Early Childhood Observation
Observation of Early Childhood
The subject of my observation was Josephine, a three year old Caucasian female in her home environment located in Lake Highlands, as well as a thirty minute observation at her gymnastics class at Little Gym. She is an only child in a two-parent middle-class household and spends fifteen hours a week with a bilingual nanny while her mother is at work at a hair salon and her father is at school teaching middle school English. I observed activities in problem-solving, social and cognitive development, as well as physical and motor skills. Josephine’s home environment was equipped with a wide variety of toys and challenging activities that range from easels and coloring-books for art, building blocks, a wooden tool-set with nails, hammers, and screws, and puzzles. She was eager to use fine motor skills with her art on her easel and drew mostly random lines, but did announce the colors as she picked them up and added stickers for a more creative touch. She announced in a complete sentence that “It’s for my daddy.” She articulated her needs and wants in complete sentences and used pronouns appropriately. She quickly turned her attention to a puzzle that she completed in less than one minute from what appeared to be repeated exposure and memory, rather than problem-solving. Her mother reports that Josephine has also memorized parts of her favorite books, but pretends to read them. Josephine was ardent with her request to relocate her audience to her room and show off her blocks and tools. Her ability to problem-solve was demonstrated with the use of her hammer and screwdriver as she manipulated the wooden nails and screws accurately. She also exhibited the use of “pretend-play” with her doll while building a castle out of her blocks. The corner of her room also had a table, chairs, and tea set that her mother informs me is used for frequent tea parties. As time neared for Josephine’s gymnastics class, she excitedly
The subject of my observation was Josephine, a three year old Caucasian female in her home environment located in Lake Highlands, as well as a thirty minute observation at her gymnastics class at Little Gym. She is an only child in a two-parent middle-class household and spends fifteen hours a week with a bilingual nanny while her mother is at work at a hair salon and her father is at school teaching middle school English. I observed activities in problem-solving, social and cognitive development, as well as physical and motor skills. Josephine’s home environment was equipped with a wide variety of toys and challenging activities that range from easels and coloring-books for art, building blocks, a wooden tool-set with nails, hammers, and screws, and puzzles. She was eager to use fine motor skills with her art on her easel and drew mostly random lines, but did announce the colors as she picked them up and added stickers for a more creative touch. She announced in a complete sentence that “It’s for my daddy.” She articulated her needs and wants in complete sentences and used pronouns appropriately. She quickly turned her attention to a puzzle that she completed in less than one minute from what appeared to be repeated exposure and memory, rather than problem-solving. Her mother reports that Josephine has also memorized parts of her favorite books, but pretends to read them. Josephine was ardent with her request to relocate her audience to her room and show off her blocks and tools. Her ability to problem-solve was demonstrated with the use of her hammer and screwdriver as she manipulated the wooden nails and screws accurately. She also exhibited the use of “pretend-play” with her doll while building a castle out of her blocks. The corner of her room also had a table, chairs, and tea set that her mother informs me is used for frequent tea parties. As time neared for Josephine’s gymnastics class, she excitedly