Assessments used:

Piagetian Tasks-One to One Correspondence, Conservation of Number-A, Conservation of

Number-B, Conservation of Number-C (Discontinuous Quantity), Conservation of Mass,

Similarities Assessment, Feurstein Logic Test, Multiple Intelligences, Learning Preferences,

Math Forum Question, and Created Math Assessment.

• Testing Situation(s)

Child Observation Paper

The child whom I chose to observe for this assignment is a 22-month-old precious, energetic and

extremely intelligent little boy. He is an only child who is fortunate enough to live in a very

child-friendly home with his mother, father, and indoor pet dog. Because both his parents have

full time jobs, it was crucial for him to start daycare as soon as possible. He just recently started

going to daycare at a well-known Armenian preschool on January 8, 2018 whose minimum age

requirement is 2 years old. The school is strict on their policy of not accepting children under the

age of 2 due to their relatively underdeveloped abilities, but after seeing this child and

experiencing for themselves how advanced he is for his age they decided that he is indeed able to

join. The information gathered from the observations noted for this paper will allow the reader to

see how at only 22 months of age, the child is highly developed in his physical and cognitive

skills, demonstrates a relatively wide range of social and emotional behaviors, all in which are

due partly to the use of educational media, constant parent/child interactions and certain cultural

influences. Prior to beginning my observations, I informed the child’s mother of the purpose of

this study. I made sure she understood that this was for an assignment for my Psychology

‘Lifespan Development’ class and in no way was her child going to be observed through the eyes

of a professional, rather a student. I informed her that the study was not going to be published, as
it would only be written for the purposes of a graded paper and that I would need to disclose the

positives as well as the negatives observed; however, the child’s name, her name, her address,

and his preschool’s name would all remain confidential. I also told her that I am to have as little

contact with the child as possible and therefore would need to remain quiet and reserved

throughout the entire observation period. She acknowledged and agreed to all the conditions and

gave me her permission to go forth with the assignment. The child showed signs of physical

development that are consistent with his age. He is about 3 feet and weighs around 30 pounds.

He demonstrated fine motor development in certain scenarios. He was able to climb the couch,

dining chairs and dining table on multiple occasions without any help. Before his nap, his mother

put a “onesie” on him that had a full zipper from

Assignment 1—Child observation report Introduction:

The development of a child can and has been observed to quantify an understanding of the

diverse developmental stages of children. The purpose of this study is to observe the fine and

gross motor, cognitive, social/emotional and language development of a child and link the

findings to concepts of childhood development. This report aims to explore and observe,through

informal contact, the development of a child at two years and eight months of age to collate

information on the child's social, cognitive, language and motor skills. These observations are

then compared to the typical progress for a child at this age according to the Child Development

Screening (see appendix B), Piaget's Theory, and other literatur

Emily Craft 2202543Word count: 2110Language skills:While observing Rose, it was noticeable

that she was not very talkative because a stranger was observing her. However, when she did

speak it was easy to understand. Rose needed to be asked multiple direct questions to gain a

response. While playing Rose consistently verbalised what she was doing and talked to herself or

the baby doll. Constant speech was not shown however Rose was able to copy sounds like "moo

moo." The most common sentences and phrases made by Rose were "Done", "More blocks", and

"Can I play with the blocks?" Also, Rose was able to create sentences and joined them by using

"and". Lastly, when encouraged, Rose was able to sing along with nursery rhymes. Cognitive-

Adaptive Skills:Rose loved playing pretend with her baby doll. She undressed and redressed the

doll ready for bed, the tucked it away in the cradle. Rose also played with a kitchen set,

pretending to organise the kitchen, cook, and eat meals. In addition, while playing with toy

blocks it was observed that Rose understood the concept of numbers. When asked for two blocks

Rose was able to pick two blocks and hand them to you. Rose was also able to count to ten

beforerequiring assistance. When asked about the images on the block Rose was able to name the

pictures with ease, e.g. horse, dog, cat, etc. Rose was able to draw a circle however her other

pictures contained scribbles and indistinguishable shapes.Fine Motor Skills:Rose has good fine

motor skills, as through observation she was able to build a ten-block tower, using pincer grip.

