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Running Head: TODDLER OBSERVATION

TODDLER OBSERVATION
Steven Clark
Ivy Tech Community College
EDUC 121
February 15, 2015

RUNNING HEAD: TODDLER OBSERVATION

INTASC Standard, Description and Rationale

Standard #1: Learner Development


The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
Name of Artifact: Toddler Observation
Date: February 15, 2015
Course: EDUC 121
Brief Description: For this assignment, I will observe a toddler between the ages of eighteen
months old and thirty-eight months old. I plan to give my observation findings and cite
references in accordance with the class text book that apply to the child.
Rationale: To document my understanding of Standard # 1, Learner Development, the
observation of a child between eighteen and thirty-eight months old. To explain the progress of
the child according to the text book in EDUC 121, and cite all sources that may apply to the
observation of the child.

RUNNING HEAD: TODDLER OBSERVATION

The purpose of this paper is the evaluation of a child that is between the ages of eighteen
months to thirty-eight months of age. The findings of the observation will be corroborated with
citings from the book Children and Their Development (Kail, 2015).
During the time I had for my observation with Skyler I noticed many things that he
seemed to display that were advanced or ahead of the Preoperational Stage (Kail, 2015). He uses
words very well to get his intentions across clearly and is able to recognize common symbols and
retain what the meaning for the symbols are. He was definitely very vocal in his communication
with his parents as well as me. Skylers ability to share his toys with me was exceptional. This is
due to him being an only child and they tend to be more selfish with toys than children with
other siblings. It is my belief that the sociocultural perspective (Kail, 2015) or the culture that he
is exposed to with his parents is a direct product of this. While observing Skyler he did get
frustrated when a project did not go as he expected. While doing a puzzle he got up and walked
away when the pieces did not go the way he thought they should have, and instead of listening to
his mother and trying a different way he went to another activity. He never went back to the
puzzle or thought about it again which tells that his sensory memory is not fully developed (Kail,
2015). Skyler did show an ability to spend time and attention to building with his blocks, an
activity that he obviously enjoys. During the observation I was impressed that he told his mother
that he needed to use the potty and wanted to go by himself. He did, however, let his father go
with him with the encouragement of mom.
The observation experience was very eye-opening for me. I found that each child learns
cognitive and motor skills at very different levels. This is a product of nature verses nurture
(Kail, 2015) in my opinion. I believe that Skyler is very advanced in many ways of his

RUNNING HEAD: TODDLER OBSERVATION

development and is only lacking in his problem solving skills. This too can be from the influence
of his parents assisting him with solving issues and not letting him figure them out a little longer
before helping to resolve the issue. Overall this was an incredible experience and I thank Skyler
and his parents for this opportunity.

RUNNING HEAD: TODDLER OBSERVATION

References

Kail, R. V. (2015). Children and Their Development. In R. V. Kail, Children and Their
Development (pp. 44-47). Indianapolis: Pearson.

RUNNING HEAD: TODDLER OBSERVATION

Toddler Observation Checklist


Name _Steven Clark_____ Class _EDUC 121______ Date _February 15, 2015____________
Purpose: Identify developmental changes that occur during the toddler stage.
Part IDirections: Observe a child between 18 and 36 months of age. Your total observation
time should be at least one hour but may be spread over several visits. Look for the signs of
development listed below and on the following pages. Record your findings by placing a check
mark in the appropriate column. If you had no opportunity to observe a particular behavior, write
Unable to observe in the Comments column. Also use this column to record any additional
details you wish to remember.
Key to Responses
YesSkill observed

NoChild lacked this skill

or characteristic
Site: _Childs Home_____________________________________________
Date(s) of Observation(s): _February 15, 2015_______________________
Childs First Name: _Skyler Eads_________________________________
Age in Months: __34 months_______________________________________
Observation
C-3 Checklist: Toddler Development Signs of Development
Physical Development
1. Walks Independently
2.

YES NO
x

Climbs up stairs (Describe how)

Unable to observe

3. Walks down stairs (Describe


how)
4. Pushes self on wheeled toy

5.

Pedals wheeled toy (i.e. tricycle)

6.

Feeds self using fork/spoon

7.

Stacks two to four blocks

8. Stacks five to six blocks

COMMENTS

Unable to observe

Really likes to build with multiple


blocks.

RUNNING HEAD: TODDLER OBSERVATION

9. Assembles six-piece puzzle

10. Scribbles with a crayon

11. Turns pages of book one at a


time
12. Recognizes when diaper is soiled

13. Uses toilet (as needed) when


taken there
14. Asks to use toilet when needed

Intellectual Development
1.

2. Observes adults and copies their


behavior
3. Uses two-word sentences.

4.

5.

9. Follows simple instructions (such


as pick up the ball)
10. Shows understanding of
prepositions (such as the ball is
in the box)
11. Matches items that are alike.

1.

Shows frustration at lack of


abilities.

Comments
Gets frustrated easily and moves on to
other things quickly.

Responds to yes and no


questions
6. Identifies body parts by pointing
and naming
7. Repeats parts of favorite rhymes
and stories
8. Tells about experiences

Emotional Development

Is already toilet trained.

YES NO

Solves problems through trial


and error

Uses three-four word sentences.

Very vocal and likes to converse with


anyone.

Unable to observe
Unable to observe
Unable to observe

YES NO
x

COMMENTS
Gets frustrated and moves on to other
things when he encounters adversity.

RUNNING HEAD: TODDLER OBSERVATION

2.

Resists cooperating or does


opposite of what is asked.

3. Responds appropriately to
reasonable choices.
4. Shows signs of fears.
Social Development

x
x
Unable to observe
YES NO

COMMENTS

1.

Engages in parallel play.

Unable to observe

2.

Engages in cooperative play.

Unable to observe

3.

Engages in small group activities


for short periods.

Unable to observe

4.

Shows understanding of one or


more simple rules.

5. Shares willingly.

6.

Exhibits some self-help skills


(such as
washing own hands, putting
away toys).

Only child, but shares willingly with


others.
Puts toys away when asked.

36. In what ways did the toddler you observed seem typical of this age group?
Skyler seemed to be advanced with things like using eating utensils and building with his
blocks.
He also used three or more word sentences when interacting with others.
37. Did any of the toddlers behavior seem unusual for this age? Explain.
He liked to use the restroom by himself, this seemed a little unusual and a bit advanced
for his age.
38. What signs of a toddlers increasing independence did you observe?
His ability to recognized and try to be independent to use the restroom by himself.

39. Has this observation experience helped you better understand toddlers? Why or why not?
This experience has helped me understand toddlers a little better. I was surprised at the
conversational ability of Skyler and his ability with building blocks and the knowledge and
independence to go to the restroom when he needed to without prompting.

RUNNING HEAD: TODDLER OBSERVATION

RUNNING HEAD: TODDLER OBSERVATION

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