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Katelyn Hensley

FCS 400
April 24, 2015

Working Memory
Digit Span Task

The digit span task was very interesting to watch because it really showed the differences
in age and how they are processing. The two people that I did this task on were Student A,
Student B, and Student C. How they reacted to this test and performed was completely different
from one another.
At first I began asking Student A really simple phrases of three numbers to repeat. He did
this with no hesitation so I began working my way through four numbers and then five. He did
this with no problem as well. I then started naming off three different colors and three different
animals and these also were a breeze for him. How he reacted to this task was exactly how I
thought he would. He wasnt bothered by it and he put little effort into remembering the
numbers, colors and animals that I was giving him. Hes older and has more of the ability to
think through things than some of the younger kids so this wasnt something that was extremely
hard for him to do.
Watching and listening to Student B trying to do this was a different story. When I would
try to get her to say the numbers after I did, it didnt quite work. Since she is younger, I decided
to start with one, two, and three for her to repeat. Instead of actually trying to repeat the numbers,
she stuck her fingers up with the numbers that I was saying. When I tried to move the numbers
around, she didnt repeat those either. She just shrugged her shoulders and told me that she didnt

know. I did think that she would put more effort into the task than she did, but I knew it would be
typical for her not to repeat very many numbers or any numbers way out of order.
Student 3 didnt want to repeat the numbers for me at all. When I had told him about
what to do, he told me that he wasnt going to do it. When I actually tried to say some numbers
for him to say back to me, he completely ignored it. Another student had heard and she replied
back to me and then kept on doing what she was doing. I did think that Student C at least do it
once, but he completely went against it from the start.
Matching Game
Student D was one of the students that I did the matching game on. He knew all of the
different ways to group the crayons, markers, and colored pencils because he had remembered it
from the class before. Student E also knew the ways that everything could be matched up, but he
was doing it more in groups of four than anything else. I feel that it really did affect the result
that they had done it the class before and they had learned all of the ways that they could be
grouped. I think it would have been different for mostly all of the students if they wouldnt have
been working on that on the Tuesday before. It did surprise me thought that they had
remembered the ways that everything could be grouped and did it in little to no time at all.

Katelyn Hensley
FCS 400
April 24, 2015
Fine Motor: Childs Use of Material (Paint)
The Stimulus
The colors that the students were given on a plate were red, yellow, and blue. Student D
and Student A were two of the first students that began mixing the colors and found that they
would turn brown if they were all together. They mixed them all on their plates so there was
nothing left but brown. Student A and Student D first started by painting all of the colors on top
of each other to find out that this would happen. Student F and Student B painted the colors over
each other but not to the extent to where it created brown. Student E was also one of the students
who started mixing the colors as he got further along in his drawing. He had begun by drawing a
person and then he said that the mud got on the person, so he drew the brown paint all over the
page and over the person. For Student As picture, he started out making lines of random colors.
After he had found out that all of the colors could be put together, then he started making one
giant circle and saying that it was a tire. He kept adding to the circle and making it bigger and
bigger. If there was a lot of paint at one place then he would begin pushing the paint over to
another part of the paper.
How the Child Uses the Materials
All of the children were encouraged to start painting as soon as they came into play
school, whether they agreed to do so or not. The child that I saw with the most coordination and

technique while painting was Student G. She was the only child that I found who had actually
painted a picture and it could really be seen what she was drawing. It took her a long time to
paint and she put a lot of concentration into it. She didnt blend her colors while doing so and she
used a variety of shapes in her painting (circles, lines, dots). Student Bs work actually surprised
me too. Her picture was of her family, but she spent a lot of time working on it, and although it
didnt exactly look like people, she put a lot of detail into her painting. She used all of her colors,
but didnt try to mix them together. She was really proud of her picture at the end and kept
showing it to everyone else at the table.
All of the students were very invested in their work and painted with a lot of
concentration. They all finished to where they thought they should and they werent in a hurry to
finish so that they could go play. All of the students began working and then some of them began
working carelessly, like Student A and Student D. They were more focused on creating the brown
color than actually painting something. For the final product, most of the students ended up
drawing their family or something that had to do with their family.
How the Child Feels About the Materials
All of the students were extremely enthusiastic about painting and they kept that attitude
through the whole process until they were finished. Most of the students began very eager and
cautious with their work. They used different sizes of brushes to draw what they wanted and
made sure that it didnt go over what they had already painted. As the time progress, most of the
caution that they had went away.

