I.

Observation 9:
Child Study 2

II.

Grade:
Pre-K

III.

Students:
1 student

IV.

Setting:
Mrs. Conniffs Pre-K Class at St. Matthias Catholic School
Multi-age (4-5 years old) classroom, 29 students, 1 head teacher, 2 teachers aides.

V.

Pre-Observation:
The purpose of this observation was to observe the growth and changes of
one child from the class that has been being observed. I have been watching this child
within this environment, however did not see too many changes in her growth in the
second observation. Through my next couple of visits, I have been able to work one on
one as well as within a group with Child X. These experiences helped me make my
decisions on her growth. I used an educational website, which helped me determine if
these decisions were correct.

VI.

Data:
Child Xs physical movement, such as fine and gross motor skills has significantly
changed since she is able to use scissors easily now. When asked to cut the playdough
and paper, she does not show signs of struggling. While working on cutting out heart
shapes or a corn cut out, she easily was able to cut the shapes ( Appendix 1-2). She did
not struggle gluing on the tissue paper onto her indian corn or even the leaves (Appendix
3). Child Xs grip on the scissors is much better and she is able to hold them properly
(Appendix 4). I also observed Child X color in a worksheet. Her coloring is still the
same, which is very rushed (Appendix 5). I was also able to observe Child X identify her
letters from the alphabet by drawing certain objects or nouns that begin with each letter.
She struggled with the letter T and confused it with I, however understood the rest of
them(Appendix 6).
Child Xs cognitive development, such as development has gotten better. She is able to
understand and follow rules better. She has drifted from being clingy and is socializing
more with her friends. She is able to identify her name card and can write her name out.
Child Xs emotional development has been developing over the course of 10 weeks as
well. She is able to work and play in groups instead of staying alone and is participating
more in circle time.
Child Xs social development is fine for her age since she is one of the younger students.
She volunteers to join by herself in groups at centers and is not hesitant anymore. She

was able to answer my questions about Thanksgiving and liked to talk about her dolls at
home.
VII.

Analysis:
Her gross motor skills developing more than before where as, she is able to catch the ball
quickly and isnt missing when she kicks. Different activities have helped her succeed in
these skills. There is no little lack of fine motor skills at her age now, except not being
able to stay in the lines while coloring. I feel that she is capable but is rushing to finish
the sheet. If a parent or teacher can sit with her while coloring, they can help practice
with her. However, her cutting skills have improved immensely.
Her cognitive development seems great since she is able to write out her name and
identify it on her name card when placed on the table. She is easily recognizing letters
and numbers when drawn out. I feel that being able to see her name card over and over
again has helped her realize the letters in her name.
Child Xs emotional developed has changed immensely too. She is not acting shy at
circle or around her peers. She is able to join into groups and does not cling to the
teachers every second of the day. She still likes to play by herself, but does not mind
being asked questions or sharing with another friend.
I still believe that both social domain and emotional domain correlate together. Due to her
increase of social skills within the classroom and among her classmates, her emotions
show that she is not nervous anymore or likes to play within groups. Her clinginess in the
beginning of the school year towards the teachers has stopped and she is able to
participate in centers with the encouragement from the teachers and openness from the
students, she was able to get over her fear of playing with other friends.

VIII. Recommendations:
Mayers Multimedia Learning Theory includes three parts, which I think would be
beneficial in teaching within the classroom. His three main parts state, 1. There are two
separate channels (auditory and visual) for processing information (sometimes referred to
as Dual-Coding theory);2. Each channel has a limited (finite) capacity (similar to
Swellers notion of Cognitive Load); 3. Learning is an active process of filtering,
selecting, organizing, and integrating information based upon prior knowledge (Mayer).
These three parts have been being included in her cognitive ability, which has been
helping her succeed and retain more information.
IX:

Post Observation:
I am enjoying my time observing Child X because I am able to learn from the extensive
amount of research to help me focus on certain aspects of the childs domains. This

research brought me to learn about Mayers theory and helped me continue using this
theory within my observations. I look forward to continuing my observations of the end
with this child study and to obtain as much knowledge as possible.
X:

Citations:
Cognitive Theory of Multimedia Learning (Mayer) - Learning ... (2005). Retrieved
October 25, 2016, from https://www.learning-theories.com/cognitive-theory-ofmultimedia-learning-mayer.html
Observing Child Development - newchildcare.co.uk. (2004, November 17).
Retrieved October 25, 2016, from
http://www.newchildcare.co.uk/development.html

XI.

Appendixes:
Appendix 1.

Appendix 2.

Appendix3.

Appendix 4.

Appendix 5.

Appendix 6.