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3 PGS MINIMUM MORE ENCOURAGED, I WILL RATE, PLEASE INCLUDE APA…
3 PGS MINIMUM MORE ENCOURAGED, I WILL RATE, PLEASE INCLUDE APA CITATNS, HYPOTHETICAL INTERVIEW WITH A CHILD NOTING THEIR BEHAVIOR AND DEVELOPMENT
Observing Infant/Toddler Development
GoaL
The purpose of this writing assignment is to offer students an opportunity to apply their learning regarding facets of infant/toddler development in a real-life research-like observation. Students will observe one child (aged 3 months to 3 years) for 30-60 minutes and incorporate concepts from class into a written essay about their observations.
Conducting the Observation
An observation conducted in a naturalistic setting (e.g., home, school, daycare, park) is a common form of social science research. Of primary importance when conducting an observation is for the observer to be as unobtrusive as possible, permitting the individuals being observed to go about their business as normally as possible (doing what they would do if the observer weren’t there). When observing infants, toddlers, and small children, this is often easier, as they are less inclined to be self-conscious or even aware they are part of an observation.
First, select a child to observe. There are many possibilities for doing this: Students may know some children in this age range, may have children of their own in this age range, or may have neighbors or siblings in this age range. Students can even observe children at a community playground, mall, or at a local community event (e.g., Reading Time at a public library). If at a public environment, if possible, please introduce yourself to the parent of the child you are observing, explain the assignment, and obtain verbal permission to observe.
Another option for any students near to the ASU Tempe area is to observe children who attend the Child Development Laboratory (CDL; https://thesanfordschool.asu.edu/cdl) in the School of Social and Family Dynamics. Should any students choose to observe children in this center on campus, you must sign up to observe in the observation rooms and observe room rules (i.e., no talking, no eating, must be signed in). Because you must be TB-tested to be in the actual classrooms with children, you are required to stay in the observation booths to do the observations with the children in this center. If you are interested in observing at the CDL, please contact Dr. Swanson to obtain permission from the center for secure entry through the locked doors.
In your role as observer, you should not interact with the target child. Plan to observe the infant or toddler for a full 30-60 minutes. The observation is likely to be more interesting if it occurs in a social setting (e.g., during playtime at home, at childcare with other infants/toddlers, at a park playing with other children, playing with siblings), though you can observe during meals or naps also. If caregivers need to interact with the child, this will, of course, be part of your observation notes. If the target child tries to interact with you (e.g., crawls over to see what you’re doing), acknowledge her or him, but then encourage the child to go back to other activities or people.
Take notes throughout the observation period. If in a setting with more than one infant/toddler, select one child to watch throughout the observation period. Your observation should be a detailed running record of your observation which you will submit with your paper:
Note the child’s approximate age, sex, size, physical characteristics, and clothing. You can use the child’s first name or make up a first name for the assignment.
Note the setting, including the date, time of day, place, available materials, whether other people are present and interacting with the child.
Record on paper everything you see and hear the child doing.
Record on paper everything you see and hear other people doing with or to the child that might influence the child’s behavior (e.g., parents, childcare provider, other children).
Additional requirements and guidelines. Be concise to maintain the page limit. It is unlikely students will comment on all aspects of their observations. Instead, focus on what is most interesting/relevant, given the child’s age and developmental descriptions (see below). If you know the child or the family personally, do not include in your paper information beyond what you observed. Be aware that prior knowledge can influence your observations and interpretations.
Finally, students are not yet experts in infant/toddler development and are not being asked to assess or evaluate the child they are observing. Therefore, please avoid judgments (positive or negative) in your paper, such as “This child appears fine” or “Motor development is problematic” or “The child is very intelligent.” In the majority of cases, the child will be within typical ranges; students are not looking for problems but are observing typical development.
Parasocial Observation Experience
In the current pandemic, not all students may have the opportunity to safely observe an infant or toddler, and this lived-experience of this kind may be anxiety-inducing for some. Moreover, online learners have a diversity of experiences, limitations, and unique circumstances; thus, students also have the option to undergo a simulated observation. These types of options are perfectly acceptable and appropriate for the purposes of this class; however, multiple past classes of students attest that the actual lived-experience of observing an infant or toddler in real time has been very enjoyable, moving, and personally meaningful in the context of all you’ve learned in this course. If at all possible for you, please consider the live observation option.
