During one of my observations of Isaiah, he was with a group of children in the dramatic play area.

Elexis came over to him and said "put this one on" (she was holding up a long shirt that almost looked like a
dress). ' 'No, that's for girls, I'm a boy". He walked over to the clothes and picked up a fireman' s jacket and
said, "I'm a fueman. I have to go to work now".
7. Does s/he accept responsibility for small jobs or does slhe attempt to avoid responsibility. Cite an
example to support this inference. (2 points)
During my observations of Isaiah, it appears that he takes responsibility for small jobs such as clean-up.
During one of my observations, fsaiah and some other children were in the math area playing with the snap
blocks. They built airplanes and were flying them around the room. When one of the students went over to the
boys and said, "I need you to go do your clean-up in the math area". Isaiah responded that they were still
playing with the toys. The student worker explained that they needed to put away the blocks that were on the
floor. Isaiah said "Aw man" as he went over to help pick up the materials they were not using and then went on
flying his airplane.
8. Describe a situation where the child shows empathy for another child. (2 points)
cY While observing Isaiah I observed him showing empathy towards anotheu:hild. During outside play
(jt Isaiah and a few other children were in the sand box. Isruah had two trucks and was making a road with
0 Maddox and Mekhi. Roman was close to the group playing with a truck when Eduardo came in and grabbed
Roman' s truck while Roman was moving sand for his road. When Roman became upset, Isaiah said, "I am sad
like Roman because now we can' t play cars". Then I observed Isaiah looking at his two trucks and said, "Here
Roman you can have this one". He gave Roman one of his trucks and the boys resumed their play without
conflict.
9. What evidence do you see of the child's prosocial development? (2 points)
During my observations oflsaiah I observed him helping Valerie put her writing materials away. "I
finished my clean-up but now I'm helping Valerie. She has a lot of papers". He helped her put the markers
away and also the extra paper on the tables. Then he ? d her papers over to her cubby.
10. Provide an example of how this child avoided or resolved conflict with another child. (2 points)
During my observations oflsaiah, I have noticed that he can be quick to get upset with other children.
While playing in the bird seed at the sensory table, Roman had upset Isam.h"by " taking my bird seed". When
Roman started scooping up more bird seed, Isaiah again yelled at Roman, "Roman, stop doing that. You' re
taking my bird seed". Roman says, "No this is by me". Isaiah has an angry look on his face and pushes Roman
a little. Roman looks upset and moves away from Isaiah a little. Next Isaiah tries to hand Roman a funnel but
Roman won' t take it. "Roman, here take it". Roman did not reach out to take it and Isaiah said, "What is
wrong Roman". Roman responds, "You are not my friend". Isaiah responds, "Sorry Roman, let's be friends,
okay. Here you can have this funnel". Through my observations in the classroom the children are learning to
handle conflicts or situations between them with very little or no supervision from the teachers. Isaiah realized
that he may have been too harsh with Roman and apologized on his own.
In conclusion, it appears that Isaiah is a typically developing child in the social and emotional domain.
Isaiah can have intense reactions to other children and sitUations but for the most part it appears that Isaiah ~ s a
good ability to self-regulate his actions. Isaia 1s in Erickson' s third stage which is initiative versus guilt.
During my observations of Isaiah, he shows initiative in starting play scenarios, and takes initiative w en
learning new skills or participating in new activities. Martin and Fabes writes, "As young children' s physical,
cognitive, and social skills improve, they formulate their own goals and desires and are increasingly capable of
developing plans to reach them. Sometimes, of course, the goals and actions of a child run counter to parental
or social rules. As a result, children must, learn, to balance their eagerness for more responsibility with learning
to control impulses. This conflict ofbalance reflects Erickson's third stage of psychosocial development-
initiative (a willingness to take on responsibilities and learn new skills) versus guilt (feelings of failure and
becoming anxious when trying new things)" (Martin & Fabes, 2009, pg.300). While observing Isaiah, it
appears that Isaiah is eager to try new experiences and takes the initiative to learn new skills. During my
observations of Isaiah, it would appear that Isaiah has a slow-to-warm-up temperament. According to Martin
and Fabes writes, " An important aspect of temperament is constancy. Temperament sometimes shows stability
from infancy to adolescence and even adulthood (Caspi & Silva, 1995; Caspi et. al. , 1995) (Martin & Fabes,
2009, pg.214). While observing Isaiah, I observed that he has a high activity level and is always moving around
the classroom or outside. Also it appears that Isaiah may adapt more slowly to change than other children.
During one observation, Isaiah really wanted to sit at the blue table for snack, he had a tum at the blue table the
day before. He had a hard time dealing with having to sit at the green table. Also during an observation when
there was a slight change to the schedule, it appeared that Isaiah had a hard time adapting to the change but did
eventually participate in the activity. Isaiah also appears to be easily distracted and would at times go from
activity area to activity area. During my observations, I noticed that Isaiah can also have intense reactions when
