Child Development Observation (Preschool, Early Elementary Age)

Child Development Observation (Preschool, Early Elementary Age)

ECE 205 Introduction to Child Development
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Child Development Observation (Preschool, Early Elementary Age)

Preschool and early elementary age children are always on the move and exploring their world with curiosity and endless amount of energy. They learn and develop from every adventure, experience, and relationship they face. By having the appropriate space and opportunity to investigate objects and play environments helps them to develop their imagination and master the motor, cognitive, language, and social skills that are important for their future development. In this paper, I will give a summary on my observation from the video Draco’s Transition to Group Time, development stages and domains, typical development, and development support strategies. Children at a certain age reach developmental milestones. They reach milestones in how they move, play, behave, speak, and learn.

Observation Summary

In the video, I observed that there was three teachers and ten + children in the classroom. The child that is being observed is Draco. At the beginning of the video, Draco is picking up blocks and holding onto a green chair. As he is cleaning up the blocks a child tried to take the green chair from him and he screamed “This is mine” to the child that was taking the chair from him. Then he screams about someone taking the block box away when he still had a block to put away. The teacher talks him into taking the block to where it belongs.

When he gets done with that a girl tries to take the green chair he had. He tells the little girl that “hey this is my chair”. Then the teacher tries to explain that he should of said it nicer and gave a couple of examples on how he could of said it nicer. Then he gets upset about Devin not sitting by him. He gets so upset that the teacher ask him if he needs a break and he says no then calms down. The teachers begins to do attendance and pick jobs for the children. At this point Draco is calm and excited about being picked and starts to dance and everyone joins him. Then he explains what he’s job was.

Development Stages and Domains

Draco’s physical development seems to be normal. He’s motor development seems to be mastered. According to our text, ” Children around the age of 4 and 5 are usually very energetic and use physical play a lot. Galloping, tumbling, and other playful movements are common and much enjoyed.” (Groark, C., McCarthy, S. & Kirk, A. (2014, sec. 7.1). This is where they also master gross and fine motor skills.

He’s Social-Emotional development is where he is trying and testing different behaviors. He’s self-help development is that he can pick-up toys on he’s own and he can sit himself at group time. He’s cognitive development is that he understands the teacher when she explains that he should of been nicer about the chair he had when children tried to take it from him. He’s language development is clear and can understand him. Our text states, ” The topic of conversation can range from serious musings about their surroundings and emotions, to nonsensical jokes and memorized rhymes.” (Groark, C., McCarthy, S. & Kirk, A. (2014, sec. 7.1).

Typical Development

Draco seems to believe that everything revolves around him. He responds to questions from the teachers. According to Anita Gurian, PhD, ” During the fourth and fifth year, he becomes a more independent, more self-reliant, more socially adept child who is aware of himself as part of an expanding social circle of relatives, friends and peers at preschool. These abilities, however, are still in the process of developing, and the preschooler appears steadier than he really is; his behavior can give way to unpredictable emotional reactions. As he tries different roles and different ways to fit into the world and learns that the rules of behavior differ in different situations, he may test the limits and react negatively at times. Toward the end of this stage of development he will have better control of his emotions and behavior.” (Gurian, A. (2004). I feel that this explains how Draco’s development is in the video.

Developmental Support Strategies

This is a time where preschoolers may appear to understand rules and can be reasoned with but there will be times where you need to be able to have strategies for when children test the rules, become aggressive, or refuse to cooperate. Some strategies you can use is to help children to understand to use words and not actions to express themselves. Give them different choices will give them or make them feel like they are in control. The caregiver needs to know the child’s trouble areas. The environment must also encourage children to want to engage and explore.

There should be opportunities for the children to be creative, imagine, and have physical activities. There should be enough teachers and assistants for the amount of children you have in class. According to Denise White, PhD and Courtney B. Smith, PhD, ” It is important to remember that developmental areas overlap. Learning in one area of development can enhance learning in other areas. Although children often acquire skills at predictable ages, the actual age when a typically developing child reaches a milestone may vary.” (White, D. & Smith. C. B. (n.d.).

Conclusion

In conclusion, . Children at a certain age reach developmental milestones. They reach milestones in how they move, play, behave, speak, and learn. We as caregivers and teachers need to make sure that there is plenty of space for the children to learn and grow. We need to make sure that there is plenty of materials for them to have opportunities to reach their developmental milestones. Not all children grow and learn at the same pace. So it’s important to have strategies in place to meet these challenges.

References:

Colorado Department of Education. (n.d.). Draco’s transition to group time [Video file]. Retrieved from http://www2.cde.state.co.us/media/resultsmatter/RMSeries/DracosTransitionToGroupTime.p

Groark, C., McCarthy, S. & Kirk, A. (2014). Early child development: From theory to practice. Bridgepoint Education: San Diego, CA. 

Gurian, A. (2004). The Preschool Years: (ages four and five) Expectations and Challenges. Retrieved from http://www.aboutourkids.org/articles/preschool_years_ages_four_five_expectations_challenges

White, D. & Smith C. B. (n.d.). Child Development. Understanding Development. Retrieved from http://www3.bucksiu.org/page/1184