ASSIGNMENT

SEPTEMBER 2018 SEMESTER

SUBJECT CODE : EQL671

SUBJECT TITLE : QUALITATIVE RESEARCH METHODS IN

EDUCATION

LEVEL : MASTER OF EDUCATION

STUDENT’S NAME : ARIEL LIBAU ANAK EKOM

MATRIC NO. : E60101180070

PROGRAMME : MASTER OF EDUCATION

ACADEMIC FACILITATOR : DR. KULDIP SINGH

LEARNING CENTRE : KRTC KUCHING

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 TABLE OF CONTENTS

TOPICS PAGES
PART A 1

PART B 8
References 18

PART C 19
References 31
Appendices 32

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PART A

First of all, I was required to read through an article entitled “What young children
say about art: A comparative study” which is written by Felicity McArdle. After that, I need
to write a critique by using the headings such as aims of study, literature review,
methodology, data collection and analysis, findings and conclusion as well.

Overall, the author carried out this research entitled “What young children say about
art: A comparative study” is to find out the reason why the young children draw and paint
and what does the prolific activity do for them. At the same time, the researcher also tried to
consider that particular ways of seeing art position children as they use their own artistic
activities so that they can be positioned and their identities can be created as well.

First of all, there are few literature reviews have been made in this article. The
researcher tended to find out those main answers for the questions which are “Why do young
children draw and paint?” and “What does this prolific activity do?” respectively. Marton
(1981) has mentioned that the researcher can use the method by asking and drawing on
phenomenography towards the children for design and methods, to generate, sort as well as
reduce the data obtained. Meanwhile, Sverre Knudsen (2008) stated those young children’s
early musical activities and involved the study made by Foucault (1988) on technologies as
well. Under this condition, he also informed that the children can use their artistic activities to
position themselves as their own identities and sense of self can be created at the same time.
Hence, Fraser (1995) has emphasized that children’s ‘voice’ as well as their wholly ‘truth
claims’ are important elements in the study as a few issues related to children through their
own works have been evaluated thoroughly.

Furthermore, with regard to the background of the study, there are a few literature
reviews such as Berger et al (1972) as artworks are assumed as the works which can attract
large sums of money in auction rooms as well as art is regarded as unimportant and valueless
at the same time. Meanwhile, McArdle and Piscitelli (2002) have mentioned that a lot of
efforts should be involved to define appropriate ways in teaching art draw on layers of beliefs
and practices. Under this condition, some of the artworks vary across cultures, but some
already disappear to be replaced by newer thoughts as well. Then, Efland (1995), Feldman
(1996) and Leeds (1989) have argued two main issues which are art-for-art’s sake and art-for-
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life’s sake. Wright (2003) added that art-for-art[s sake can be referred as the arts that become
a part of what makes us human as a powerful means of communication which can lift us a
higher level. Next, arts educators have the responsibilities to appreciate the link between art
and learning (Bresler and Thompson, 2002; Dewey, 1934; Eisner, 1982; 2002; Heath, 2001
Thompson, 1995).

In addition, McArdle & McWilliam (2005) stated that one way of understanding the
ambivalences around art and its education aimed at considering how suitable approaches to
teaching art have been created as well as the site where discourses of the child. Meanwhile,
they also mentioned that art and pedagogy should be linked together, even though they
sometimes colliding and competing. Besides that, Wright (2003) also emphasized that some
modernist artists agreed with the statement that young children’s artistic efforts should be
focused for a new way of seeing and thinking about their own aesthetic and artistry.
According to statement made by Wright (2003), the arts are assumed as a powerful form of
communication, specifically when words are either insufficient or unavailable. Then, the
study also focuses on young children’s drawings and paintings which can prove a rich source
of data that those more traditional, word-centric research methods are found inappropriate
nowadays. Therefore, lots of children’s art have been collected and assessed as their products
are used to construct various taxonomies so that the children can be evaluated as well
(Derham, 1961; Golomb, 2003; Kellogg, 1969).

Besides that, the study also emphasized the analysis on some ideas of accessing
children’s voices around the arts. Under this condition, educators in Regiio Emilia also took
part to take the documentation of children’s voices to an artform itself (Project Zero & Reggio
Children, 2001; Reggio Tutta: A Guide to the City by the Children, 2000). Apart from that,
Brooks (2009), Matthews (2003) and Wright (2007) have stated those children’s voices in
their close examinations of process and their product, in their own efforts to master about
their artistic activities. Hence, Danko-McGhee (2004), Piscitelli (2001) and Weier (2004)
have emphasized that galleries and museums can be used to embrace the notion of children on
their experiences in the museums. Last but not least, Knight (2008) also mentioned that
collaborative drawing project can allow the educators to work and talk alongside children
when they make art together. Then, digital technologies have been introduced as a further
means for making a space for the children.

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 Lather (2009) also stated that focused on the limitations of ‘giving voice’ as
MacNaughton (2003) supported the statement that ‘truth’ and authenticity are confounded
when working with young children. Later, McArdle (2001) and Wong (2007) stated that the
contradictions and contingencies can be intrigued in discursive constructions of art education.
Therefore, the opportunity to work with children in Hong Kong and Brisbane, Australia was
conducted by Kindler and her research team (Kindler et al, 1998; 2000).

Based on the article entitled “What young children say about art: A comparative
study”, the investigation has been carried out towards 42 children in the study. Specifically,
there are two main groups of children of similar age in the study. 27 out of the total number of
children who aged four to five years old were involved to attend a Hong Kong presechool
whereas 15 children of similar age were enrolled in the Prep year in Brisbane, Australia.
Meanwhile, the researcher was realized that both settings can be chosen as representative in
their communities in which curriculum, resources and teacher qualifications.

First, the Hong Kong preschool was referred as the part of a service that contributed a
full day program for children aged two to six years. Under this condition, the special artwork
is exposed to the children through small group teaching. Therefore, all of them need to
participate in this session as they have to complete the task based on their own development.
Besides, the children can be given the opportunity to work in the art corner which acts as a
free-choice activity on a daily basis. Then, teachers should play their roles in refilling the art
corner with new materials or items at the art corner.

On the other hand, the Prep year in Brisbane is the year which the children have the
chances to involve immediately before formal schooling as it is non-compulsory and the
population attending should have high percentage as a whole. Moreover, the teacher has
organized an exhibition of the children’s artworks in the Prep room, inviting families and the
wider school community. Hence, teacher used a version of what Wright terms the Guided
Learning Approach. Apart from that, direct teaching of skills and techniques such as drawing
and painting were combined, art appreciation as discussing artworks and discipline
knowledge which are line, shape and colour has been developed.

