You are the observer for an early child development observing Psychosocial Development and you will write down in present tense form (see letter C below for an example descriptive sentence) . You do not use past tense format. When engaging in an observation, you need to think about what you see and hear and make sure the language you use to write down information is non-biased and direct. No assumptions, conjecture or your opinion. Write it down as you see events and hear language happening
| Observations
Record information in a detailed, sequential, and unbiased manner. Information must be factual and objective, recording only what actually happened. |
Comments and Analysis
Comments and Analysis Note: This observation is divided into segments. 1.Read and review each segment, identifying each domain area: language, cognitive, physical motor -gross or small, social/emotional/affective throughout the two-page document. 2.)Locate the SCELS standards (manual) to match at least one standard with each entry. Include the domain area, code/number. |
Child’s Name:** Emily
Segment 1: Language Development**
Setting:* Emily is sitting in a circle with other children and a teacher for a storytime activity. The teacher is holding a picture book.
Behaviors Observed:*
– Emily is looking at the teacher and the book with focused attention.
– She points at the pictures in the book as the teacher turns the pages.
– Emily vocalizes softly, saying “doggy” when she sees a picture of a dog.
*Conversations Heard:*
– Emily: “Doggy!”
– Teacher: “Yes, Emily, that’s a doggy in the picture. Good job!”
**Segment 2: Cognitive Development**
*Setting:* Emily is at a table with building blocks. There is a colorful structure partially built on the table.
*Behaviors Observed:*
– Emily is picking up blocks and examining them closely.
– She tries to fit a block onto the structure, but it doesn’t fit, so she tries another one.
– Emily successfully places a block on top of the structure, creating a stable tower.
– She claps her hands and smiles at her achievement.
*Conversations Heard:*
– No verbal interactions in this segment.
**Segment 3: Physical Motor Development – Fine Motor Skills**
*Setting:* Emily is sitting at a small table with crayons and paper. There are various colors of crayons spread out in front of her.
*Behaviors Observed:*
– Emily picks up a crayon with her fingers and holds it in a tripod grasp.
– She uses controlled movements to make marks on the paper, alternating between scribbles and more deliberate lines.
– Emily switches between crayons, selecting different colors.
– She drops a crayon accidentally and picks it up using a pincer grasp.
*Conversations Heard:*
– Emily hums a tune to herself while coloring.
**Comments and Analysis**
In the first segment, Emily demonstrates language development by actively engaging in storytime. She uses vocalizations and points to the pictures, showing her understanding and excitement about the content. This aligns with the Language and Literacy domain (SCELS Standard: LL 1.1).
Moving on to the second segment, Emily showcases cognitive development through her block-building activity. Her ability to select and try different blocks to create a tower highlights her problem-solving skills. This segment corresponds to the Cognitive domain (SCELS Standard: CD 1.2).
In the third segment, Emily’s fine motor skills are evident as she uses a tripod grasp to manipulate crayons and create deliberate marks on paper. Her ability to switch between different colors demonstrates her increasing control over her fine motor movements. This falls under the Physical Motor domain (SCELS Standard: PM-FM 1.1).
Emily’s observed behaviors suggest that she is actively engaged in her environment and is developing skills across different domains. These observations provide valuable insights into her psychosocial development, showcasing her progress in language, cognitive, and physical motor skills.
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