Name: Earl Morgan Observation

Class: Child & Adolescent Development Date: April 6, 2014

Purpose: Identify the signs of development in school-age children. Directions: Observe a group of six- to eight-year-old children for at least one hour. You may want to observe these children more than one time. Record your responses to the questions or statements that follow. Site: Erica McDonalds House Date(s) of Observation(s): March 30, 2013

Number and Ages of Children: 5 youth children from age 6 8 _____________________________________________________________ 1. Describe the small-motor skills you observe in these children. The children are able to feed themselves and clothe themselves. They are able to dress and undress themselves by showing an example of them taking their jacket off and on. On page (146) Says Development involves first mastering the separate elements and them assembling them to form a smoothly function. 2. Describe the large-motor skills you observe in these children. The group was able to walk along a line drawn on the floor, Play catch, also able to toss a balls or bean bags into a container. The showed wonderful hands and eye contact. 3. According to Erik Erikson, school-age children strive to be industrious. Describe several behaviors or actions you observe that support this theory. First, Erik Erikson believed That adolescents struggle to achieve an identity that will allow them to participate in adults world. I feel the group falls under the imaginary audience. This is when adolescents feel that they are in effect, actors whose performance their peers are watching constantly. All the children from the group wanted the center attention. 4. Observe school-age children involved in a group project. How do the children utilize social and

language skills to work cooperatively? Hands on learning are good for both children and adults. The learner is actively involved instead of just sitting and listening. This is the way we want our children to learn and we know that research backs us up. In order to learn best, children must be actively involved in hands-on activities every day. Some good examples of hands-on activities are: working puzzles, making collages, painting, measuring ingredients for you as you cook, counting out napkins to set the table, playing simple board games together, sorting silverware into piles of forks, knives, and spoons, looking at books, and buttoning, zipping, and tying.

5. During physical education time or outdoor active play, observe school-age children in an organized group game. What rules are the children able to follow? From the first day of school, express clear expectations for turn taking, sharing, walking, talking, listening, and sitting. Once you have set these expectations in place, you will only need to remind children of the rules and routines throughout the year. Play is important because it helps children grow strong and healthy. When children run, jump, roll, throw, catch, or swing they are building muscles. They burn energy that makes them tired and hungry. Physical play improves strength, endurance, and balance. Body coordination improves when children play in physical ways. Physical play helps children sleep and eat better. 6. Are the children dependent on teachers for enforcing the rules, or do the children enforce rules for each other? How is this accomplished? At the beginning children are looking to teachers for guidance and structure in this new world of kindergarten. As they learn the rules, they develop a sense of autonomy within the safe structure of the classroom. During this phase of their development, 6-year-olds' increased language skills support their ability to discuss and collaborate in routine and rule making. The more children participate in the process, the better they understand and follow the rules. This sense of ownership in the process is key

to children this age who are transitioning from accepting outside authority to challenging it. In fact, the "class-made" rules can be so important to them that they will single out others who are not following them! 7. How are group play disputes handled between children? What social values, such as honesty, do the children strongly defend? Mikes parents help teach their child the skills he needs to handle friendship difficulties. His parents encouraged him to see the other persons point of view. By asking question as "How do you think your friend feels about your argument?" They feel having their child think about the dispute from another perspective may help him. 8. Identify friendships between the children. Considering the behaviors you observe, on what basis do you think these friendships are formed? Friends help develop a childs social skills and contribute to a childs emotional well-being. The group acts natural and friendly ease with others. The children shared their toys with other and also invited people to play with them.