Child Observations

Topic: Child Observations

Order Description
•Aim and Objectives

•Aim: to familiarise learners with the teaching schedule and the assessment for the unit and provide a brief introduction to Child observation
•Objectives:
•To develop an awareness of the teaching schedule for the unit
•To explain the requirements for assessment
•To identify the purpose of observation for assessment and planning;
•To recognise the planning cycle

•Assessment

Report: A report of 2,500 words containing the observational logs for the 5 (FIVE) observations that you
have undertaken:

An introduction that includes: Agreement giving permission for your observations;

5 Observational logs.

A Conclusion

Appendix: An Appendix that includes:

Original recordings and observation notes using at least 3 (THREE) different methods of observation;

5 completed observations.
•Your written agreement

•(Appendices are not included in the word count)

•Observations

You are going to produce 5 observations using at least 3 different methods.

These will be on the same child and you will observe the same area of development.

The notes and the full written observation will be placed in your appendices.

•5 Observation Logs

Logs: You will compile an observation log for each observation undertaken (a total of five). The total word count however should not exceed 2500 words. Ten references and one journal article must be included in your work.

Logs should include the following:
•Links to child development theory

•Reflection around what you have learnt, how your views, attitudes, values, etc., may have changed

•Consideration of the implications for child care practice and anti-discriminatory practice

•Logs are to be collated and handed in as one assignment.
CHILD OSERVATIONS:

Appendix 1
Case Study
The student nursery nurse will be observing a child at home who is 3 years and 10 months old and Ethnicity is Asian. TC is the youngest child in the family. TC‘s first language is English and its clear. TC can understand Urdu but cannot speak it. Usually TC travels to nursery by car but sometime TC's mother prefers to walk. TC attends the nursery for 4 hours a day for Monday to Friday (12:30 pm to 3:30 pm).
TC's attendance is excellent. TC likes going to nursery and always says bye to mum with a smile and a hug. TC is very shy and lacks confidence but is clever and needs encouragement and attention while doing activities. TC is quiet at nursery but the complete opposite at home as his/her mother says. TC likes to play independently but has few selective friends. TC can write big letters and write his/her name as well. TC can count from 1 to 10 and can write from 1 to 5.
TC has built up a good relationship with his/her key workers over the two terms. TC pushes and scratches other children if they are irritating, interrupting and take over activities/toys. TC does not like sharing toys with other children. Indoors TC has a real interest in drawing, playing with jigsaw puzzles, toy kitchen, dolls, and likes to read books. TC does not like playing with play dough, scissors and paints. Outdoors TC tends to play different activities like running, climbing, riding wheeled toys, playing the sand and throwing and rolling balls.
TC has problem with both feet they are inward pronated. TC has special insoles in the shoes. All key workers are aware of it. TC has strong attachment with his/her mother.

Appendix 2
Permission Letter
………………… 2016
Dear Parent / Guardian,
My name is ……………. I am a student nursery nurse here at ………………………. I am currently studying a Foundation Degree in Child and Family studies at the …………………………….. One of the units we cover is Child Observation. As a part of this unit I am required to make observations on an individual child so I can learn about their development.
I am seeking permission from you for your child to be observed over the next term and for these observations to be used as part of my coursework. The observation will be conducted within the normal confines of the nursery environment and under the supervision of more senior members of the nursery staff. The observations will simply involve talking and playing alongside your child, asking questions, seeing how the child communicates and interacts with others and taking notes when applicable. As part of my course I will make 5 observations to capture the information, in the form of tables, checklists and narrative note taking.
The observations made will be used for the purposes of my learning and assessment only and will only be viewed by my tutors and myself. Your confidentiality will be maintained at all points as no names will be used so the child will remain anonymous and if at any point you wish to withdraw from the study you are within your rights to do so. If you wish to view the observations they will be available to you upon request.
If you have any questions please feel free to contact me. I would be grateful if you could indicate your consent to my carrying out of observations on your child on the attached sheet.
Many thanks in advance
Yours Faithfully
……………………
Student Nursery Nurse
I give permission for ………………………. to observe my child as a part of her studies for the foundation Degree in Child and Family Studies. I understand this will take place as part of the normal nursery routine and that all information gathered will remain confidential. I also understand that I can withdraw this permission at any time.
Child’s name _____________________________

Parents Name _____________________________

Parents Signature ___________________________ Date _______
Appendix 3
Narrative Method (Structured method)
Student Number:1520686

Observation number:1

Date:13/02/16
Start Time: 10:30am
End time:11:00am

Context:
All children were sat around the table and listening to the adult-led activity papers.
Number of children present: Boys
3 Girls
3 Ages of Children:

Age of Target Child: 3 Years 10 Months

Number of adults present: 2
?
Participating / non-participating
Aim:

To observe child’s fine motor skills during an adult-led activity.
Objectives:

Making fire engine while using different shapes and colours of papers.

