Shard’e Carter

ECE 252 Summer

Professor Westfall
June 6, 2019
Attachment Observation

Introduction
Part A
1. The observation will consist of:
 Female, 2 years old
 12 Children in group
 Drop Off Between Child and Parent
 Time frame 20 minutes

2. Write an objective observation of either arrival or departure time.

 How ill the child cope after she has detached from her parent?
 Will the teacher intervene and make the transition smooth?
 How long will her behavior persist after the parent has left?
 What does the parent do to make the child have an easy transition?
Part B

1. What attachment promoting behaviors do you see the child displaying?

 Child and parent enter the room, caregiver greets both parent and child by name. Parent
puts child's belongings in their cubby and asks the child if she'd like to sit at the table.
Mom proceeds to ask child if she'd like a cereal bar and child says "No". Mom asks if the
child would like a pouch of applesauce and child says "No" and begins to cry and hang
on to Mommy's leg.

2. How does the parent respond?

 Mommy sits her down in her chair and tells her "You're ok, eat your snack, Mommy has
to go now." She left the child at the table with the snack, looked sadly at the teacher and
asked, “May you please take care of her, I have to go”, and left out the classroom.

3. How does the caregiver respond?

 After the parent leaves, the teacher comes over to help console the child. Child continues
to cry, Teacher assures child that Mommy will be back, child begins to calm down and
eats her snack.

4. Can you tell how the parent feels about the child’s attachment to the caregiver?
 The parents feel that the child will get use to the drop off soon if the teacher calms her
down, gains her trust, and makes her feel welcome.
 Part C

1. What attachment-promoting behaviors do you see the child displaying?

 The child stopped crying with the teacher assured her that her mommy will be coming
back for her later, testing the trust factor. Then began to eat her snack that she said she
didn’t want.

2. What evidence of the attachment dance do you observe?

 The teacher is trying to let the child know that she can trust her by telling her that her
mommy will be coming back for her later. The teacher gave the child one-on-one care
until she was calm and began eating her snack.

Part D

1. How did you feel about this observation?

 The observation was heartbreaking because I’m positive this child isn’t the only child
being thrown into class by their parents and not getting the assurance they need from
them. The parent did choose wisely to ask the teacher for help and not just closing the
door behind the kid as they entered class. A relationship needs to build between parent
and caregiver and child and caregiver. Maybe the child didn’t want a snack. She could be
brought into class with an activity she enjoys that will make her comfortable.

2. What advice might you give to the caregiver and/or parent?

 The parent has a strong attachment with the child. I would suggest that she arrives sooner
so the she has enough time to calm the child down herself. The parent could also take
advantage of the extra time to build a relationship with the teacher. The teacher did a
good job calming her down and trying to gain the child’s trust.

Shard’e Carter
ECE 252 Summer
Proessor Westfall
June 17, 2019

COGNITIVE OBSERVATION
Part A
For this section, observe a child between the age of 4 – 12 months.
1. a. Using objective observation, state at least 2 examples of behaviors that might help you
to determine the child’s cognitive development.
 Cause and effect
 Object Permanence
  Funny faces and noises
 Gain some sense of memory and applies it to day-to-day activities
b. Which of Piaget’s sensorimotor substages do you think this child is in?
Secondary Circular Reactions- Children use skills and abilities their born with to learn about the
environment

2. What toys or materials do you see that would assist the child in moving to the next
sensorimotor substage and why?
Adding toys that make different sounds so the child can experiment with each object to
get a reaction from the caregiver.

3. How is the teacher fostering cognitive growth in this child? (Give examples of available
toys/personal interactions, etc.)
A baby becomes surprised with an object or person leaves their sight and reappears. The
baby knocked a block off the highchair and the caregiver put it back on the table. The baby
knocked it off again. He expressed his excitement by giggling and wiggling it’s body every
time the toy was returned. The teacher acknowledge what the baby was doing, “You like
throwing the block off the table Jacob? Go ahead.” She continues to pick up the toy and gives
it back to the baby. The baby got pleasure from this. The teacher is allowing the children to
experiment and develop on their own.
Part B
For this section, observe a child between the ages of 13 – 19 months.
1. a. Using objective observation, state at least 2 examples of behaviors that might help you
to determine the child’s cognitive development.
 Trial and error experiments
 Reflex
 Object permanence

b. Which of Piaget’s sensorimotor substages do you think this child is in?

