Toddler Observation

FHS 1500-007
Maddy Roy
Observation 1
Background Information
Childs age:
15 months
Fictitious name:
Nick
Location:
This is assumed to be at a childcare center, child is playing outside with a few other
children and supervision of at least 2 adults.
Physical Development
Nicks proved to me, as far as walking, that he is in the 90th percentile of all 15
months olds for having that skill down (Berger 2014, 104). I watched as he ran around
playing, that he still had some trouble balancing, as he would run, tumble down, and then
pick himself back up.
I observed Nick using his motor skills playing with cars at the beginning, as he
was trying to spin the wheels using the whole palm of his hand, as well as at the sensory
table, grasping objects, picking them up, and playing in the water. Toward the end of the
first year and throughout the second, finger skills improve as babies master the pincer
movement (Berger 2014, 105) That was very well observe red as nick went from the
cars to the sensory table. Nick was definitely in the starting stages of using the pincer
movement, I could tell as he spun the wheels with his whole hand, and splashed the
water, but started to see the pincer movement happen, when picking up measuring cups
and spoons.
Cognitive Development
As I observed, more I noticed Nick wasn't speaking very much. According to the
chart listed on page 122 of the textbook, At 15 months, Nick is about on track with,
Slow growth of vocabulary, up to about 50 words. Im not sure if it was the
environment, if he wasn't speaking or if he is still transitioning from holophrases, to
words and bigger vocabulary.
While Nick was at the water sensory table, he tried drinking as well as tasting the
water. A teacher in charge said, Nick, dont drink that water, its yucky. As she said that
he instantly tried drinking it again, which she replied, Nick do you want to go get a
drink of water. With no response, he slowly stopped trying to taste the water, but as he
would occasionally, try, and look at the teacher with a smile on his face showing he knew
he wasn't supposed to and was waiting for a response. Listening is a huge part of

cognitive development, and as I watched Nicks actions I knew that he was listening to
the teacher, but definitely trying to test what she was saying.
Social/Emotional Development
Socially, Nick was still in the parallel play stage. Parallel Play is a form of play
among a group of children, primarily toddlers, in which each engages in an independent
activity that is similar to but not influenced by or shared with the others (medical
dictionary). Nick started out playing by himself with the cars, and then transitions to
playing next to a girl at the sensory table. There is no interaction between them while
playing, but you can tell Nick is interested in what she is doing. As Nick moves from the
sensory table, his eyes are caught on a little boy running around playing, which Nick
begins to do as well, running around copying the boy, but no interactions, which is a
normal stage to be at.
As I have mentioned, Nick was playing, and was following the Freudian theory at
the oral stage. Everything is putting toys to the mouth, as well as at the sensory table
putting the water and measuring cups and spoons to his mouth. [T]he first year of life is
the oral stage, so named because the mouth is the young infants primary source of
gratification (Berger 2014, 150). Everything in his focus goes straight to his mouth, but
this is a very normal thing in this age range. I thought it was interesting with the learning
the teacher telling Nick that things dont go in the mouth, and Nick reacting with trying
again to put it in his mouth. At his age he is just beginning to learn that toys and other
objects do not belong in his mouth.
Nick seemed very emotionally okay in the environment. He showed he was happy
by smiling at the teacher in charge, because at this stage the prefrontal cortex is not
developed, [A]nd gradually becomes more efficient in childhood (Berger 2014, 94).
Nick all in all seemed to be on the right track for social/emotional development.
Though certain emotions weren't shown during my observation, its my best guess that he
is doing well in all other areas of the social/emotional development.

Works Cited

Berger, Kathleen Stassen. "Chapter 3 & 4." Invitation to the Lifespan. S.l.: Worth Pub, 2014. 91162. Print.

parallel play. (n.d.) Medical Dictionary for the Health Professions and Nursing. (2012).
Retrieved September 29 2015 from http://medical-dictionary.thefreedictionary.com/
parallel+play
https://www.youtube.com/watch?v=-NKJE2aJvu4