Use of glue.

Rationale for Aims and Objectives:
To observe child’s fine motor development involve small muscles of hands and arms during making fire engine.

Rationale for chosen method
Narrative (structured method)
Observation
TC sat quietly at the table listening to the adult who was explaining about the activity how to make a fire engine. There were different colours and shapes of papers and glue put on the table. TC stretched over the table to reach for the glue. TC picked up the glue, using the right hand puts some glue on the black circle shape paper. Then using both hands put these black circle shape paper on the red big rectangle paper to fire engine’s wheel. TC has used to much glue it goes all over the clothes and hands.
TC turned to the adult who was sitting next to TC holds up the paper work and said ‘look’ with a smile. After showing it, came back to the activity.TC carefully picked three small square yellow papers and again stretched over the table to get the glue and put some on small square papers. TC used these for fire engine’s window. TC did not put these in a straight line, they were up and down. TC then put the yellow long rectangle paper on the back edge of red big paper for a fire engine’s ladder.
TC showed other children who was doing same activity ‘look’ it’s fire engine and was making sound like a fire engine. TC completed it, picked it up put it away for drying as the adult had instructed.
Conclusion
TC listened the instructions intensively. TC showed his/her interest and concentration during the activity.TC complete it without any difficulties.
Evaluation
Tc completed the task because of adult’s encouraging words while TC was doing his/her activity. According to the Kohlberg’s theory of Moral Development Pre-Conventional Morality stag 2: child acts to gain reward.
TC showed good concentration skills.TC has not showed to controlling and handling the glue. TC used to much glue and also put on clothes. It is normal at this age to spread glue according to development milestones checklist 3 to 4 year old-fine motor skills/parent hub. Tc was aware of, what was activity by making fire engine sound.
Recommendation
Tc still need help to refine and developing fine motor skill and gaining an understanding of glue property as an adhesive.
Doing different activities to use glue putting in sequence button, beans, grains, pompom etc.TC should put apron on to do such kind of activities.

Appendix 3
Unstructured Narrative Method
Date 13 /02/16 Time 12:30
Student Number:

Observation number:2

Date: 13/02/10
Start Time: 12:30pm
End time: 1:00pm

Context:

Outdoor in the park.

Number of children present: Boys
3 Girls
3 Ages of Children:

Age of Target Child: 3 Years 10 Months

Number of adults present: 2
?
Participating / non-participating
Aim:

To observe TC’s gross motor and co-ordination during free play in the park.
Objectives:

Rationale for Aims and Objectives:

To observe TC’S physical moments and activity which allows TC to exercise his/her whole body.
Rationale for chosen method

Narrative method (unstructured)
Observation
After lunch time TC’S mother plan to take TC to the park near their house. TC’s mother instructed TC to get a coat and put it on the mother helped to zip up the coat. TC held his/her mother’s hand until they reach the park. TC has a confident upright movements.
TC looked toward the climbing frame and saw no one is there. TC ran carefully, slowly and lightly on toes.TC ran laughing and seems excited. TC’s movement was well co-ordinated and purposeful. Suddenly, TC stopped to avoid another child who was running towards TC. TC looked at the climbing frame and asked his/her mother for help. TC held onto mother’s hand and started to climb up the bars using alternate feet, placing one foot on each step.
TC grinned when reached the top and easily climbed over the rail onto the slide. TC laughed when coming down the slide. TC’s mother helped TC repeat this a few time. TC’s mother tells TC to now do it independently but TC refuses and starts to cry .TC sees other children are coming on the climbing frame. TC decided to leave the climbing frame.
TC looked around and noticed some other children playing with a ball. They were playing in the circle to throw and catch the ball.TC asked them to join the game. The children nodded and made space for TC. When they threw the ball toward TC, TC watched the ball and held out his arms to catch the ball but dropped it.TC ran after the ball and picked it up and came to the circle and threw it to another child. On TC next turn, again did not succeed in catching the ball.
Than TC held the ball in hands and said ‘it is not fun’. TC said let’s play some other game like rolling ball. They all agreed and started to play rolling ball. When another child rolled the ball toward TC and this time TC showed good control .TC laughed and said ‘it is fun’.
In the meanwhile, TC kept looking towards the slide when TC saw nobody is on the slide then ran toward the slide. TC spent the rest of the time in try to climbing up the frame but still could not climbed up without mother’s help.
Conclusion
Tc enjoys outdoor play when he was in the park, he was laughing and seems excited. Tc shows his/her confidence in an upright posture. During gross motor and co-ordination skills, TC has fear of climbing, jumping and catching ball. Dr Woolfson’s article explain how children develop co-ordination skills. In article Dr.Woolson stresses the importance of giving support and encouragement to children to promote self-confidence. Clumsy children have a difficult time with activities involving gross/fine movements. Woolfson (1996, p.13) explained that ‘The most likely consequence of clumsiness is that child loses confidence, expecting to fail in any activity that requires co-ordination’.
Evaluation
TC appears to be a confident, well- co-ordinated child who enjoys outside play. Outdoor play provides TC opportunities to move freely and to enjoy the healthy benefit of sunshine and fresh air. Exercise is ‘a natural part of life’. Beaver et al (1995, p.1940) explained that ‘it is especially important for young children who need to develop and perfect physical skills’. Dr Wolfson (1996, p.12) defines gross motor co-ordination as ‘a child ability to control general body movements involving arms and legs’. TC runs carefully, slowly and smiles show his enjoyment. TC runs easily but he does not climb and jump independently. TC shows spatial awareness as swerves to avoid another child.
Recommendation
TC need encouragement and supportive environment to build TC confidence level up.
Appendix 3
Checklist (Fine motor skills)