Also, Rose was able to use a fork and or spoon when eating. When asked to draw a picture Rose

picked up the pencil and held it incorrectly using the palmer

child referred to as Rose to protect the child's privacy. Rose's mother consented to the

observation of her child on the 24th of August 2019, (See appendix A). Rose is a Caucasian

female, born on the 21st of December 2016 in Adelaide, Australia, making her two years and

eight months old at the time of observation. Rose's family consist of her mother, father, older

brother who is six years of age and yet to be born younger sister. The three-hour observation of

Rose took place at the day care centre she has attended three days a week for the past three

months. While Rose was being observed, there was a qualified child carer and seven other

children inthe day care centre.

Method of Observation: The main method used to observe Rose's development was informal

interaction. Informal interaction was achieved by interacting with Rose while playing at

childcare. The Child Development Screening checklist was implemented to record characteristics

of Rose's growth and physical development, self-help and cognitive development, social and

emotional development and language development, (see appendix B). A natural observation

would have provided more expected and accurate results; however, an Informal interaction was

applied due to limited time. Due to time constraints, this method of observation could not be

accomplished as it could take hours for a child to achieve the desired activity, making it hard to

observe Rose's development. An informal observation allows for interaction with the child to

direct activities and produce different behaviours, without it being forced and unnatural. Thus, it

was more appropriate with the short amount of time given to conduct an informal interaction

method when observing Rose. The time constraint created difficulty in witnessing certain

activities listed on the Child Development Screening checklist as Rose abstained from

preforming specific tasks, therefore, creating a disadvantage to the method of informal

observe her, as she was not familiar with the viewer. For example, Rose may be unwilling to

perform a particular task while being observed, however, this does not mean she is incapable of

performing this task. To overcome these disadvantages an interview with Rose's caretaker at the

childcare centre was conducted to gain an understanding of Rose's development within a

particular area. This interview createdan impartial picture of Rose's development unlike a

possible bias interview from her parents

Language skills:While observing Rose, it was noticeable that she was not very talkative because

a stranger was observing her. However, when she did speak it was easy to understand. Rose

needed to be asked multiple direct questions to gain a response. While playing Rose consistently

verbalised what she was doing and talked to herself or the baby doll. Constant speech was not

shown however Rose was able to copy sounds like "moo moo." The most common sentences and

phrases made by Rose were "Done", "More blocks", and "Can I play with the blocks?" Also,

Rose was able to create sentences and joined them by using "and". Lastly, when encouraged,

Rose was able to sing along with nursery rhymes. Cognitive-Adaptive Skills:Rose loved playing

pretend with her baby doll. She undressed and redressed the doll ready for bed, the tucked it

away in the cradle. Rose also played with a kitchen set, pretending to organise the kitchen, cook,

and eat meals. In addition, while playing with toy blocks it was observed that Rose understood

the concept of numbers. When asked for two blocks Rose was able to pick two blocks and hand

them to you. Rose was also able to count to ten beforerequiring assistance. When asked about the

images on the block Rose was able to name the pictures with ease, e.g. horse, dog, cat, etc. Rose

was able to draw a circle however her other pictures contained scribbles and indistinguishable

shapes.Fine Motor Skills:Rose has good fine motor skills, as through observation she was able to
build a ten-block tower, using pincer grip. Also, Rose was able to use a fork and or spoon when

eating. When asked to draw a picture Rose picked up the pencil and held it incorrectly using the

palmer

DSRS1202 Assignment 1Emily Craft 2202543Word count: 2110grip. Furthermore, it was

observed through playing with Rose that she has trouble manipulating small toys and required

support when dressing her doll. Social Skills:Rose was shy and hesitant when it came to making

conversation for the first twenty minutes of the observation, after this, she came out of her shell

and communicated well. Regardless it was seen that Rose had abundant social skills. Rose was

able to interact with other children and partook in parallel play when playing with the blocks.

Rose would copy others without interacting with them. it was observed that Rose understands the

idea of taking turns and fair play, particularly when playing with the kitchen set. It was recorded

that when another child asked Rose for the blocks she gladly said "yes! Your turn" and went onto

another toy. Rose showed good manners, for example, "no thank you" and "yes please" when

offered different coloured pencils. Rose asked for help when she was unable to dress her doll or

when she needed a different coloured pencil. Rose treated the baby doll as if it was a real baby.