In this article, it is realized that conservations or interviews were applied in the study
as the location was at Hong Kong and Australia respectively. Meanwhile, those interviews
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were conducted according to phenomenographic methods in the presechool settings. Under
this condition, the researcher tended to sat in the art area as individual children were invited
so that they can share their art, including the reasons for doing it. During the interview, the
researcher has prepared some questions to conduct interviews with the children such as
“What kind of art are you doing today?”, “How do you learn to make art?”, “Why are you
making art?”,”Can you tell me more?’, ‘What do you think about what is saying” and “Do
you agree with him? Why?”

Those questions were prepared so that the researcher can understand that some of the
children who have no the opportunity to visit the art area in other activity areas. Therefore, it
is important for the researcher to find out that the children’s responses. Later, in case the
children felt reluctant to join in the interviews, extra prompting questions included.

Last but not least, the researcher continued interviewing until it appeared that the
children had nothing more to add on the subject of art. All interviews in Hong Kong were
audio and video taped. In Australia, they were audio taped only. While the videotaping in
Hong Kong provided enriched data for further analysis through re-visiting, we did not have
the equipment available in Australia that was equally ‘unobtrusive’. In the interests of
minimizing elements that might interfere with the everyday activity of the classroom, we took
the decision to only audiotape in the Australian setting.

Meanwhile, all audio and video recordings were involved and transcribed into
verbatism. Specifically, the transcript from Hong Kong and Brisbane from Australia has been
evaluated as well. First and foremost, the researcher should be consistent with the application
of phenomenographic methods for the purpose of generating data as it has begun with the
core assumption in which the children can experience the same ‘phenomenon’. Therefore, the
researcher should replicate the phenomenographic methods as the analyzing process includes
very intense and personal interaction with the data as a whole. A grouping sorting process
was then instigated to identify those meaning units that appeared to have some connection
and those that appeared to stand alone. Attention was paid to similarities and differences in
forms of excerpts, expressions and words.

Afterwards, the words from the children has been constituted into data as first
organized into ‘categories of description’ or conceptions in the study. The researcher should
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express all the ideas from the research participants and consider them as well. Meanwhile, all
the responses from the participants were categorized based on the similarities. Later on, the
two separate bodies of data were considered alongside each other. By the way, the Hong
Kong conversations were conducted in the children’s own language as all the transcripts were
translated to English, as they will be translated back for the purposes of authenticity ad
reliability.

Overall, the data has been analysed and showed that there are five important keys to
be focused in speaking art emerged in both cohorts. As a result, there are four of the five
discursive constructions were achieved across both bodies of data. Under this situation, the
readings of the literature, and of the classrooms, and teachers’ methods have exposed the
research respondents to more mismatch across the two different cultural contexts at Hong
Kong and Brisbane respectively. However, the fifth discourse for each cohort was found
different.

The first shared discourse is art as natural. With regard to the feature of this discourse,
it is assumed as taken-for-granted. Hence, children from both cities spoke of art as a natural
quality in their daily lives. During the interviews, the children gave responses such as they
always know how to make art as no one does not know how to create art and some of them
opinioned that they were only three and already exposed to art. Meanwhile, the researcher
also discovered that the children showed responses that they experience art making as their
desire and pleasure in the classroom. Hence, they stated that making art is fun and drawing is
interesting. It is essential for the teachers to fully understand the potential showed by the
children as they can work together to shape teachers’ practices. At the same time, the teachers
should know their roles in preserving the children’s natural creativity as laissez faire approach
was used to the teaching of art. Therefore, it is encouraged for the teachers to become the
facilitator and always provide resources to the children in the classroom. Besides that, the
children can be given the chances to disguise the instruction as they tried to strive to ‘teach
without teaching’. As a conclusion, art is a field one does not eed to learn, nor be taught as
well.

The second discourse is art as task. The study has discussed on the actual work of
doing of art as it is regarded as a part of their schooling requirements and need to be
conducted in preschool as well. During the interview, the children gave the responses such as
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it is a must for them to study art as their teachers has to teach them, it is time for drawing and
so forth. Meanwhile, the children also gave feedback as they assumed that art is primarily and
extrinsically motivated learning tasks as well as they are required to use these materials. In
addition, there is a significant variation between the two groups from Hong Kong and
Australia in this view of art as task. For Hong Kong group, the respondents stated that art is
only in the context of the regime of the classroom. Furthermore, they also get know of the
activity as something has to make them busy as it is assumed as learning activity for them.
However, the children from Brisbane, Australia stated that art is assumed as one subject
beyond of their classroom. Therefore, they like doing art and some people will give them
money as the money can help them to buy some ary from other people.

The third discourse is art as process. Specifically, they learned art, others opinioned art
as a social process. Therefore, the children just followed what their teachers did in the
classroom. At the same time, they also informed the researcher that their parents taught them
how to do art. Hence, their parents held their hands and taught them how to draw as they felt
thankful to have such opportunities to learn art and enjoyed the company of their parents.
Moreover, the children also mentioned that how they learn and improve themselves through
the process. They agreed that they learn to master skills, by doing and by practice.
Nevertheless, some of the children opinioned that the art making process is not an easy
process as they have to think to produce an art that they felt satisfied. The children’s words
here are reflected in both the art-for-life’s-sake and art-for-art’s-sake discourses. At the same
time, those more intangible benefits of an arts rich program, more difficult to demonstrate, are
illustrated in the children’s pleasure in engaging in an activity that is a social experience, as
well as a learning experience. This is in contrast with the earlier view of art as task, designed
and controlled by the teacher, and involving a one way transmission of knowledge and skills.
More than simply being fun, these responses indicate a level of sophistication in how the
children understand art and themselves.

Next, art is assumed as a product for the children. Under this situation, they are given
the opportunity to make the product they like. However, some of them assumed that art is an
old stuff and less interesting for them. However, both groups from Hong Kong and Australia
stated that their art products as having functional purpose such as gifts for others or
decorations. Therefore, teachers are urged to focus on the children’s processes, and not judge
their success by the final product. This construction of art links closely with notions of
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creativity and children’s ‘natural’ abilities, and discourages critiques of final products, for fear
of damaging self esteem. But, in these responses, we see that at least some children consider
the product important, for a variety of reasons.