Tertiary Circular Reactions- Intentional adaptations to specific situations

2. What toys or materials do you see that would assist the child in moving to the next
sensorimotor substage and how would they help?
 I would add use the lego the child is playing with and hide it under a towel so the child
can look seek it. When the child see’s that it is gone and they have to seek it, that gives
them the ability to gain a mental representation of the object. Ability to visualize it and
not see it physically. Also, add legos of different shapes for the child to manipulate.

3. How is the teacher fostering cognitive growth in this child? (Examples of available
toys/personal interactions, etc.)

The teacher observed the baby attaching legos together. He attached the legos one by one top of
each other until it reached the top of his head. The teacher joined the child and stacked a lego on
top of his. He said, “It will fall!” The teacher said, “Let’s see how tall we can make it.” So then
he continued to stack legos on top and when the teacher put one on top he held the lego tower.
When the tower got to tall he knocked it over and he picked up the pieces and started building it
higher again. She challenged his reflex and

Part C – (35 points)

For this section, you will be utilizing a child between the age of 20 – 27 months (include exact
age of child observed).
1. Using the one of the Piagetian scales (scale 7 is NOT to be used) listed as a file in the
Content Module (week 8). Begin on the 2nd half of the scale chosen. Example: If the
scale you have chosen has 24 steps, then you will begin at step 12. Assess what step the
child is at currently by administering each step and writing how the child responded,
whether they successfully completed the step, etc.
 Scale IV: Development of Causality
i. 5. The child continued the interesting performance by performing an
action. Stacking legos one by one, high, and on top of each other.
ii. 6. The child found it interesting that the legos could connect together and
stack as high as to his face. Every time he stack a lego he stepped by to see
if it was high enough.
iii. 7. The child rarely got distracted from the legos but when he did, he saw
another kid zoom a toy car down the table he was playing on. He stopped
building to zoom the car down the table. When the car flew off he went
back to building his legos.
iv. 8. Once the child saw that he can build a lego structure, knock it down,
then build it all over again allowed him to stay engage with that activity
for about 15 minutes.
 v. 9. The child only used legos that had six holes to connect to another piece
that had six holes. When he ran out of that particular lego, he starred into
the box, skeptical to use the blocks that were smaller. He didn’t use the
smaller blocks and continued the building, knock over, and play with what
he had.
vi. 10. The teacher saw Jacob confused whether to choose a smaller lego or
not. She said next to him and began building with smaller legos. Jacob
noticed what the teacher making something like his then he made a
separate structure for the small legos then knocked them over. He figure
out that they will perform the same way and began stacking the little legos
on top of the ones he was previously playing with.

2. What toys might you offer to the child to facilitate her/him to the next level and
why? (Next step on scale or next cognitive level)
I would add legos that are different shapes as in triangles, ones with pictures on them, and
different sizes. There are also large cards that shows a 2-demensional shape or letter that
the child could build from. I would also promote parallel play. Bring other buckets of
objects to them table so the child can choose which toys he wants to combine with the
blocks. Toys such as cars, animals, wooden blocks, ect.

Shard’e Carter
ECE 252
Professor Westfall
June 6, 2019
Play Observation

PLAY OBSERVATION

1. Description
I am observing ages 18-24 months for 2 hours. That classroom has 24 children and 3 teachers. I
will be observing the children in the classroom and outside on their playground area. The
classroom has many centers such as an art area, book area, cozy area, block area math/science
area, house area, writing area, puzzles, and toys area. Outside has a play structure and large grass
area with balls.

2. Cognitive play
a) During outside time, 5 children were playing in the large grass area with two basketballs and
a bucket. Two children were playing together. One child threw the ball in the bucket, ran to get
the ball then gave it to the other child. The other three children were attempting to play toss to
each other but as they threw the ball, they ran to go catch it before another child could, until
another child finally caught it and ran with it.
b) Children made a ball game using basketballs and a bucket. Another group of children went
back and forth pulling each other using a jump rope like a game of tug of war. In the classroom,
a small group of children made a large structure using large plastic building blocks they can
climb on.
c) Outside time is 30 minutes and the children spent about 10 minutes on the activities until
they became distracted by bubbles until the teacher stopped blowing the bubble then they ran
back to finish their games. In the classroom, small group time is 20 minutes and the children
spent 12 minutes building until all the blocks were used then they knocked the structure.
d) The children were consistent in making the game work for them. The less the adult
interaction was, they less of competition it was for others to stay involved. They began to see
how things work if they follow through with their ideas and previous experiences. The
responsive relationships from other made the play fun, exciting, creative, and the learning is
based on child appropriate play.
e) The children learned numerous things such as large motor skills, self-regulation, pretend
play, and language skills.