Katelyn Hensley
FCS 400
April 24, 2015
Fine Motor: Childs Use of Material (Play Dough)
The Stimulus
Upon entering the classroom, the students were given the chance to use play dough
during play time. It was something suggested by the teacher and then all of the other kids joined
Student D and Student G who were the first ones who had been there. Student D had a lot of
trouble even getting the play dough out of the tub and was pounding it until he finally got it
open. Student B didnt even try to open it herself and she automatically looked at someone else
to order it for her. Student D and Student G both began by flattening their play dough using
rollers. Student G took longer to flatten hers and then she started flattening with her fingers when
she was done with her roller. She started working with little pieces and adding the little pieces
together. Student H was very gentle with his play dough by cutting it and adding texture to it.
Student I started by rolling all of her play dough into little balls and then she flattened them out
onto the table. Student B had a harder time working with her play dough. She pounded it on the
table and you could see that she was putting all of her weight into doing so. All of the students
used some of the tools at one point of another, mostly just for the cutting or rolling of the play
dough. All of the students did really well with keeping their play dough on their own part of the
table. Student I was the child that took up the most room because of the amount of flattened
circles she had spaced away from each other.

How the Child Uses the Materials


All of the children showed coordination while carrying out this task. Student D and
Student B were two of the ones whose technique was a little lower than the rest of the students.
They didnt really try to be gentle and actually create something, but they spent most of the time
trying to just pound it down flat. Students G, H, and I put a lot of technique into what they were
doing. Student H was using the cutters to add texture to the top of his flattened play dough.
Student G was using all different tools going back and forth with what she was making. Student I
was pinching off play dough balls that looked the same size and making polka dots from them.
The children were all concentrating on what they were doing, the most being Student G.
Although they spent a lot of time concentrating on this task, they talked to each other and worked
together to get the tools that they wanted to use. Student B and Student D worked somewhat
carelessly and were more exploring what they could do rather than just making something that
they envisioned. All of the children had a lot of attention during this task and they stayed at the
table through the whole free play time. I really found it surprising that all of them were working
together on making their play dough and that they all stayed there the whole time. Usually
Student B finishes something in two seconds and then gets up to go and do something else.
Student D is usually more concerned with what Student C is doing and wants to spend all of his
time being on the carpet. I was really surprised how much they were into actually playing with
play dough.
Child Adult Relationship
Student D and Student B were very dependent on the teachers to open their play dough at
the very beginning. At the end when everyone was cleaning up, all of the children there became

dependent on the teachers to help them clean up all of their play dough that they had all over the
table.

Katelyn Hensley
FCS 400
April 24, 2015
Observation Deck
Dramatic Play
Student I began dramatic play as soon as she walked into the classroom with her
grandma. She went over to the kitchen and told her grandma to sit down and she started feeding
her. All of a sudden, Student I rushed over to the babies and picked one up and began saying that
the baby was sick. As soon as Student B walked into the classroom, Student I rushed right over
to her and put mouse ears on her and they started running around in a circle together. Student B
then went and put her ears down and then Student I did the same and they began playing
elsewhere. In this incident, Student I started the dramatic play with her grandma and then with
Student B. Student B was more than eager to join into her dramatic play, but her enthusiasm
didnt last long as she moved them on to another activity. The symbolic actions that are taken by
Student I by this period of play start with her cooking for her grandma. Her next symbol comes
from her rushing to the baby because she is apparently sick. These are things that she has seen
and she is taking her role on with these objects and concepts. When she rushes to get the baby,

she sounds very alarmed that it is sick and then once she gets it over to the kitchen she starts
talking baby talk to her.
Child to Group & Child to Adult Relationships
When group activities are about to begin, all of the children are usually really eager and
accept what is going to happen. On the day that I was in the observation deck, the children really
didnt want to clean up their play dough. They were taking a lot time to do so and most of them
werent even trying to clean up. Student J and Student K, who had been reading the whole time,
didnt clean up during clean up time and they just stood there looking at the shelf of books. They
took turns standing there and then when each of them left, they walked as slow as they could to
get to the carpet. Once everyone was on the carpet though, they were really eager to hear about
what they were going to be learning.
Childrens Behavior with One Another
When the kids were working with their play dough, they were getting along really well.
They were taking turns with everything and waiting for others to finish. No one was saying that
they wanted something, which is often what Student B does. All of the children fit into the group
together and get along with each other. Both sexes are working together and everyone is included
in some way or another. During the rest of the class, everyone works together and gets along.
They sit at the tables and dont care if all of the boys are sitting together or if all of the girls are
sitting together. They dont pay attention to the different sexes and they all do really well at
working together.