Last but not least, the fifth discourse is different for Hong Kong and Australia. When
asked about art beyond preschool, the children in Brisbane showed an awareness of artists in
the community, and the possibilities of working at art as an adult. But the children in Hong
Kong had another position. When they went to school, they had to learn. It seemed a mystery
to them that they were expected to make art at preschool, but that nowhere else did art seem
important — certainly not at school, or for any of the adults in their lives. Art then was only
something that children did in preschool. On the other hand, The children in the Brisbane
Prep had a different sense of themselves, through art. We identified a fifth discourse of art
here, which we call ‘no rules’. When asked about artists, some of them spoke of themselves
as artists.

In my opinion, we should have some suggestions so that the children can fully enjoy
the art in the classroom. It is because many of the dominant discourses can shape the work of
teachers from time to time. Meanwhile, the teachers should know their parts by giving the
chances to the children on why they draw and paint. Under this condition, the children
opinioned that drawing and painting can give them a ‘natural’ feeling and fun so that they can
become proficient through practice. Moreover, their parents also are charmed by their works
as their artworks can be regarded as gifts and maintain the friendships through marking art
together. By the way, a lot of surprise can be made through the art as it is dominant in the
literature and curriculum documents.

In a nutshell, it is important for the teachers to understand the parts played by art for
the children in the classroom. It is because art activities can be applied to shape the children’s
sense of self in a number of ways. Then, art can be used to enable the children to develop a
positive sense of self which are competent and capable, agentic and have the chances to make
their own choices. In addition, they can learn and improve as well as connect with others
through the artworks. Last but not least, the children’s involvement with the artworks can
produce a sense of being defined by the developmental beliefs which can shape the schooling
system, compliance and mysterious rules, as they can enhance their creativity and artistry in
the future.
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PART B

Nowadays, there are two main issues found in the qualitative research, which are
sampling and the reliability and validity of qualititave research. Before that, let’s take a look
on each term thoroughly.

As a whole, qualitative research can be defined as a research that focuses on

interpretation of phenomena in their natural settings to make sense in term of the meanings
people bring to these seetings (Denzin and Lincoln, 1994). Meanwhile, Patton (2002) also
stated that qualitative research can be used to allow the researcher to understand the unique
interactions in a certain situation. Under this condition, the aim of understanding is not
necessarily to predict whatr might happen, but rather to get know of in depth the
characteristics of the situation and the meaning brought by participants and what is happening
to them at the moment. In addition, qualitative research also can be used by the researcher to
provide understanding of human experience, perceptions, motivation, intentions and
behaviours based on the description and observation made, at the same time to utilize a
naturalistic interpretative approach to a subject and its contextual setting as well.

Sampling

Sampling can play important role in doing the qualititave research in which it is the
selection of a group of persons from a certain population with each person having an equal
chance of being selected. The main purpose of using sampling technique is to draw a
representative sample and the results obtained from the sample can be generalized to the
population as well. In fact, there are two main reasons for selection of the sample during the
sampling process. Firstly, the researcher should select person or persons to conduct
investigation due to efficiency or convenience factor. Under this condition, evidence is
collected from people who are easily available to give support to the researcher’s arguments.
Secondly, the researcher maybe wants to select a sample based on representativeness or a
critical case or a typical case. Therefore, it is important for the researcher to make a sample
that is representative, than the method of sample selection used in quantitative research is
adopted where each individual case has an equal chance of being selected.

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Reliability and Validity

As a whole, reliability and validiy are main key aspects of the qualitative research as
these two aspects can cause the difference between good and poor qualitative research. In
fact, reliability is related with consistency, stability and repeatability of the informant’s
accounts as well as the researcher’s ability to collect and record any information correctly.
With another words, reliability can be referred as the ability of a research method to gain
consistently the same results over repeated testing periods. Moreover, reliability needs the
researcher to use the same or comparable results every time he uses the methods on the same
or comparable subjects. At the same time, reliability also requires that the researcher has
developed consistent responses or habits in using the method and scoring or rating its results
and those factors related to subjects and testing procedures have been managed to reduce
measurement error.

Then, validity is concerned with the accuracy and truthfulness of scientific findings as
well. Therefore, a valid study should demonstrate what actually exists and a valid instrument
or measure should actually measure what it is supposed to measure. Furthermore, there are
many types of validity in which it is defined as whether the data is plausible, crediable and
reliable as well as can be defended when the research is challenged. However, validity in
qualititave research can be debatable as some researchers believe that the concept of validity
as understood in quantitative research is not congruent with qualitative research and as such
should be ignored. In short, there are three different types of validity in qualitative research
such as descriptive validity, interpretive validity and theoretical validity. Additionally,
external validity can be named as the extent to which the findings of a study may be
generalized to another setting of another group of people. Under this condition, there are three
following terms proposed in the discussion of the issue of generalization of qualitative
research such as applicability, context dependent and replicability.

Issue on Sampling, Reliability and Validity in Qualitative Research

Under this condition, researchers need to spend their time to find out multiple factors
that can result in risks to the validity and reliability of the qualitative research. One of the key
factors that affecting the validity and reliability in the qualitative research is error. Error can
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be assumed inherent in all investigations that have been made by the researchers in their
qualitative research as it is inversely related to validity and reliability as a whole. Therefore, it
is summarized that the greater the degree of error, the less accurate and truthful the results in
the qualititave research. Hence, the researchers must be very watchful of the sources of error
when they are planning and implementing their qualitative research. The major sources of
error can be divided into 4 main catogeries such as the researcher, the subjects participating in
the project, the situation or social context and the methods of data collection and analysis
respectively.

i) The Researcher as an Issue to Validity and Reliability

In common, the researcher will be the one who conducts the data-gathering instrument
in a qualitative research. Therefore, it is possible for the researcher to be biased and involve
themselves in the questions of researcher competency. If this condition is unchecked, the
trustworthiness of data will be negatively affected as well. The very presence of the
researcher may affect the validity of the data provided by the subjects in the qualitative
research. Apart from that, when there is a new member introduced into interaction reactive
effects can be expected by the researcher. Sometime, the participants also have the probability
to act or behave abnormally during the implementation of qualitative research. They may seek
to reveal themselves in the best possible light or withhold or distort certain information; in
other words the researcher has created social behaviours in others that would normally not
have taken place. According to Leininger (1991), the researchers should be trusted by others
before they will be able to obtain any accurate reliable or credible data in their qualitative
research.