responding to other children who may be bothering him. According to the textbook, there are nine temperament
traits that make up a person' s temperament. The list of traits was developed from Thomas and Chess' s
longitudinal study of infants and children. The temperament traits are; rhythmicity, activity level, approach-
withdrawal, persistence, adaptability, distractibility, threshold of responsiveness, and intensity of reaction
(Martin & Fabes, 2009, pg.214).
During my observations of Isaiah, I observed another child take a long shirt or dress over to Isaiah and
said that he could put that on. Isaiah rePITed With "no that IS for guts, I'm a to our textbook,
when children know and accept that they are a girl or a boy is gender identity (Martin & Fables, 2009). Also
during my observations of Isaiah, I noticed that even though he can have intense reactions with other children,
for example another child takes a block that Isaiah is using, he will loudly say, "Hey that's mine" or "Give it
back" but he does not act aggressive towards other children. He is learning to regulate his behavior and his
actions towards other children. Martin and Fabes write, "Children respond to conflict in a variety of ways that
change over the course of early childhood (Troop-Gordon & Asher, 2005). When a conflict occurs young
children might become physically aggressive, or try to reason out a solution, stand around, cry or throw a
tantrum, go for help, or try to assert themselves (such as by taking back a toy that was taken from them.
Interestingly, physical aggression on response to conflict is rare among young children; less than 20 percent of
conflicts include acts of aggression such as hitting or kicking. As language develops, children increasingly rely
on verbal strategies such as negotiating, to resolve conflicts (Ross & Conan, 1992) (Martin & Fabes, 2009,
pg.311 ). During early childhood children begin to become more prosocial and exhibit empathy and sympathy
towards their peers. During my observations of Isaiah, I observed him showing empathy towards another child
in the classroom when he said he was sad just like Roman, and then he gave Roman one of his trucks. Martin
and Fabes write, "Empathy refers to an emotional state that matches another person' s emotional state-for
instance, feeling bad because someone else feels bad (Zillman, 2006). In contrast, sympathy involves feeling
sorry or concerned for other people because of their emotional states or conditions (Eisenberg, Spinrad &
Sadovsky , 2006). Isaiah truly felt as sad as Roman but then he came up with a solution that would make both
boys happy, that was to share a car with Roman.
The activity that I observed that shows how the domains are is the science activity I did for
my CHDV 210 class. In this activity the children were using droppers or straws to move colored vinegar into a
dish with baking soda. When the children were squeezing the droppers to get vinegar and releasing it as well as
when they were placing their finger on top of the straw to get liquid to stay in the straw, they were working on
their fine motor skills within the physical domain. Cogniti ve! the children to thi of how they were going
to get the vinegar into the dish with the baking soda and they were also trying to figure out what would happen
when they added the vinegar. They were also mixing colors and creating different color combinations in the
baking soda. Also some of the children realized that if you get a little fizzing action with a little vinegar, you
would get a lot of fizzing action with a lot of vinegar. S?cially and emotionally were developing their
sense of accomplishment when they were able to move a dropper or straw full of vinegar into the dish and see
the reaction the baking soda and vinegar have. A few of the children even worked in pairs to help each other
create big "explosions." On my redo of the activity the children had three cups of colored vinegar and one cup
of colored water. I wanted to see if the children would notice the difference between the water and the vinegar
in regards to their reaction with the baking soda. Isaiah noticed right away that one of his cups did not "smell
funny" so it must be water. When he tried it in the baking he said, "This is water it doesn' t work. It just make
the explosion." This gives him a sense of accomplishment in knowing that he guessed right and also sets him
up for the next level of learning. He is also building his self-confidence as he makes guesses and estimations
during the activity and finds out that he wad right. Children get the "I can do it" good feeling when they have
meaningful activities like this one that also encourages them to continue to learn and grow within the three
domains.
During the preschool years a child' s genetics or the nature aspect effects how the child learns across the
domains in several ways. Children, who are sick often or suffer from some common childhood disease such as
asthma, Down Syndrome or other disabilities may miss more school, have limited energy to participate in
activities therefore making it harder for them to grow physically, cognitively, socially and emotionally. A
child' s nurturing also effects the way they Jearn across the domains. If a child does not have a secure
attachment to a caregiver then they do not develop that sense of trust that they need to have in the classroom
with the teachers. Children have to build trust even with the teac ey encounter, if the trust is not there
than the child is not going to have the optimal or ideal learning situation which will affect how and what they
learn. Also if a child is in an authoritarian household, they may not have a good self-esteem, may be more
fearful and non-trusting as well. They may also be more difficult behaviorally versus a child whose parents are
more respectful of the child, informs the child of the reasons for the rules and has a balance between the