Students who opt to undergo the parasocial observation will experience their observation of infant(s) or toddler(s) through media. This involves observing recorded observation videos of a target child (e.g., via YouTube, sent as a Smartphone video recording from a relative with an infant/toddler child). Students who conduct a parasocial observation must provide information regarding the source(s) of their observation media. If at all possible, observe sufficient numbers of videos to total 30-60 minutes.
Here is one example video to fulfill the requirements for a parasocial observation:
Writing the Paper
Begin your paper with a paragraph describing the child and the setting, according to your notes.
The next three paragraphs should focus on the child’s behaviors, organized into developmental domains. Rather than including a minute-by-minute summary of what the child did, your paper should be organized into important categories. In each category, give a brief description of relevant behaviors and then discuss those behaviors in relation to concepts we’ve learned in class. Support your claims and impressions with clear examples and with course materials; for instance, what about the child’s behavior makes you think she or he is socially competent?
These three paragraphs will describe what you have observed of the child’s social-emotional, cognitive/language, and motor/physical development (see below). Notably, a fundamental part of this paper is to integrate what you’ve learned in class with your observations. For example, perhaps you might note that “In terms of gross-motor skills, the child was able to crawl and pull himself up to the coffee table. According to Fogel (2013), children typically begin to crawl around … and begin to pull up by …. Thus, the child is demonstrating ….”
Be sure to compare what the child is doing to what is typical for a child of this age. Additionally, consider what the child is not doing that you might have expected in a particular area of development. For your conclusions, you can think about why you did not observe those things.
Social-emotional development: Social-emotional development involves how infants/toddlers develop social relationships with others, develop self-regulation, and learn to express and manage their own emotions. This domain of development also includes personality and temperament development, as well as prosocial behavior and compliance with adults’ requests. For this section, describe how the child interacts/plays with others (adults and children). Does the child play alone? Stay near adults? Interact with the same child or multiple children? Demonstrate social competence or aggressive, violent, or unkind behavior? Engage in different types of play? Did you observe any behaviors that give you ideas about this child’s temperament? How does this child react to change or stress? How active is this child? Does this child appear to manage her or his emotions well, and how?
Cognitive and language development: Cognitive development involves how infants/toddlers acquire, retain, and use knowledge about the world around them. Language developmentinvolves sounds, words, sentences, and uses of language. What behaviors did you observe that indicate levels of thought? How might the child’s play behaviors, use of language, or other communications demonstrate cognitive ability? Where does Piaget’s theory fit here? In what ways does the child communicate–words, phrases, gestures, grunts? Does the child use language to communicate ideas and get what she or he wants? Does the child appear to understand language? What types of language errors does the child make (if the child can speak)?
Motor and physical development: Motor development involves changes in locomotion and movement. Physical development involves the size of the child and physical interaction with the world. In infancy and toddlerhood, this includes milestones such as reaching, grabbing, pincer grasp, kicking, sitting, rolling over, fine motor skill developments, crawling, walking, throwing, strength, flexibility, balance, running, and jumping. What gross and fine motor skills did the child demonstrate during your observation? Did the child appear to use multiple senses to explore the environment (e.g., taste, touch)?
End your paper with a synthesizing summary paragraph. Comment on the overall observation. Is the behavior generally what you expected to see? Did the child behave as you would have expected, given what you have studied and learned in this class as appropriate for this age and setting? Do you have some guesses regarding why the child acted the way she or he did? Discuss how the context (including the people present) might explain some of the behaviors you observed. Specifically discuss what you learned from the observation.
3 PGS MINIMUM MORE ENCOURAGED, I WILL RATE, PLEASE INCLUDE APA CITATNS, HYPOTHETICAL INTERVIEW WITH A CHILD NOTING THEIR BEHAVIOR AND DEVELOPMENT
**********THIS IS WHAT I HAVE WRITTEN SO FAR, PLEASE EXPAND UPON THIS********************
Observing Infant/Toddler Development: A Naturalistic Observation of a 2-Year-Old Child
Introduction
The child I observed is a 2-year-old girl named Sarah (pseudonym). The observation took place at a community playground on May 1st, 2023, from 3:00 PM to 4:00 PM. Sarah was playing with her mother and other children on the playground. She was wearing a pink shirt, blue shorts, and white sneakers. Sarah is of average height and weight, with brown hair and brown eyes. The weather was sunny and mild. The playground was equipped with swings, slides, climbing structures, and a sandbox. Other adults were also present, supervising their children.