Moreover, Le Comple & Goetz also realized that findings in qualitative research
which hold what the researcher sees amd reports is a function of the position he occupies
within the participant group, the status accorded to them and the role behavior expected of
them as well. The status position of the researcher in doing the qualitative research can be that
of an outsider or that of a participant group member at the same time. Hence, the status
position can prevent the researcher from obtaining certain information and unless he is aware
of this, invalid interpretation of the data may result in the end. On the other hand, if the
researcher becomes totally a part of the group, theire is a danger of “going native” or
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assuming the attitudes and behaviours of those under the qualitative research. The researcher
may also lose the ability to look objectively at what is happening and may develop bias
towards the point of view of the group.

Furthermore, the researcher bias can also be introduced by the tendency of the
researchers in their own qualitative research as it is used to observe subjects and interpret
findings in the light of their own values, the tendency to selectively observe and record
certain data at the expense of other data. Therefore, the physical appearance of the researcher
may affect the situation as also his or her dress and demeanour and personal attributes. For
instance, the researcher will be confused as the subjects of the qualitative research may
respond differently to males and females or male and female researchers may treat the subject
in different way.

ii) The Participants Subjects as Issue to Validity and Reliability

The second issue of applying qualitative research by the researcher is the truth of
responses as it is a key concern when the date are gained through questionnaires and
interviews methods. Under this condition, prejudice or bias will be introduced as particular
respondes or characteristics of the informants during the qualitative research. In this case, the
informants maybe tend to make things look better or worse than they are. For instance, during
a qualitative research conducted toward the hospitalized patients, they maybe have the
possibilities to answer the questions about the quality of their care and they will indicate that
the care is wonderful for them as they fear reprisal of staff in the hospital. Vice versa, the
hospitalized patients may also respond that their care is terrible.

Apart from that, the respondents may also have the intention to please the researcher
by responding in the way that they believe the researcher expects. They may also fear or
afraid of by giving the negative responses, they will be placed in a devalued position by the
researcher during the qualitative research has been conducted. Another possibility that the
researcher would like to have is that the respondents may also be unwilling to share their
certain information with the researcher and deliberately withhold or distort it during the data
collection in the qualitative research.

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iii) The Social Context as an Issue to Validity and Reliability

In fact, the social context under which the data are gathered is an important
consideration in establishing validity and reliability of data in a qualitative research by the
researcher. In this case, the individuals may behave differently under differing social
circumstances. For instance, the researcher works alone with the respondents in the
qualitative research sometimes will provide different information than when they are in a
group, or patients may provide different information within the health care context than what
they reveal in their home neighbourhood. In addition, the researcher will not mindful of this
scenario will interview the different respondents and make observations of behavior in
avariety of settings to make comparisons of similarities and differences as well. Additionally,
the researcher also may encounter the problem in which the physical, social and interpersonal
contexts within which data are gathered during the qualitative research conducted by the
researcher. Particular attention to privacy is not given by the researcher may also be of value
in certain studies when respondents hesitate to answer accurately if they afraid of that they
may be overheard by others in the surrounding environment.

iv) Issue to Validity and Reliability Pertaining to Data Collection and Analysis

In fact, reliability and validity depend on the potential for subsequent researchers to
reconstruct the original strategies. However, it is a risk for the researcher to presents a vague
account of his or her design as there is possibility to being accused of invalid and unreliable
findings. Sometime, the researchers do not strive to present their research methods clearly in
their qualitative research. Under this condition, the researcher may have the error to identify
and thoroughly describe all the strategies used in data collection and do not carefully
document their field notes in the context of what was being observed to enable fellow
researchers to produce valid judgement. In this case, many of the issues in data collection
pertain to the researcher, respondents and social context which have already been dealt with.

Meanwhile, another major issue is sampling bias. Under this condition, the
respondents who are under the qualitative research may be overrepresenting or
underpresenting the phenomena under the research. Therefore, the researcher may be
overreliant on accessible and elite respondents during the qualitative research was conducted.
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In addition, he or she may be more likely to see confirming instances of original beliefs and
perceptions than to see disconfirming instances are more frequent in his or her qualitative
research. According to Miles & Huberman (1984), from one or two concrete vivid instances,
he or she may assume that there are dozens more, but may fail to do the verification in his or
her qualitative research. In addition, the selection is based on the ability of the respondents to
provide data which are related to the research questions. However, the researcher sometimes
does not use his or her judgement based upon the best available evidence who to select the
respondents that know enough, and are able to responds precisely to questions asked.

Besides that, the researcher also does not choose the respondents who are able to
report events not directly observable or accessible to him or her. If the research is conducted
in unfamiliar environment with an unfamiliar group of people in an unfamiliar culture, there
will be a big issue for the researcher as well. In addition, the researcher sometime does not
conduct systematic “theoretical sampling” in his or her qualitative research. During this
phase, he or she still does not establish typicality or atypicality of observed events,
behaviours or responses, extreme views or contrasting views. The researcher does not persist
with theoretical sampling until no new information is obtained during the implementation of
qualitative research.

Last but not least, another issue of choosing qualitative research is the
representativeness of data results from the researcher’s non-continuous presence. Under this
condition, the researcher does not infer what is happening when he or she is not there and
usually offers plausible reasons rather than eveidence. Furthermore, the researcher decides
not to choose multiple sources, multiple methods and multiple respondents which are varying
and conducting the multiple repetitions of measurement over time due to time constraints.

Arguments against the Issue on Sampling, Reliability and Validity in Qualitative

Research

In fact, there are some arguments found to against the issue on sampling, validity and
reliability in the qualitative research. Firstly, there are many time restrictions that are placed
on research methods by the researchers. Therefore, it is argued that qualitative research has
the issue with the sampling as the goal of time restriction in this kind of research is to create a
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measurable outcome in order to focus less on the metrics of the data that is being collected
and more on the subtleties of what can be found in that information. Hence, the respondents’
material can be evaluated with greater detail as well.

Besides that, research frameworks in the qualitative research can be fluid and based on
incoming or available data. Many research opportunities must follow a specific pattern of
questioning, data collection, and information reporting. Qualitative research offers a different
approach. It can adapt to the quality of information that is being gathered. If the available data
does not seem to be providing any results, the research can immediately shift gears and seek
to gather data in a new direction. This offers more opportunities to gather important clues
about any subject instead of being confined to a limited and often self-fulfilling perspective.