Rose had one temper tantrum when a boy took the baby doll that she was playing with and threw

it away. Rose was easily soothed by the caregivers and was back playing with the doll a few

minutes later. Rose displayed affection to other children through hugs observed on many

occasions. Rose's caretaker said that she could wash her hands before mealtime with some

persistence, however, was unable to get ready for naptime. Rosecould accurately differentiate

between boys and girls. Also, Rose was able to give her full name correctly and amuse herself

for more than an hour. Gross Motor Skills:

because, "growing evidencehas linked centre-based early care and education settings to

improvements in children's cognitive skills," (Votruba-Drzal 2013, para 1). Rose's ability to

count to ten without assistance, use objects in pretend play and make dolls do things/act out in

play are common skills for her age group according to Burdon, (1978, pg. 30). At two years and

eight months, Rose falls within Paget's preoperational stage of development (Pearson 2013, pg.

55). Rose falls within this stage as she engages in symbolic play. For example, she used a banana

to talkon the phone and a lid from the kitchen set as a plate. Through interviewing Rose's

caretakers it was concluded that Rose has a problem known as ‘imaginary audience' (Pearson

2013, pg. 363). Rose demonstrated egocentrism, as she could not conceptualise viewpoints other

than their own, (Pearson 2013, pg. 617). Fine Motor Skills:Rose has good motor skills, as

through observation she was able to build a ten-block tower when according to the NSW

government child developmental checklist (2003) and Burdon (1978 pg. 30), the average two to

three year old can only build a 5-7 block tower. Rose demonstrated pincer grip when building a

block tower, which Burdon (1978, pg. 30) also states as a typical development for her age.

However, Rose was unable to hold a pencil correctly and ended up using the palmer grip when

drawing a picture, also Rose struggled manipulation small toys, which according to Burdon

(1978 pg. 30) and Pearson (2013) is not typical. Gross Motor Skills: According to Pearson

(2013), Motor and sporting skills likewise develop rapidly during the preschool years." (pg. 206)

Rose was unable to hop on one foot, which according to Pearson will not develop until around

five years of age. However, according to the NSW government child developmental checklist

(2003), the ability to hop occurs between the ages of three-five. The NSW government child

developmental checklist agrees that Rose should be able to ride a tricycle, jump with two feet,
kick a large ball, jump from the lowest step and catch a ball that if rolled to her, all of which she

is capable of doing. Rose can effortlessly run, walk, turn, change direction, jump or leap with

two feet together and stop quickly with ease. Burdon (1978, pg. 30) states that it is typical for a

child of Rose's age. Also, Burdon (1978, pg.30) states that it is typical for Rose to remove

clothing that contains no difficult fasteningssuch as Velcro or large buttons, but need some

assistance dressing and tying shoelaces. Rose's caretaker stated that she was gaining

independence yet still needed continuous monitoring. Toddlers and preschool children aged 1-4

gradually require less physical care and assistance, but still need major supervision despite

increasingly assertive efforts at independence (1995, Pediatric Physical Therapy, pg. 24). Overall

Rose's gross motor skill are well developed. Social Skills:Rose demonstrated good social skills

for her age, according to Burdon (1987 pg. 30), through, showing affection to other children,

waving goodbye, defends possessions, asking for help when needed and joining in play with

other children. Rose could accurately distinguish between boys and girls, which is expected for

her age, (Pearson 2013, pg. 235). During the observation, Rose partook in parallel play, where

she copied the child beside herwithout interaction with them, which is common according to

Burdon, (1987 pg. 30). Rose did not have a sense of ownership over most toys as she was able to

share with the other children, however, on one occasion Rose showed ownership over her toy

doll. This may be credited to Rose's experience with her sibling. Rose demonstrated a variety of

emotions from affection when hugging her friends to sadness when saying goodbye. Rose's

sibling andattendance at childcare most likely have contributed to her developed social

skillsConclusion:Rose, a two year and eight months of age female, was observed for three hours

through the observation method of informal interaction at her childcare. Additionally, an

interview was conducted with her caretaker at the childcare centre to gain further information on
Rose's development. From the Child Development Screening checklist and additional literature,

Rose's development was compared. It was concluded that Rose's language, cognitive, social,

gross and fine motor skills are typical for a child of her age. The style and length of observation

may have affected the results. Nevertheless, this observation was effective in linking literature to

the development of a child.