structure of the family and control. parents often have children who are friendlier towards their
peers, are more cooperative and therefore more open and willing to participate in a social setting. Children who ..._
live in poverty may not have the energy to participate due to a constant state of hunger and not having the vital J
nutrition the body needs to function making it hard for them to grow physically, cognitively due to lack of
concentration, social and emotionally because they may be unable to achieve a sense of self-esteem, self (}
confidence or even self worth. Children need to have plenty of sleep; proper nutrition and they need to know
that they are loved and cared for, that they are valued. When children have these things, they are able to gro
physically, have the ability to think, problem solve and grow cognitively and they learn social behavior and
grow and learn socially and emotionally in order to become functioning members of society in the future.
In conclusion, I thought this assignment was very useful for my future teaching. I think that the assignment has
helped me giant knowledge that will help me in the preschool classroom and observing and assessing
preschoolers in order to plan meaningful learning activities that will meet individual children' s needs and
interests as well the whole group. As with the infant and toddler observations, I have learned how meaningful
curriculum will address all three learning domains. Through this assignment it became apparent that so much of
the preschoolers learning is done in relation to all three domains, physical, cognitive and social and emotional.
On specific concept that I learned from this assignment is that there is significant growth of the brain and
preschool children' s body is now more in proportion. Preschool children are growing and developing
significantly physically with their gross and fine motor skills. Preschool children are rwming, jumping, cutting,
lacing, dressing themselves, drawing tadpole figures and much more. Through adequate sleep at night and a
healthy balanced diet, preschool children are equipped to play, learn and grow. Another significant concept that
.
I learned from this assignment is how preschool children use contraction, static thinking, and irreversibility.
Those were all new concepts for me and after reading the textbook and observing preschoolers, I could see
these terms in action. During my observation of Isaiah he demonstrated contraction when he thought his dish
was bigger that another child' s during a science activity. A third concept that I gained form this assignment was
how preschool children use overregulaization to irregular word forms. In my observation of Isaiah, I did not
hear him use overregularization but I did observe a child he was playing with saying, "I fighted the monster". A
fourth concept I gained from this assignment was just how much preschool can exhibit proscocial skills such as
empathy and sympathy. While observing different children in my CHDV 210 class I have observed several
instances where children have exhibited prosocial behavior that was voluntarily done and not asked of the
teacher such as sharing one car with another child who did not have one. I will uses these skills in my future
work with children to develop developmentally appropriate curriculum while according to the increasing level
of skills that preschool children are gaining across the domains. I will also use the skills learned in this
assignment to strengthen my ability to guide children' s behavior in order to help them gain the prosocial skills
that they need to be part of a group or society. I can use the skills gained in this assignment to help preschool
children gain the vocabulary they need in the correct form by repeating back what they say with the correct
form instead of correcting them and making them say the correct word which is not effective with preschoolers.
One goal in my action plan in to work more on developing age, individual and culturally relevant activities for
children that encompass the three domains and how they relate to each other so that children' s learning is
meaningful to them and builds on the skills that they already have taking them to the next level of learning.
Another goal I have is to continue working with preschool children in some capacity hopefully in a quality
program setting such as a state preschool classroom. I ultimately want to go back to working with infants and
toddlers but I want to gain more experience with working with preschools before that. My last goal is to
continue my education so that I can be the best overall teacher I can be. _.-/
Observation on Domains of Development
SL01: Identify the typical and atypical physical, cognitive, and social-emotional development of young children from conception through adolescence.
SLO 3: Apply developmental theory of the analysis of child observations, surveys, and/or interviews using investigative research methodologies.
SLO 5: Analyze the importance of the early years and the interactiQn between maturational process and social/environmental factors and the effects on various
areas of development.
PLO 1: Demonstrates the ability to integrate knowledge of {the needs, the characteristics, and multiple influences on) development of children {birth to
age eight) as related to high quality of care and education of young children.
CHDV100 I
Points
Observation:
The degree to which the student
answers all the questions (25
questions) and provides
objective and detailed
observation of child' s physical,
cognitive and social-emotional
development.
Possible points: so
Sl03
, S()
Points received:
Major Revisions Needed
Poor work in this category.
You will need to make
substantial revisions to this
observation before
resubmitting it in your
Professional Portfolio.
1 or 2
Course Points Earned:
32 and below