3. Social play
a) Children work at becoming independent. They can talk and need little guidance to assert
themselves. If a child is not ready for a small or large group activity, the teacher instructed the
class to begin playing. As the children were playing, a child sat out and watch. The teacher made
numerous attempts to invite the child to play. Objects such as the big plastic blocks were given to
the children as she sat alone so can use her senses to experience what they to some degree. Once
the teacher notices her comfortable with the objects, she will then again invite the child to play
with others and assure her that she will like it and can have fun with her friends. Basically, let the
child become comfortable until they perceive the environment is welcoming while the caregivers
make numerous invitations to play.
b) Caregivers set and keep limits that encourage children to be thinkers, explorers, and doers.
Allow children to play at a pace that is comfortable to them whether it’s interactions of children
playing alone, with peers or beside them. Play is a form of learning while having fun.
c) Yes, because children synchronized the movement of their bodies with those who speak to
them. The teacher provided materials that the children could manipulate. The children were
able to manipulate the balls, blocks and jump ropes in a way that was comfortable to them. As
the teacher introduces language into play, the children use that language with others takes
initiative to express thoughts, actions, and emotions.
d) They didn’t need any help from the teacher to engage in their choice of play. The teacher
acknowledge the actions of the children, introducing new language so that children had the
knowledge of what they were experiencing. The children kept the play interactive with other
children and not looking for teacher involvement.

4. Conclusion

a) I learned that learning for children works best when young children’s growth is support by
an encouraging caregiver. Cognitive play and social play being combined promotes the ability to
have knowledge of understanding of the environment and relationships around them. Children
use experience to gain and build new knowledge. The children were free to their movement and
not contradictory messages which allowed them promote a healthy learning experience.

b) First, I would encourage caregiver to allow children to bring an inside activity outside. Such
as cars and animals that the children played with indoors and be brought outside because that’s
how children see them outside of school and they could have a learning experience further than
the classroom. Secondly, I would suggest more child interested activities so that they can be
more creative in using a wide range of their skills in the learning environment. Making parallel
play more open as to mixing areas together rather than just having them open and keeping
objects in than one area.

Shard’e Carter
ECE 252 Summer
Professor Westfall
June 19, 2019

SOCIAL EMOTIONAL OBSERVATION

ALL CHILDREN MUST BE BETWEEN THE AGES OF 0 - 2 1/2.

Part A (50 points)

Emotional
1a. Record an objective observation of a display of fear (include exact age of child and setting).
The child name is Bryan and he is 20 months old. It was small group time with arts and craft.
During art time, the teacher placed a piece of construction paper and a plate with rainbow colors
for each child at the table. Multiple children began sticking their fingers in the paint and painting
it on the paper. Bryan sat there watching the other children paint, looking at his materials but not
attempting to participate.

1b. How is this handled by the caregiver?

The caregiver noticed that Bryan wasn’t participating. She walked over asked him if he wanted
to paint with the color blue and he said, “no”. The caregiver told him, “It’s nothing to be afraid
of.” She showed modeled how to do it, then grabbed his hand, he was pulling away, then she put
his finger in the paint. He started crying frantically holding his hand in the air.

1c. Was the response appropriate or inappropriate? Why or why not?

No. The teacher was not being considerate of the child’s developmental level. He wasn’t ready
experiment with the paint and she forcing him to do something he wasn’t comfortable with
doing.
2a. Record an objective observation of a display of anger (include exact age of child and
setting).
Two children were two years old. They were playing in the house area in the classroom. The
house area had a small table and four chairs, a refrigerator, a stove, and dress up clothes. One
child grabbed a cellphone and pretended to talk on it. The other child saw him with the cellphone
and snatched it from him. They began crying, hit one another, and one child bit the other child.

2b. How is this handled by the caregiver?

The teacher intervene the tussle between the two children. She kneeled to them and asked them,
“Are you ok?....Are you hurt?...What hurts? …..You hurt each other biting and hitting!” They
responded by crying, looking at each other, and one child said, “My phone.” The teacher asked
who had it first. The child that didn’t have it first, she said, “Can we wait until Carlos is done and
you can have a turn? Why don’t we go look for another phone.” She took James to look for
another phone but there wasn’t one. She brought James and Carlos back together once they were
calm and told them safety rules and kindness rules. She asked Carlos that when he was done with
the phone that he could give it to James and he said yes. Then she offered James another option
to choose another toy to play with in the house area or choose a different area until it was his
turn. James chose the lego area.