After that, qualitative research data is based on human experiences and observations.
Under this condition, humans have two very different operating systems. One is a
subconscious method of operation, which is the fast and instinctual observations that are
made when data is present. The other operating system is slower and more methodical,
wanting to evaluate all sources of data before deciding. Many forms of research rely on the
second operating system while ignoring the instinctual nature of the human mind. Qualitative
research doesn’t ignore the gut instinct. It embraces it and the data that can be collected is
often better for it.

One of the common mistakes that occurs with qualitative research is an assumption
that a personal perspective can be extrapolated into a group perspective. This is only possible
when individuals grow up in similar circumstances, have similar perspectives about the
world, and operate with similar goals. When these groups can be identified, however, the
gathered individualistic data can have a predictive quality for those who are in a like-minded
group. At the very least, the data has a predictive quality for the individual from whom it was
gathered.

Meanwhile, qualitative research can operate within structures that are fluid. It is
because the data being gathered through this type of research is based on observations and
experiences, an experienced researcher can follow-up interesting answers with additional
questions. Unlike other forms of research that require a specific framework with zero

14
deviation, researchers can follow any data tangent which makes itself known and enhance the
overall database of information that is being collected.

Although our modern world tends to prefer statistics and verifiable facts, we cannot
simply remove the human experience from the equation. Different people will have
remarkably different perceptions about any statistic, fact, or event. This is because our unique
experiences generate a different perspective of the data that we see. These complexities, when
gathered into a singular database, can generate conclusions with more depth and accuracy,
which benefits everyone.

In addition, qualitative research is an open-ended process as well. When a researcher

is properly prepared, the open-ended structures of qualitative research make it possible to get
underneath superficial responses and rational thoughts to gather information from an
individual’s emotional response. This is critically important to this form of researcher because
it is an emotional response which often drives a person’s decisions or influences their
behavior.

Apart from that, creativity can become a desirable quality within the qualitative
research. It can be difficult to analyze data that is obtained from individual sources because
many people subconsciously answer in a way that they think someone wants. This desire to
“please” another reduces the accuracy of the data and suppresses individual creativity. By
embracing the qualitative research method, it becomes possible to encourage respondent
creativity, allowing people to express themselves with authenticity. In return, the data
collected becomes more accurate and can lead to predictable outcomes.

Besides that, qualitative research can create industry-specific insights as brands and
businesses today need to build relationships with their core demographics to survive. The
terminology, vocabulary, and jargon that consumers use when looking at products or services
is just as important as the reputation of the brand that is offering them. If consumers are
receiving one context, but the intention of the brand is a different context, then the
miscommunication can artificially restrict sales opportunities. Qualitative research gives
brands access to these insights so they can accurately communicate their value propositions.

15
 Last but not least, many qualitative research projects can be completed quickly and on
a limited budget because they typically use smaller sample sizes that other research methods.
This allows for faster results to be obtained so that projects can move forward with
confidence that only good data is able to provide.

Counter-Arguments for the Issue on Sampling, Reliability and Validity in Qualitative

Research

As a whole, there are some counter-arguments for the issue on sampling, reliability
and validity in qualitative research. For instance, according to Strauss and Corbin (1990),
qualitative research means any type of research that can produce findings which are not
arrived at by statistical procedures or other means of quantification as well. This scenario
indicates that qualitative research can be used to access about persons’ lives, lived
experiences, behaviours, emotions and feelings as well as about organizational functioning.
Therefore, issue on sampling, reliability and validity should be avoided as well to gain the
accurate results in the research.

Apart from that, Flick (2014) also stated that qualitative research can be only used in
analyzing subjective meaning or the social production of issues, events, or practices by
collecting non-standardised data and analyzing texts and images rather than number and
statistics, with the condition that the researcher must be honest in preparing and obtaining the
data during the research is conducted.

Furthermore, Denzin and Lincoln (1994) also mentioned that qualitative research is
multi-method in focus, involving an interpretive, naturalistic approach to its subject matter as
well as it is concerned with multiple perspectives in an orderly and accurately manner.
Meanwhile, qualitative research approach is holistically understands the human experience in
specific settings as all the data collected must be valid and reliable to the reader. In addition,
qualitative research is an interdisciplinary field which encompasses a wider range of
epistemological viewpoints, research methods and interpretive techniques of understanding
human experiences without any bias and prejudices in gaining the data (Denzin and Lincoln,
1998).

16
 Besides that, qualitative research admits the researchers to discover the participants’
inner experience, and to figure out how meanings are shaped through and in culture without
any personal biases (Corbin & Strauss, 2008). By the way, qualitative research methods such
as participant-observation, unstructured interviews, direct observation, describing records are
most commonly used for data collection purpose. However, the researchers should interact
with the participants directly and honestly such as it happens while data collection through
interviews (Cohen, Manion & Morrison, 2011).

According to Maxwell (2012), qualitative research is a research which has a flexible

structure as the design can be constructed and reconstructed to a greater extent with the
condition the researcher must not act biasedly in collecting the relevant data during the
research. Thus, the thorough and appropriate analyses of an issue can be produced bt utilizing
qualitative research methods, then the participants will be given the freedom to answer the
questions provided to them without hesitation (Flick, 2011).

Conclusion

In conclusion, we know that the qualitative research is aimed at studying things more
clearly as well as being able to renew research done by previous researchers. Thus, each study
is up to date that allows anyone who wants to use this material is not easily bored with
outdated and missed information. Last but not least, qualitative research is also a new science
that needs to be learned in order to perform tasks more quickly and accurately and effectively
among the researchers to avoid any issues on sampling, validity and reliability from time to
time.

17
References
Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research. London: Sage
Publications.
Denzin, N. K., & Lincoln, Y. S. (1998). The landscape of qualitative research: Theories and
issues. London: SAGE Publications.
Corbin, J., & Strauss, A. (2008). Basics of qualitative research. London: SAGE Publication
Ltd.
Corbin, L. Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.).
London: Routledge.
Flick, U. (2011). Introducing research methodology: A beginner’s guide to doing a research
project. London: SAGE Publications Ltd.
Maxwell, J. A. (2012). Qualitative research design: An interactive approach. London: Sage.

18
PART C
TITLE:
RESEARCH TOWARDS CHILD’S EARLY DEVELOPMENTS

1.0 Introduction

Growth and development are the two basic factors in the process of teaching and
learning. Knowledge of these two factors is the basis for the determination of educational
objectives, curriculum planning and the creation of teaching techniques for all students in
various stages of development. The development of physical, mental, emotional and social
has become the basis in which the characteristics of individual behavior are built. In addition
to a pupil who grew up was guided through the process of learning, behavioral characteristics
were eventually become behavior makes them equal to or different from others.