Student Number:

Observation number: 3

Date: 15.02.16
Start Time: 10:30pm
End time: 11: 30 pm

Context:
Indoor playroom with different activities.
Number of children present: Boys
3 Girls
3 Ages of Children:

Age of Target Child: 3 Years 10 Months

Number of adults present: 2
?
Participating / non-participating
Aim:
To observe child’s physical development.
To access the child’s fine motor skills.
Objectives:

Indoor play activities:
Drawing, colouring, cutting
Playing with play dough, puzzles, blocks, sand
Threading beads
Washing hands independently
Put and take off coat
Rationale for Aims and Objectives
To observe child’s fine motor development involves the small muscles of the hands and fingers. Grasping, holding, cutting, and drawing are some activities that require fine-motor development.
Rationale for chosen method

Checklist (fine motor skills)
Observation
Fine motor skills Yes No Date Comments
Turns pages in a books one by one
?
15/02/16 Turns pages successfully and looks intensely
Hold crayons and can draw a face
?
15/02/16 Uses both hands to hold crayons
Can draw small and big faces
Puts together three-four pieces of blocks
?
15/02/16 Easily
Can tread four large beads
?
15/02/16
Tried hard but couldn’t and got a bored
Use a spoon without spilling

15/02/16 Used both right and left hand that is why sometimes get confused and spill food
Washes and dries hand without help
?
15/02/16 Can wash and dry without any help
Turn takes , sharing and co-operates
?
15/02/16 Requires encouragement
Snips with scissors
? 15/02/16
Cannot hold scissors secure

Puts on takes off coat
?
15/02/16 Easily only need help to zip up
Evaluation
Tc need the physical presence of an adult before trying something.tc doesn’t like to play with play dough at all.it gives the opportunity to handle tools, objects and is a good way of introducing early scissors skills. According to Keeva Austin it leads to increased control of fine movement of fingers and hands and it develops and exercises the muscles in the hands and arms. Tc showed most interest in jigsaw puzzles which helps children to grow and thrive.
According to Tassoni .P (1998) three year old show social skills in turn taking, sharing and concern for others. But TC is 3 years and 11 months old, still unaware of these social skills.
Recommendation
Help and encourage TC to understand social rules.
Provide TC different scissor activities to refine his/her holding and cutting skill.

Appendix 4
Checklist (gross motor skills)

Student Number:1520686

Observation number:4

Date:15/02/16
Start Time:12:00 pm
End time:1:00 pm

Context:

Outdoor in garden.
Number of children present: Boys
3 Girls
3 Ages of Children:

Age of Target Child: 3 Years 10 Months

Number of adults present:
?
Participating / non-participating
Aim:

To observe a child’s physical development.

To assess the child’s gross motor skills.
Objectives:

Walking and running.
Kicking, throwing and catching ball.

Pedals and steers tricycle.

Jumping, skipping and hopping.

Balancing and climbing.

