I.

Observation 10:
Child Study 3
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 and have been able to write two child studies on her. This last
study does not have any changes in Child Xs 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 been the same
while using scissors. She is able to cut playdough and shapes out by herself. She is
capable of cutting and gluing individually while working on an art project. Child X has
not changed her coloring pattern and still colors outside of the line showing that she is
rushing. She is able to identify the letter I and the letter T now.
She follow rules without any question and is far from being clingy. She has become a
social butterfly, who greets me automatically at the door. She identifies her name with no
trouble and can spell it out perfectly fine.
Her emotional development is not struggling while playing with friends. She participates
with ease at circle and during centers,
Child Xs social development is at the same level as the last child study. She jumped into
groups with ease and shows no signs of hesitancy. I dont have to ask her direct questions
because she will jump in and tell me her opinion if I am talking to another peer on the
side.
VII.

Analysis:
Her gross motor skills developed immensely showing no signs of struggle. Minus not
staying in the lines while coloring, she is perfect in her fine motor skills. Her cognitive
development is at a great level. She is able to write her name, identify letters and numbers
and even recognize her place card. Child Xs emotional developed is the same as the last

study.She is not shy at circle or nervous around her peers. She joins into groups and the
clinginess is gone. She plays by herself, but also with other students. Her social skills are
at the same level in the classroom.
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 helped me make these studies possible and understand her growth
within the ten weeks that I have been visiting. 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