Growth means change that can be evaluated or measured from one stage to the other.
It really is a process of quantitative change, an increase in the variety of nature outside. The
most obvious example is the change in physical properties such as size, height and weight.
Growth involves changes of physical and mental aspects and will peak once the individual
reaches maturity. In life, there are progressive changes in the structure of bones, muscles,
nerves and glands. The process of growth of an organism usually already organized in the
genes inherited by a descendant.

Through this course work, I need to conduct studies and research on one of the
students who is 7 years old. Her name is Veronitha. She comes from a single family. She only
has one member of the family who is the father only. She does not have a sibling in the
family. Now, she is studying at the school named SK Kidurong II

Other than that, I have to use field notes as the observational tools to do the research
towards Veronitha. The duration of the research will be 60 minutes. Among the aspects that
should be given the careful study are physical, social and emotional skills, language and
cognitive aspects. To collect the necessary data, I have done one technique appropriate to pay
attention to the behavior of the student, namely the observation technique.

19
2.0 General Description on the Setting

I have chosen preschool in SK Kidurong II and provides pre-school class picture

because of suitability and privileges that still need to be applied in the classroom. The main
aspects that should be considered is how the preparation of student desks and chairs. Based
on the floor plan, students can sit in small groups consisting of four people in which teachers
have the power of veto to put students of different cultural and social in a group. It is
undeniable that their close relationship among students, solidarity and mutual understanding
can be deepened and cultural diversity is no longer a problem for the teacher to control the
class and make sure all students get the same lesson.

In addition, the plan contains a preschool classroom teaching equipment such as a

reading corner, silent-dry space, wet-silent space, active-wet space and active-dry space.
Based on the floor plan of preschool class, silent-dry space is used to carry out activities such
as reading, writing and storytelling. Meanwhile, a active-dry space is used to carry out
activities related to motor skills. Besides that, a silent-wet space is used to perform activities
that require water activities such as painting and so forth. Finally, the active-wet space used
for sand and water activities. Therefore, such activities must be carried out under the control
of pre-school teachers.

Moreover, the spaces that exist should have an appropriate area for learning corners,
not too narrow by a variety of furniture, have adequate lighting and well ventilated. Based on
the features that should have a pre-school class, the school classes must meet the
characteristics of such as have an environment that encourages multiple intelligences and
learning were quite spacious and comfortable. School classes must not be equipped with too
much furniture. The number is just enough for a place to store items such as shelves to store
books, baan exhibition themes and games and learning tools. Tables and chairs are available
students should be reasonably fit and hardy, and do no harm.

Furthermore, spacious and comfortable environment that encourages multiple

intelligences will make it easier for teachers to carry out group activities, indoor games, craft,
art and music. For environments that promote multiple intelligence, enough space should also
be provided in pre-school classes. It must be equipped with mats or area rugs as a guide for

20
the children. The teachers’ reference area also need to be established in the classroom with a
teacher's desk and shelves for storing files and reference materials for teachers.

3.0 Analysis and Results

Here are the results of researches that were focused on Veronitha in terms of physical,
emotional, social, language and cognitive development separately.

3.1 Physical Development

In the process of collecting physical data, observation method has been used. The
process of collecting the data was carried out on 7 th November 2018, with the duration
between 8.00 a.m. till 8.20 a.m. in the classroom.

For the measurement of height of Veronitha, I have used a tape measure and measure
the height of the card affixed to the walls of buildings. Veronitha was asked to stand upright
during the measurement is made. The height is measured from the feet up to the top end. The
obtained data is then recorded. For the measurement of body weight, the weighing equipment
has been provided. Some regulations have been notified to Veronitha before making the scales
so that the data obtained are accurate. Veronitha was required to their shoes so the weight of
her shoes can be ignored when making the scales. In the same way, she also asked to stand
motionless and do not move the body during the readings were taken. Measurements were
made twice for Veronitha to obtain an accurate reading value. From the results obtained, she
has a height of 130 cm and weighs 25 kg.

However, in the aspects of the way of writing, Veronitha’s performance also recorded
by means of observation. The way of writing by Veronitha observed during cognitive data
was recorded where Veronitha have to answer her own questions which have been prepared
on sheets of paper. The results of the observation can be used to assess cognitive development
at the same time. After that, a way of writing by Veronitha also recorded either left-handed or
not. After writing test towards Veronitha, I found her can answer the questions very well.

21
 Next, Veronitha’s sight ability will be observed through her position in the classroom
as well as through observation with her. Other than that, I've seen her health records to
strengthen the evidence for which data have been obtained. After I examined the level of
vision through the observation, I found that her sight ability is satisfactory. I was realized that
she can respond that she could see things clearly and do not affect daily activities. Through
health record book provided before, I also talked to her class teacher and found he had no
vision problems in the classroom.

After that, I tried to obtain the data for her participation in sports; the observation
method was used as well. I had observed Veronitha along with her classroom teachers to
know the level of involvement in the sport. After the study, I observed that Veronitha has
good physical power in getting involved with sports activities. During the class of Physical
Education, she always involved in activities that are rugged and play happily with other
partners.

To learn about the diseases faced by the student, I have been asking myself the student
about her health. However, the data obtained are not necessarily accurate because some of
them are not aware of their own health status. After a brief review is made towards Veronitha,
I found that she did not have a problem of serious illness before roughly. It has been shown
that Veronitha has good physical development.

3.2 Cognitive Development

On 7th November 2018, with the duration between 8.20 a.m. till 8.40 a.m, I have been
testing the cognitive development of Veronitha. In the implementation of this test, the
observation method was conducted to the student. Under this condition, I have prepared six
simple questions for her to answer. Meanwhile, I also did the observation during her any
attitude and reactions in answering those six cognitive questions.

In the first question, Veronitha was tested on understanding the concept of weight. She
was asked about which one is heavier in between the weight between 1 kg of cotton and 1 kg
of sugar. The student should write the answer in the blank space that is under question
because there is no variation in the answers provided. The exact answer to this question is: the
22
same. After the observation, I was realized that Veronitha can answer Question 1 and showed
that those two materials are of the same weight.