Social-Emotional Development
Sarah demonstrated various aspects of social-emotional development during the observation. She engaged in parallel play with other children, indicating a typical stage of play for her age (Berk, 2021). Parallel play is a form of social play in which children play alongside one another without direct interaction. It is considered an essential step in the development of more complex social play, such as cooperative play, which emerges later in childhood (Parten, 1932).
In addition to parallel play, Sarah also exhibited some cooperative play behaviors. She took turns using the slide and the swings with other children, which demonstrates her ability to share and cooperate. The development of cooperative play is essential for children’s social competence and is associated with positive peer relationships, emotional regulation, and the development of prosocial behaviors (Eisenberg et al., 2006).
Sarah appeared to have a secure attachment with her mother, as she would occasionally check in with her mother while playing and seemed to feel comfortable exploring the playground environment (Ainsworth et al., 1978). Secure attachment is characterized by a child’s confidence in their caregiver’s availability and responsiveness, promoting a sense of safety and security. Research has demonstrated that securely attached children are more likely to develop positive social-emotional outcomes, such as better emotional regulation, social competence, and peer relationships (Sroufe et al., 2005).
Sarah’s behavior also provided some insight into her temperament. Temperament refers to individual differences in emotional reactivity and self-regulation, which are believed to have a biological basis (Rothbart & Bates, 2006). Sarah appeared to be moderately active and exhibited easy temperament, as she adapted well to changes in the environment and did not show signs of distress or frustration. According to Thomas and Chess (1977), easy temperament is characterized by regularity in biological functions, positive mood, and adaptability to new situations. Children with easy temperament are more likely to develop positive social relationships and experience fewer behavioral problems (Rothbart & Bates, 2006).
Cognitive and Language Development
Regarding cognitive and language development, Sarah displayed behaviors consistent with Piaget’s preoperational stage (Piaget, 1952). The preoperational stage, which occurs between the ages of 2 and 7, is characterized by the emergence of symbolic thought, enabling children to mentally represent objects and events that are not physically present. Children in this stage also begin to engage in pretend play, which serves as a foundation for the development of more complex cognitive processes, such as problem-solving and abstract thinking (Berk, 2021).
During the observation, Sarah engaged in symbolic play by pretending to cook in a play kitchen. She used various play utensils and containers to mimic cooking actions, such as stirring, pouring, and serving. Symbolic play is an essential aspect of cognitive development, as it fosters creativity, imagination, and the ability to think flexibly (Bergen, 2002). Additionally, symbolic play provides opportunities for children to practice social roles and routines,enhancing their understanding of the social world (Vygotsky, 1978).
Sarah’s language development was also evident during the observation. She used single words and short phrases to communicate with her mother and other children, such as “slide,” “more swing,” and “my turn.” According to Brown (1973), children at the age of 2 typically have a vocabulary of around 200-300 wrds and are beginning to combine words into simple sentences. Sarah’s use of language indicates that she is progressing in her language development and is able to express her needs and desires effectively.
Despite her growing language skills, Sarah made some common errors, such as overgeneralization and overextension. For example, she referred to a squirrel as a “kitty,” which demonstrates overextension, or the use of a single word to describe multiple, related objects (Clark, 1973). Overgeneralization, on the other hand, involves the incorrect application of grammatical rules, such as saying “goed” instead of “went” (Brown, 1973). These errors are typical in language development and reflect the child’s attempts to understand and apply the rules of their native language (Berk, 2021).
Motor and Physical Development
Throughout the observation, Sarah demonstrated various gross and fine motor skills, which are essential for her overall physical development. Gross motor skills involve large muscle movements, such as crawling, walking, and jumping, while fine motor skills involve smaller muscle movements, such as grasping, manipulating objects, and using utensils (Gabbard, 2020).
