Observation Paper

OBSERVATION PAPER 4

ObservationPaper

1.The forty-five minute observation activity occurred on 20 June 2016,at around 11.30 am. Five to six adults observed young children asthey interacted in a playground. The day was hot and beautiful, andthe playground was full of children who engaged in a range ofactivities. Specifically, they played baseball, basketball,hula-hoops, jump ropes, hopscotch, bounce balls, slides, and swings.However, other kids were sitting on the bench as they watched theircolleagues playing (G&ampD observation paper).

2. First, the observer watched the young girl playing and interactingwith other kids to identify the difference in her behavior and thesigns of independence. In particular, the observer took advantage ofthe beautiful weather to conduct the surveillance. The viewer’sfocus was on the various domains of a child’s development thatinclude cognitive, physical, psychosocial, moral, and emotionaldomains. Since this was the first examination, the bystander wasanxious about how the subject would react after realizing she wasbeing examined. However, the girl did not notice that she was beingwatched . She walked confidently from one group to the other (G&ampDobservation paper).

First,the observer noticed the girl’s interaction with a group of othergirls that played jump rope in the corner. The girls took turns andcounted how many jumps they could manage. The observer noticed theyoung girl’s patience as she waited for her turn to jump rope. Itwas easy to tell that the girl was having fun while she played (G&ampDobservation paper).

Afterward,the investigator watched the lass leave the first group of girls tojoin another team that played hula-hoop. Although the onlookerexpected her to get frustrated after she failed to spin the hula-hoopfor 30 seconds, she never got mad and was not frustrated. The vieweralso noticed that there were four to five children who were sittingon a bench watching other kids play. The observer watched the girljoin the boys and girls playing basketball. The team just dribbledthe ball, and it was evident there were no rules for basketball. Thekids would pass and shoot it on the court. It was apparent that thegirl could get along with the team. Besides, she could wait until itwas her turn to shoot the ball. Next, the girl joined another groupthat was sliding. The examiner witnessed the girl bonding with thegroup and taking turns to slide. Finally, the researcher watched theyoung girl walking and requesting to join other children who playedhopscotch (G&ampD observation paper).

3.The subject was a seven-year-old girl. She had brown hair and eyes.The subject chose to play jump rope as her first game, and she wassocially interactive with other girls. In fact, the girl waitedpatiently for her turn to jump rope. She appeared to have fun as shejumped the rope. Next, the subject joined another group of childrenwho played hula-hoop. At first, she failed to last the hoop on herwaist for 30 seconds. However, she did not get frustrated or mad forfailure to spin the hoop (G&ampD observation paper).

Afterward,the girl moved from hula-hoop and joined another team of boys andgirls that played basketball where she managed to get along with theplayers. Specifically, she was good at passing the ball and waitingfor her chance to shoot the ball. She also bonded with another groupthat was sliding and took turns with the team (G&ampD observationpaper).

Afterward,the young girl joined a group of children that played hopscotch whereshe requested if she could join them. Overall, the girl did notmisbehave, neither did she indicate any signs of aggression orfrustration towards her mates. Instead, she engaged with otherchildren and had fun. Besides, she was polite, energetic, cheerful,friendly and extremely competitive while she played with other kids.She was happy, calm and loved talking and playing with otherchildren. The young girl indicated signs of independence as shewalked around the playground (G&ampD observation paper).

Section2

1.Physical development

a.The girl is at the middle childhood level of physical development.During the stage, children’s strength and athletic capabilitiesimprove. The young lady was energetic, calm and loved to play withher peers. Specifically, she indicated a high level of physicalactivity through her interest in a variety of games. It wasobservable that she could Jump rope, hopscotch, hula hoop, slide,run, climb and dribble the basketball (G&ampD observation paper).

b. The young lady did not indicate any signs of developmentalspurts, delays or declining ability. Instead, she indicated that shewas independent as she walked around the playground without mindingwhether she was being watched. Besides, her ability to change fromone game to the other indicated that she was self-confident (G&ampDobservation paper).

2.Psychosocial (Erickson)

a. The girl is on the fourth stage of psychosocial development. Thestage occurs in children aged between six to eleven years. Thecritical task for the stage entails a virtue of competence industryand inferiority. Children are more aware of themselves and apply moresense to practical things. The stage was depicted by the girl’scompetent behavior as she played with her colleagues. Besides, sheindicated a sense of self-awareness as she moved from one game to theother. Her movement indicated she was aware of her interests and thefact that she could play any game that appeared interesting. Besides,the girl was in control of her morals since she did not misbehave norshow any signs of aggression or frustration to her peers. In fact,when she failed at spinning the hula-hoop, the girl did not indicateany signs of frustrations (G&ampD observation paper).

3. cognition

a.The stage of cognitive development that best describes the girl isthe third concrete operational stage. The stage begins at the age ofseven through to the age of eleven years. During this stage, childrencan think logically since they can deliberate multiple aspects of asituation. Besides, they can gain knowledge and deal with hardcircumstances. The girl’s cognitive abilities were depicted whenshe was playing jump rope. She was quick to identify that the teammembers took turns after each other. She was socially interactivewith the other girls and waited patiently for her turn to play.Besides, when she joined the children who played basketball, sheseemed to get along. She could easily pass to her teammates and waitfor her time to shoot the ball to the court. She also indicatedpatience as she waited for her turn to slide (G&ampD observationpaper).

b.The critical task at the stage is the ability of individuals tothink logically and deliberate multiple sides of a situation. Thegirl could create friends and engage in groups. She mostly playedwith friends of the same gender. The ability to think logically isbest depicted when the girl asked other kids if she could join themin their game. She was able to engage with her friends and had funplaying together. Specifically, she loved talking to other children(G&ampD observation paper).