For the second question, Veronitha was required to read a given situation and
answered the question posed by the choice of answers were provided. The question was
related to the concept of the situation before and after an activity was carried out. The
students were required to select the most suitable answers for questions related to the
container where the water once more have poured evenly into cups and glasses. Related
graphics have also been provided to give a boost to the students. Three options are available:
a) cup, b) glass and c) cups and glasses. Veronitha has managed to give the correct answer is
c, namely mugs and glasses are the same.

Question 2

For the third question, the concepts used were similar to Question 1 but the graphics
have been provided for the student to think carefully. In fact, Veronitha was asked about the
choice of books which are heavier between book A and book B with the condition both books
have been labeled as a weight of 2 kg. Three options were available such as book A, B and
the same book. Finally, I observed that Veronitha gave an exact answer which is the same.

23
 Question 3

For the fourth question, the question posed was still characterized by the principle of
identity. The diagram has been shown as below. Ball X was arranged closely and Ball Y was
prepared with a ball to each other. Veronitha was required to select a ball which answers that
have numerous numbers. Three answers were provided: a) Ball X, b) Bola Y and c) the same.
Once tested, Veronitha managed to give the right answer, namely c) the same.

24
 Question 4

For the fifth question, the question was the concept of classification. Veronitha was
shown three types of diagrams that have different forms of image A, image B and image C.
Then, she was required to count and classify the pictures by the same number. Four options
were available: a) A and B, b) B and C, c) A and C and d) A, B and C. In conclusion,
Veronitha managed to give the right answer, namely a) A and B.

Question 5

For the last cognitive question, the question was at a moderate level. Veronitha has to
read and understood a given situation. It was also assisted with diagrams. Next, she was given
the information which was related to time and given three response options to the question,
namely: a) Road R, b) Road P and c) Same. Finally, the answer given by Veronitha was
exactly correct which was: c) the same.

25
 Question 6

3.3 Emotional Development

According to Lefrancois, emotion is a combination of feelings, psychological and

physiological reaction towards something or someone. The existence of emotions in children
shows that they are sensitive to the situation and the changes around them. Emotions can be
divided into two categories: positive emotions such as joy and fun as well as negative
emotions such as anger and sadness. Under this condition, Freud was the first psychologist to
emphasize the role of infant or early childhood in the formation of emotions and personality.
According to him, an individual's personality was formed as early as at the age of five years, a
development that happened after that was a stabilization of personality structure that had
existed before. He was also of the view that an individual's emotional development is closely
related to its physical form. The results of his study showed emotional development can be
divided into five levels in accordance with the age and physical development of children.

On 7th November 2018, with the duration between 8.40 a.m. till 9.00 a.m, I have used
observation method as well to get the information of her emotional development. I gave a
paper to Veronitha and be answered by her at the time. However, Veronitha can also ask me if
she did not understand the questions.

Under this condition, I gave some examples and situations which were appropriate to
give her a boost and understanding to answer questions with more confidence. She was also
required to give reasons based on the answers she gave. After the observation was made, I

26
found that other students have a good feeling about where iong Zee has given high marks to
the emotional development. In a different case, I also found that Veronitha has a cheerful
attitude and always happy. Therefore, she was tested that she had a good emotional
development.

3.4 Behavioural Development

Behavior and conversation is treated as a person's response to what is happening

within oneself or from their environment. There are two types of behavior that the behavior
like conversation and body language and behavior is hidden (not visible) as thought. The
development of children's behavior is influenced by observation and imitation of the behavior
of their peers, adults and parents and other adults. Parents mainly play the most important role
in the development of a child's behavior.

After a study was made towards Veronitha, I discovered that she can master the
development with good behavior. Veronitha knows how to control anger. Furthermore, she
likes to imitate and learn how to talk to other friends or adults. For example, when she plays
"purchase", in fact they do not even understand the meaning of "ringgit" and "two ringgit",
they only imitate other adult’s conversation while shopping in the market or shopping mall.
Another example is Veronitha danced by imitating the dance watched from the video.

4.0 Conclusion
With their course work, I can engage in the process of finding information on the
development of children in terms of physical, emotional, and cognitive. Other than that, I
have managed to capture some way connected with the study of child development in depth.
Among them is through anektodal records, observations and so forth to determine the level of
development of Veronitha in various aspects of the physical, emotional, cognitive separately.

Apart from that, I can work to improve the knowledge of observation. Observation is
a method of valuation where such things as a child. We as teachers will observe how children
engage in an activity or how they manage themselves. In addition, I also can learn how to
supervise and certify the information children. Next, I also can learn to use observation
27
instruments on children. In addition, I was also able to learn to plan and manage the follow-
up activities that are appropriate to enhance the development of children.

Generally, the game usually involves physical activity that is closely linked with the
development of children in terms of rough motor skills and fine motor skills as well as
awareness of their bodies. The student was excited and happy when actively using parts of her
limbs to exercise. This allows her to develop skills that allow them to feel more secure, more
confident, and self-reliant. In a society in which the student copes with stress, confidence and
attitude to compete successfully in all fields are required.
Emotional development of a child is very important. If a child fails to develop
positively, they may not be able to deal with the pressures that may be encountered in life.
That is why in preschool nurturing positive emotions are emphasized particularly in play
activities. This is because the play can help provide emotional satisfaction and peace to
children, especially when they are given the freedom to be creative and imaginative without
interruption.

Social development is very important in human life and learned since childhood.
Social basic skills to be mastered by the child's skills attracted the attention of others, share
and give, ask and ask, give ideas and praise or reward. This includes how children interact
with other children and adults in their lives.

Through play activities, it can help the development of language and communication
of preschool children. Games involving language can stimulate a child's mind works and help
them increase their vocabulary. In addition, they are also aware of every object in their
environment has its own name and role. Teachers can conduct activities to provide
opportunities for children to expand the development of language and communication
through role play. Furthermore, during play activities take place, children can be introduced
various concepts and language and can be improved because it is easily remembered and
understood by children.

Many studies have shown a positive relationship between the main and children's
learning. According to Piaget, the ability of psychological adaptation is very important in
ensuring the development of cognitive structures or mental child. Piaget looked around as
strengthening activities for newly learned behaviors. Although not common with the main
28
study, what is certain, play activities to facilitate learning. This is because the play provides
opportunities for children to gain new experiences that can be adapted in their cognitive
structure.