In terms of gross motor skills, Sarah was able to run, climb, and slide with ease. She demonstrated good balance and coordination while navigating the playground equipment. According to Berk (2021), children at the age of 2 typically have improved motor skills, allowing them to move more confidently and explore their environment. Sarah’s gross motor skills were consistent with her age, as she was able to engage in various physical activities without assistance.
Sarah’s fine motor skills were also evident during the observation. She was able to grasp and manipulate small objects, such as toy utensils and sand toys. She demonstrated the pincer grasp, which involves using the thumb and index finger to pick up small objects (Gabbard, 2020). The development of fine motor skills is essential for children’s ability to engage in self-care tasks, such as feeding, dressing, and grooming, as well as academic tasks, such as writing and drawing (Cameron et al., 2012).
Throughout the observation, Sarah used multiple senses to explore her environment. For example, she touched different textures, such as the sand and the playground equipment, and listened to the sounds of other children playing. Multisensory exploration is a crucial aspect of motor and physical development, as it allows children to learn about their environment and acquire new skills (Ruff & Rothbart, 1996).
Synthesizing Summary
Overall, Sarah’s behavior during the observation was consistent with what I expected to see based on her age and developmental stage. She demonstrated age-appropriate social-emotional, cognitive, language, and motor skills, which indicates that she is progressing well in her development. The context of the playground provided ample opportunities for Sarah to engage in various activities, allowing for a comprehensive observation of her abilities.
Sarah’s interactions with her mother and other children highlighted her growing social competence and secure attachment. Her play behaviors, language use, and cognitive abilities were consistent with Piaget’s preoperational stage and demonstrated her emerging symbolic thinking and communication skills. Sarah’s motor skills and multisensory exploration showcased her growing physical abilities and independence.
In conclusion, the naturalistic observation of Sarah provided valuable insights into her development and behavior. Observing her in a real-world context allowed me to see how she interacts with her environment and others around her. This information is essential for understanding her developmental progress and can be used to support her continued growth and learning.
Future Observations and Recommendations
Based on the observation, Sarah appears to be developing typically for her age. However, to ensure her continued progress, it is essential to provide her with opportunities for growth and learning. Future observations could focus on the following recommendations:
1. Encourage social interactions: Continue to provide Sarah with opportunities to interact with peers, such as playdates and group activities. These interactions will help her develop more advanced social skills, such as cooperative play, empathy, and conflict resolution (Berk, 2021).
2. Support language development: Engage Sarah in conversations and encourage her to express her thoughts and feelings using words. Reading books, singing songs, and playing language-based games can also help her expand her vocabulary and improve her grammar (Berk, 2021).
3. Foster cognitive growth: Provide Sarah with a variety of toys and activities that encourage problem-solving, creativity, and abstract thinking. Puzzles, building blocks, and art materials are examples of toys that can stimulate cognitive development (Berk, 2021).
4. Promote motor skill development: Encourage Sarah to participate in activities that challenge her motor skills, such as dance classes, sports, or outdoor play. Providing her with opportunities to practice and refine her motor skills will support her physical development and overall well-being (Gabbard, 2020).
5. Monitor emotional development: Regularly observe and discuss Sarah’s emotional experiences and reactions to various situations. Encourage her to express her emotions and provide guidance on appropriate ways to cope with challenging feelings (Berk, 2021).
In conclusion, it is essential to monitor and support Sarah’s development to ensure her continued progress and well-being. Regular observations and targeted interventions can help her reach her full potential and thrive in various aspects of her life.
References
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum.
Bergen, D. (2002). The role of pretend play in children’s cognitive development. Early Childhood Research & Practice, 4(1), 1-13.
Berk, L. E. (2021). Development through the lifespan (8th ed.). Pearson.
Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.
Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child Development, 83(4), 1229-1244.
Clark, E. V. (1973). What’s in a word? On the child’s acquisition of semantics in his first language. In T. E. Moore (Ed.), Cognitive development and the acquisition of language (pp. 65-110). New York: Academic Press.
Eisenberg, N., Fabes, R. A., Shepard, S. A., Guthrie, I. K., Murphy, B. C., & Reiser, M. (2006). Parental reactions to children’s negative emotions: Longitudinal relations to quality of children’s social functioning. Child Development, 67(5), 2227-2247.
Gabbard, C. (2020). Lifelong motor development (7th