Assignment 1—Child
observation report
Introduction:
The development of a child can
and has been observed to
quantify an understanding of the
diverse developmental stages of
children. The purpose of this
study is to observe the fine
and gross motor, cognitive,
social/emotional and language
development of a child and link
the findings to concepts of
childhood development. This
report aims to explore and
observe,
through informal contact, the
development of a child at two
years and eight months of age
to collate information on the
child's social, cognitive,
language and motor skills.
These
observations are then compared
to the typical progress for a
child at this age according to
the Child Development
Screening (see appendix B),
Piaget's Theory, and other
literatur
Assignment 1—Child
observation report
Introduction:
The development of a child can
and has been observed to
quantify an understanding of the
diverse developmental stages of
children. The purpose of this
study is to observe the fine
and gross motor, cognitive,
social/emotional and language
development of a child and link
the findings to concepts of
childhood development. This
report aims to explore and
observe,
through informal contact, the
development of a child at two
years and eight months of age
to collate information on the
child's social, cognitive,
language and motor skills.
These
observations are then compared
to the typical progress for a
child at this age according to
the Child Development
Screening (see appendix B),
Piaget's Theory, and other
literatur
Assignment 1—Child
observation report
Introduction:
The development of a child can
and has been observed to
quantify an understanding of the
diverse developmental stages of
children. The purpose of this
study is to observe the fine
and gross motor, cognitive,
social/emotional and language
development of a child and link
the findings to concepts of
childhood development. This
report aims to explore and
observe,
through informal contact, the
development of a child at two
years and eight months of age
to collate information on the
child's social, cognitive,
language and motor skills.
These
observations are then compared
to the typical progress for a
child at this age according to
the Child Development
Screening (see appendix B),
Piaget's Theory, and other
literatur
Assignment 1—Child
observation report
Introduction:
The development of a child can
and has been observed to
quantify an understanding of the
diverse developmental stages of
children. The purpose of this
study is to observe the fine
and gross motor, cognitive,
social/emotional and language
development of a child and link
the findings to concepts of
childhood development. This
report aims to explore and
observe,
through informal contact, the
development of a child at two
years and eight months of age
to collate information on the
child's social, cognitive,
language and motor skills.
These
observations are then compared
to the typical progress for a
child at this age according to
the Child Development
Screening (see appendix B),
Piaget's Theory, and other
literatur
Assignment 1—Child
observation report
Introduction:
The development of a child can
and has been observed to
quantify an understanding of the
diverse developmental stages of
children. The purpose of this
study is to observe the fine
and gross motor, cognitive,
social/emotional and language
development of a child and link
the findings to concepts of
childhood development. This
report aims to explore and
observe,
through informal contact, the
development of a child at two
years and eight months of age
to collate information on the
child's social, cognitive,
language and motor skills.
These
observations are then compared
to the typical progress for a
child at this age according to
the Child Development
Screening (see appendix B),
Piaget's Theory, and other
literatur
Assignment 1—Child
observation report
Introduction:
The development of a child can
and has been observed to
quantify an understanding of the
diverse developmental stages of
children. The purpose of this
study is to observe the fine
and gross motor, cognitive,
social/emotional and language
development of a child and link
the findings to concepts of
childhood development. This
report aims to explore and
observe,
through informal contact, the
development of a child at two
years and eight months of age
to collate information on the
child's social, cognitive,
language and motor skills.
These
observations are then compared
to the typical progress for a
child at this age according to
the Child Development
Screening (see appendix B),
Piaget's Theory, and other
literatur
Assignment 1—Child
observation report
Introduction:
The development of a child can
and has been observed to
quantify an understanding of the
diverse developmental stages of
children. The purpose of this
study is to observe the fine
and gross motor, cognitive,
social/emotional and language
development of a child and link
the findings to concepts of
childhood development. This
report aims to explore and
observe,
through informal contact, the
development of a child at two
years and eight months of age
to collate information on the
child's social, cognitive,
language and motor skills.
These
observations are then compared
to the typical progress for a
child at this age according to
the Child Development
Screening (see appendix B),
Piaget's Theory, and other
literatur
Assignment 1—Child
observation report
Introduction:
The development of a child can
and has been observed to
quantify an understanding of the
diverse developmental stages of
children. The purpose of this
study is to observe the fine
and gross motor, cognitive,
social/emotional and language
development of a child and link
the findings to concepts of
childhood development. This
report aims to explore and
observe,
through informal contact, the
development of a child at two
years and eight months of age
to collate information on the
child's social, cognitive,
language and motor skills.
These
observations are then compared
to the typical progress for a
child at this age according to
the Child Development
Screening (see appendix B),
Piaget's Theory, and other
literatur