In addition, many activities that can be done to help stimulate cognitive development
of preschool children. Teachers can encourage children to think in a way to hold a game that
can challenge the thinking of children as ask or answer what they would think if they become
a book, a bicycle and so on. Games like this will encourage children to think spontaneously
and directly helps their cognitive development.
In line with the National Education Philosophy which is emphasised by the
government, the development of children should be a comprehensive, integrated and balanced
should be given due consideration in the program as a learning experience at school will
shape the development of the next child.

In conclusion, a child's development is a process of change that occurs as a result of

the actions interconnected between physical development and learning. These changes are
physical, social, emotional, language and cognitive development. All of the changes described
above are that changes are qualitative changes in terms of two functions. The process of
development is a continuous process throughout the life of an individual. In addition to parent
and teacher community action in the region also plays an important role for the success of a
child. Parents and teachers have a major task or model to identify and attempt to assist the
development of children. All parties must play an important role to create a generation of
smart, intelligent and noble.

5.0 Reflection

In short, comprising environment includes an environment that encourages an

atmosphere of warmth, respect and positive reinforcement will make the child feel loved and
appreciated. Spaces must exist in preschool to help teachers plan a range of activities and
centers of learning, help teachers make observations and give help and consolidation as well
as allow children perform a variety of learning activities and free to make a choice. In
addition, the space in the class can also help stimulate the interest of students to come and be
ready to learn and help enrich the school environment. It is indeed encouraging integration
29
and socialization among children. The spaces in the class, comfortable, portable, multi-
purpose, secure, happy and meaningful.

After I conducted this brief qualitative study, I can improve knowledge about
conducting research using observation method. Observation is a method used to obtain
various information and data through direct contact with the respondent of my research. Apart
from that, I also have observed the behavior and activities which was carried out by the
student, Veronitha and how she tried to deal with each other. I act as a responsible teacher
must learn how to interpret the behavior or conduct committed by a child and thus be able to
plan and manage activities that are assumed as appropriate follow-up action to enhance the
children's development.

In addition, from this brief qualitative study, Ialso realized that it did require quite a
lot to the success of this qualitative study. I have to find time where the student, Veronitha
was in the same place and do the same activity in the classroom or outside of the classroom. I
need a lot of patience and always ready with the instrument which is appropriate to the
cognitive level of Veronitha such as pencils and paper were used to record her conversations
and mobile phones to record and take any of their reaction.

Furthermore, I can also understand about those relevant development aspects of early
childhood development in-depth in assessing her every action and reaction, at the same time I
need to associate it with those aspects. I also learn the ways to make the analysis and the
results of research I've done. I also found that it was not easy for me to make because I have
to study the analysis of each behavior for the student carefully and compare the difference of
each behavior for the student later on. Even though this qualitative research was very tough
for me, I still managed to run it and made analysis and decision carefully till the final stage.
The objective of my research that wishes to study on early childhood development can be said
to have been successfully achieved.

30
References
Aminah Ayob, Mastura Badzis, Rohani Abdullah, Lebai Nordin (2008). Kurikulum
PERMATA Negara: Asuhan dan Didikan Awal Kanak-kanak 0-4 tahun. Cybrhaya,.
Selangor: Jabatan Pendidikan Awal Kanak-kanak.
Catherine Lee (1991). The Growth and Development of Children. America: Longman Inc.
K. Eileen Allen, Lynn R. Marotz (2007), Development Profiles: Pre-birth through Twelve.
New York, America: Thomson Delmar Learning.
Mohd Amin H.A.Shariff (1998). Perkembangan Kanak-kanak. Selangor: Dewan Bahasa dan
Pustaka.

31
 Appendices
FIELD NOTES
Location: Preschool Classroom
Date: 7th November 2018
Time: 8.00 am till 8.20 am
Descriptive Notes
 The height of Veronitha is measured.
 The weight of Veronitha is measure.
 Veronitha is asked to write.
 Veronitha’s health record books is observed.
 Veronitha’s sight ability is tested.
 Veronitha is asked to participate in sports.
 Discussed with Veronitha regarding to her health.
32
Reflective Notes
 She has a height of 130 cm.
 She weighs 25 kg.
 She is able to write her asnwers based
on the questions.
 She has no health problem at all.
 She has good sight ability.
 She has good physical power in getting
involved sport activities.
 She has no serious illness before.
Therefore, she has good physical
development.
 FIELD NOTES

Location: Preschool Classroom

Date: 7th November 2018
Time: 8.20 am till 8.40 am
Descriptive Notes Reflective Notes
 For the first question, Veronitha is tested on  She is able to answer Question 1 and
understanding the concept of weight. She is asked shows that those two materials are of
about which one is heavier in between 1 kg of the same weights.
cotton and 1 kg of sugar.

 For the second question, Veronitha is required to  She is able to manage and give the
read a given situation and answer the question by correct answer which is C, the mugs
the choice of answers provided. and glasses are the same.
 The question is about the concept of the situation
before and after an activity is carried out.
 Veronitha needs to select the most suitable
answers for those questions related to the
container where the water once more have poured
evenly into cups and glasses.

 For the third question, Veronitha is given the  She is able to give an exact answer
graphics to think carefully. which is the same.
 She is asked about the choice of books which are
heavier between book A and book B with the
condition both books have been labeled as a
weight of 2 kg.

 For the fourth question, Veronitha is give a  She is able to give the right asnwer,

33
 question about the principle of identity. namely C) the same.
 She was told that Ball X was arranged closely and
Ball Y was prepared with a ball to each other.
 She needs to select a ball which answers that have
numerous numbers.

 For the fifth question, Veronitha is asked about the  She is able to give the right answer,
concept of classfication. namely a) A and B.
 She is given the three types of of diagrams that
have different forms of image A, image B and
image C.
 She is asked to count and classify the pictures by
the same number.

 For the sixth question, Veronitha has to read  She is able to give the right and
understand a given situation. accurate answer, namely c) the same.
 Then, she is asked to relate the time and given the
three responses to the questions, namely: a) Road
R, b) Road P and c) Same

FIELD NOTES

Location: Preschool Classroom

34
Date: 7th November 2018
Time: 8.40 am till 9.00 am
Descriptive Notes Reflective Notes
 Veronitha is observed based on her behavior and  She can master the development with
conversation with other students in the classroom. good behavior.

 Veronitha tries to imitate the behaviors of her  She likes to imitate and learn how to
peers in the classroom. talk to other friends or adults.

 Veronitha tries to give the explanation to her  She is able to give explanation to others
teacher in the classroom by her own effort. without any helps.

35