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Madisen Johnson
FHS 1500
September 29, 2016
Unit 3 Observation
Biological Development
Biological development, or physical development, is especially important in children
within the ages of three to five. These years, often recognized as preschool years, are when many
fine motor skills come into play. During my observation, fine motor skills were heavily stressed
in this classroom. Jair, a four-year-old just entering preschool, rotated through a number of
centers where fine motor skills were practiced. He traced his name, played with play dough,
colored and played in a sensory bin finding small objects. Each of these centers were focused on
fine motor skills. As Jair practiced his fine motor skills lateralization, or sidedness, was apparent
(Berger, 2016. P. 168). When he reached for anything he used his right hand, and naturally
colored and wrote his name with his right hand as well. Being the first day, Jair was being
shuffled from one center to the next, repeatedly having to change from one task to another. Once
at a center, he was expected to focus on the task at hand. Luckily, due to this particular stage of
development, Jair has developed a tendency called perseveration, or the ability to stick to one
thought or action (Berger, 2016. P. 171). This allowed him to focus one his particular center then
move on and change tasks when he was supposed to. As a young preschooler, he was still getting
used to this idea. While at a center, is attention often shifted and was brought back by a teachers
guidance. His biological development at this age is heavily influenced by his environment and
nutrition.
Cognitive Development
One of the main purpose of this program is to improve the students cognitive abilities.
Cognitive abilities are those concerning intellect. Jair was exposed to cognitive based centers
throughout this observation. One of the main areas at which his cognitive abilities were tested is
when situations that required problem solving arose. In one situation, Jair was playing in the
blocks center. There were multiple children playing in this center and each had gotten out a
different activity. When they all began playing with the busses the center became crowded. Jair
took the lead and suggested that everyone clean up their activity in order to make room for
everyone to play with the busses together. By taking charge Jair was able to show an example of
a theory of mind (Berger, 2016. P. 180). He was able to understand what everyone in the group
was thinking. This led him to assume a position of leadership over the group. Other cognitive
challenges were also introduced such as sorting and matching, writing their names and
remembering personal information. In a large group activity, Jair was picked to share a fact about
himself with the class. He stood up, spoke in a loud voice, looking directly at the teacher. This
tone of voice varied from when he was talking directly to his mom at the beginning of the day.
This aspect of language is called pragmatics, knowing which words and tones should be used
with whom (Berger, 2016. P. 184). A softer baby voice was effective in getting his mom to
walk around with him but his loud voice to the class was more appropriate in that situation.
Preschool offers a challenging environment for his cognitive development because he was
constantly faced with decisions and unknown situations.

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Psychosocial Development
Preschool aged children have and express a wide variety of emotions, teaching them how
to handle and appropriately express these emotions are part of our job as educators. Jair
experienced many emotional stressors on his first day of preschool including leaving his mom,
meeting sixteen other students and learning to work with new teachers. Jair entered the room
with his mother and immediately met his individual teacher. Quickly after meeting her he
followed her on a tour around the room and to wash his hands. His mother observed from a
distance as Jair explored his new classroom independently. As class started he took his seat on
the rug and offered the spot next to him to another student. This act showed signs of prosocial
behavior (Berger, 2016, P. 219). Prosocial behavior are positive qualities expressed such as
sharing toys and including others. Antisocial behavior is the opposite, it is noticed by students
hurting other people (Berger, 2016. P. 219). When the time came for his mother to leave he
waved goodbye as he held his teachers hand and walked to the playground. Jair bonded with his
teacher as well as other students. His cousin was also in the class. They spent a majority of the
day together because of their preformed friendship. Jair was excited about his mothers return but
asked to continue playing in preschool. This smooth emotional adjustment allowed more time for
other areas of development to take place.

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References
Berger, Kathleen Stassen. Incitation to the Life Span. New York: Worth Publishers,
2016. Text.