Answers less than 70%
{18) of the questions.

For those question(s)
the student is unable to
answer from their
observation notes, the
student does not
provide definitions
from the text or
examples to illustrate
the concept.
I
Minor Revisions Needed
Almost. Your work needs to be more
detailed or requires some revisions to
formatting. You will need to add
to/revise thi s observation prior to
submitting it in your
Professional Portfolio.
3
Course Points Earned:
33-38

Answers 70% (18) of the
questions.

Answers are subjective.

Not descriptive and detail.

When unable to answer a
Meets Expectations
Good work in this category. Prior
to including in your Professional
Portfolio you will need to add
information to demonstrate your
continued growth in knowledge.
I
I
4
Course Points Earned:
39-44
Answers 80% (20) of the
questions.
question(s) from their observation 1
The answers have some
subjectivity (opinion) and
not specific to the question.
The answers are somewhat
descriptive and detail.
When unable to answer a
question(s) from their
observation notes, student
defines the concept &
provides an example that
clearly illustrates the
concept (and is not an
example from the text).
notes, the student complet es the
required questions by providing I
general information.
Exceeds Expectations
Excellent work in this category.
Other than documenting any
additional growth in knowledge,
this assignment is ready for your
Professional Portfolio.
5
Course Points Earned:
45-50
nswers 90% {23) of the
questions.
~ r s are objective
and specific to the quest ion.
The answers are descriptive
n d ~
,.....--vvnen unable to answer a
question(s) based on their
observation notes, the
student defines the concept
& provides an example that
clearly illustrates the
concept (and is not an
example from the text).
Reflection/Conclusion
Thoughts:
The degree to which student
exhibits the ability to reflects
and connect observation to
future growth. /
Possible points: 5 )
Points received: ___ _
Quality of Writing:
The degree to which the
observation is proofread and
edited for spelling, grammar,
formatting, and neatness. A
reference (works cited) page is
provided.
(Points Possible: 5) c
Points received: ___ ::::z .c

Major Revisions needed
1 or2
Course Points Earned:
1 or 2
Student only discusses
one or two concepts
they have learned from
the assignment.
Student does not
explain how
information learned will
be used for future
growth ... they don't
discuss how they will
use the skills they have
developed or how they
will improve or build
upon their strengths
and weaknesses.
Course Points Earned:
1 or 2
The assignment does not
appear to have been
proofread and/or edited for
spelling, grammar or
formatting. Paper is not
easy to read.

CHDV 100 Pointy JCJ/) I \
---r- r
) J
"'=
?
Minor revisions needed
3
Course Points Earned: 3
Student discusses at least 3 (but
not the required four) significant
concepts learned from the
assignment.
Student provides an explanation
as to how information learned will
be used for future growth;
however, this explanation is
lacking detail ... they discuss how
they will use the skills they have
developed and how they will
improve or build upon their
strengths and weaknesses;
however, this discussion is lacking
in detail.
Course Points Earned: 3
The assignment is clearly proofread
and edited, with many spelling,
grammatical, or formatting mistakes.
Paper must be neater.
Meets Expectations
4
Course Points Earned: 4
Student discusses at least 4
significant concepts learned
from the assignment.
Student provides an
explanation as to how
information learned will be
used for future growth ...
they discuss how they will
use the skills they have
developed and how they will
improve or build upon their
strengths and weaknesses.
Course Points Earned: 4
The assignment is clearly
proofread and edited, with few
spelling, grammatical, or
formatting mistakes. The paper is
neatly typed.
Exceeds Expectations
5

I
CourseJ!-Oints Earned: 5
discusses at least 4
significant concepts learned
from the assignment.
Student provides an
I
as to how
learned will be
used for future growth -
student discusses how they
will use the skills they have
developed; and how they
will improve or build upon
their strengths...arid

....stUdent provides an "action
plan" with three specific
goals based on this
assignment.
6fnts Earned: 5
assignment is clearly
proofread and edited, with no
spelling, grammatical, or
formatting mistakes. The paper
is neatly typed.