Rationale for Aims and Objectives:

To observe child’s gross motor development involves improvement of skills using the large muscles in the legs and arms. Such activities as running, skipping and bike riding fall into the category.
Rationale for chosen method

Checklist (gross motor skills)
Observation
Gross motor skills Yes No Date Comments
Walks and runs forward
? 15/02/16 Walks confidently but runs very carefully
Walks on tiptoes ? 15/02/16 Able to stand on tiptoes, although it is not very balanced
Walk upstairs and downstairs confidently ? 15/02/16 Uses handrail to walk upstairs and downstairs
Throwing and catching a large ball ? ? 15/02/16 Throwing a ball easily
Can’t catch a ball easily but tries hard to catch a ball with both open arms and hands
Kicking a large ball ? 15/02/16 Enjoying to kick a ball
Jump from low steps ? 15/02/16 Refuse to attempt
Feels hesitation
climbing and sliding down on apparatus ? 15/02/16 Cannot do it without adult help
Pedals and steers a tricycle ? 15/02/16 Pedalling backwards ant good in steering control
Balancing (planks of wood, benches, logs and stepping stones) ? 15/02/16 Poor in balancing
Shows hesitation
Conclusion
Evaluation
TC got lack of confidence while running with, balancing, pedalling tricycle, jumping and climbing. Although TC was keen to participate in these activities and likes to use the climbing frame.TC has not yet gained confidence. TC appeared hesitant and apprehensive. According to Erikson’s ‘Psychosocial Theory stag 2: Autonomy Versus Shame and Doubt’ toddlers use their new mental and motor skills, they want to do things for themselves and independently. They are in the process of discovering practicing and their own bodies developing physical movements. TC should gain the self- control without loss of self-esteem.
Recommendation
TC needs more activities to gain self-confidence.
TC also need more practice in physical activities and should be encouragement to participate in free standing activities.

Appendix no 5
Pie chart method
Aim: To observe a 3:10 years old child’s fine motors during free-choice session.
Objectives: To observe and record TC’s concentration span at different fine motor activities.
Context: in the play area of the house which had been set out with various activities.
10:00 to 10:02
TC kneeled down and moved the doll in and out of the doll’s house.TC was using his/her right hand majority of the time, TC brought out the doll in and out of the house, bending down as TC tried to put the doll back into the house. Carefully watching what TC is doing, TC put down the doll and picked up a piece of furniture with his/her right hand, rubbed his/her fingers around the furniture without looking at it, and put it down on the floor beside him/her. Tc stood up.
10:02 to 10:04 TC walked wandered around the room. Then TC sat down on the mat and was watching child T and A, T who has moved to the doll’s house and A was playing with car. Then TC picked up the book from the basket.
10:04 to 10:05 TC turns the pages with his/her thumb and index fingers, talking to himself/herself as TC does so. ‘That is a big brown Gruffalo, long black tongue, sharp teeth and purple prickles.’ ‘Here is brown clever mouse’.TC finished and left it on mat, then turns toward the doll’s house.
10:05 to 10:06 TC kneeled down and picked up the ladders with his/her right hand. Tc bended over and carefully placed the ladder midway between the first and ground floor of the house. TC moved around the doll’s house on his/her knee, and when almost completely around the house .TC stood up and moved back to the Lego.
10:06 to 10:09 TC picked up a small piece of Lego, using the thumb and finger of his/her right hand and pushed it down .TC repeated this three more times before moving.
10:09 to 10:10 TC walked aimlessly around the room and finally stopped. The mother suggested that ‘you might like to do a jigsaw puzzle’ and TC answered ‘yes’ and walked over to the drawer.
10:10 to 10:15 TC took out the jigsaw puzzles from the drawer. TC moved the pieces from the puzzle board with both hands. TC began to put the puzzle back into the correct place. TC did not need help but looked to the mother for encouragement at interval. TC completed the puzzle and smiled.
Conclusion
When given fine motor a free choice activities TC took some time in choosing. TC could not hold his attention span for longer than a few minutes even when he settled to an activity.
Evaluation
After TC was offered guidance and felt reassured, TC sat and concentrated well. Having been in room for such short time TC is beginning to explore the room environment, and prefer to stand and watch other children rather than join in himself/herself. TC says very little and appears not to have reached the stage where he/she ‘join in play with other children in and out door’, described by Marry Sheridan (1975).
Recommendation
Tc will need to be provided with activities which will extend his/her concentration.
TC needs to be encouragement to join other children.
TC needs to be guided and limited in his/her choice.

Finally if you feel the need to change something in the observations in order to write this report please feel but could highlight what changes you have made.