in how certain experiences and living environments shape and form the child through the process of development and if and how these diverse circumstances might reflect in their personalities and skills. My first subject is a five and a half year old Caucasian female that I will refer to as Jill. Jill comes from a well-loving, stable home with the daily nurturing of both of her biological parents. My second subject is an eight year old Caucasian male that I will refer to as Jack. Jack has not experienced the kind of stable and loving upbringing as Jill. He has witnessed several traumatic events throughout his childhood. Although these two children are very similar in many ways, I soon learned how their very distinctive and diverse upbringings have affected their individuality through character, cognition and behavior.

Let’s begin with my first subject, Jill. Jill lives with both of her biological parents, an arrangement known as a nuclear family (Berger, Part IV Middle Childhood: Psychosocial Development, 2011) in a secure and warm home in the rural part of Newnan, Georgia. Jill appears to be a typical five year old girl and seems right on target in her physical and cognitive development. She is a vibrant, happy, energized and very imaginative little girl. She began kindergarten this year and is very socially active in sports and church activities. She is the older of two children and her younger sister will soon be one year old. Jill’s parents are the average middle class, working family. They attend church regularly and are very active in church activities and with their community. Her paternal grandparents are frequently involved in her life and spend a great deal of quality time with Jill and her sister. Her maternal grandmother passed away one year before Jill was born and her maternal grandfather has very little involvement with Jill and her family, although he only lives forty-five minutes away. Jill’s extended family consists of three uncles, one aunt, and two cousins who enjoy regular visits with the family. Holiday’s and gatherings are yearly traditions with Jill’s family and they all enjoy their time together. Jill is constantly surrounded with people who adore her and whom lovingly express their affection and encouragement. Over the course of my observance of Jill, which took place in the natural setting of her home, we interacted in several activities such as playing house, dressing baby dolls, and playing games outdoors. Jill has an enormous imagination and a large variety of cognizance and was eager to show it. While dressing baby dolls Jill expressed to me to clothe her doll in a pretty dress and never put pants on her because she was a girl, not a boy. I was immediately aware of Jill’s cognitive...
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