2c. Was the response appropriate or inappropriate? Why or why not?

Yes, because she redirected them by helping them expressing their frustration. They are learning
how to respond to situations. The caregiver didn’t force the children to apologize and gave them
redirection to make better choices.

3a. Using the nine temperament traits, observe and give examples of EACH in ONE child (you
may need to interview the caregiver/parent to answer some). (Include exact age of child and
setting) (This portion is worth 10 points)
Bryan is 20 months old and didn’t like finger painting.

Approach/Withdrawal
 His approach new experiences is curious to what others are doing with the materials
but hesitant to take the risk.
 The child is energy level is intensive and overly responsive. He put a gr eat deal of
emotion out in his cry.

3b. In which of the 3 temperament categories would you place this child and why?
Bryan would be placed in category is “Slow to Warm”. He would be put in this category because
his has discomfort with the activity. He sits on the sides lines watching the other kids paint,
contemplating if he should paint and how. He was pressured or pushed to join the activity, the
child’s fright immediately becomes worse.

3c. What advice might you give to the caregiver/parent of this child based on your assessment?
I would suggest that she allows the child to become accustomed to the new surrounds at her or
his own pace, this child can gradually on his own and become an active, happy member of the
group.

Part B
Social (30 points)
1. Record an objective observation of a child displaying Erikson’s “trust vs. mistrust” (identify
exact age of child and whether positive or negative).
In the infant room, a baby was 5 months old. There was an in sleeping in his crib. When the
caregiver notice he fell asleep she informed her coworkers she was going to take a 10 minute
break. The baby woke up after 8 minutes and began crying. A caregiver subjected to his needs by
picking him up and attempting to rock him back to sleep. He stopped crying but was still fussy.
The caregiver gave him a bottle and didn’t want it. The caregiver changed his diaper and he
stopped crying and being fussy. When the caregiver came back from lunch he started kicking
and reaching for her. She went to pick him up and fed him a bottle and he drank it. He was fine
with the other caregivers caring for him but he wanted his regular caregiver.

2. Record an objective observation of a child displaying Erikson’s “Autonomy vs. shame and
doubt” (identify exact age of child and whether positive or negative).
Bella is 2 ½ years old. She uses the restroom and then doesn’t wash her hands. The teacher tells
her, “Bella, please wash your hands to get all the germs off from the potty.” Bella says, “I can’t
touch the sink. My mommy said no.” The teacher replies, “You can reach the sink. Start with
wetting your hands first, then soap.” Bella still didn’t move. The told her to come to the sink,
turned the water on for her and did hand over hand method to wash their hands together. The
teacher ask Bella why her mommy said no and she responded, “Can’t play in water”. It was
positive because the teacher didn’t shame her like she choosing to be dirty and instead help her
so she doesn’t feel like she was letting mommy down.

3a. Record an objective observation of a guidance situation between caregiver and child (due to
individual action). Give exact age of child.
Eric is 1 ½ years old. The teacher gave Eric playdough and tools. Eric tried to eat the playdough.
The teacher put her hand over Eric’s hand as every time her tried. He started to get frustrated
with the teacher, turning around to sneak it in his mouth, moving to a different spot, and holding
the teacher’s hand so she couldn’t stop him. She repeatedly said, “Eric we can’t eat the
playdough. It’s to make shapes. She modeled ways to use the tools with the playdough while
sitting next to Eric.

3b. How is this handled by the caregiver? Was the response appropriate or
inappropriate? Why?
Yes, because she never took it away from him. I would suggest that she used edible playdough
just in case a kid does swallow some. She modeled ways he could use his playdough and didn’t
tell him no. She was being sensitive to his sensory skills because he was determine to explore
playdough further than using tools.

4a. Record an objective observation of a guidance situation between two children (due to
interaction between children). Give exact age of children, both must be in appropriate age range
for assignment.
The children’s ages are 2 ½. It was time for lunch and the teacher had two helpers. The teacher
gave one child, Sally, spoons and the other child, Josh, cups. When the spoons were done being
passed out, she wanted to help pass out the spoons. The Josh said no. Sally started crying. Josh
froze when he saw Sally cry. He stopped serving and gave her two spoons and she stopped
crying.

4b. How is this handled by the caregiver? Was the response appropriate or
inappropriate? Why?
The caregiver stood by and watched them. She didn’t offer any mediation or redirection. Yes, it
was appropriate because they are learning how to problem solve when situations come up. The
caregiver won’t always be there to solve their problems so it’s good to see that Josh made a good
choice to help Sally calm down.