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CHILD OBSERVATION #3

School Age Observation

Ivy Tech Community College
Briana Cox

InTASC Standards

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Standard # 1 Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development
vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs
implements developmentally appropriate and challenging learning experiences.

Name of Artifact: Child observation #3

Date: October 4,2016
Course: EDUC 121- Child and Adolescent Development

Brief Description:
This project required me to observe grade school ages 5 to 7. During this time, I could see different
signs of development such as physical, intellectual, emotional, and social skills. I chose the location and the
child of my choice. This project bettered my understanding of elementary children and their behaviors, social
development, and motor skills.

Rationale:
To document our understanding of Standard 1, Learner Development, I chose a variety groups in each
skill tasks. Standard 1 states the teacher understands that each child is an individual and should use appropriate
teachings in certain areas. By doing this assignment I learned that grade school children learn in different ways
and handle situations differently.

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Child Observation # 3 School Age

Guided Observation: School-Age ChildrenSix to Eight Years
Purpose: Identify the signs of development in school-age children.
Directions: Observe a group of six- to eight-year-old children for at least one hour. You may want
to observe these children more than one time. Record your responses to the questions or statements
that follow.
Site: _________Rosa Park Elementary School_______________________________ Date(s) of Observation(s):
__________________
Number and Ages of Children: 20 children split in groups of four in various activities ages 5-7
1. Describe the small-motor skills you observe in these children.
In the group, I observed the children were using pencils to write numbers onto the line that was
displayed on the worksheet. Using a pencil strengthens their muscles inside their fingers. Other small skills
were the use of scissors to cut out small pieces of paper. Some children in this age group had a difficult time
using the scissors in the correct direction of the line. They also used playdough to make letters which I thought
was a good way to improve fine motor skills. According the Imagination Tree.com playdough the properties of
playdough at a young age secretly builds up strength in all hand muscles and tendons, making children ready for

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pencil and scissor control later in their lives. For example, poking in objects and pulling them out of the
playdough not only strengthens hand muscles but coordination as well.

2. Describe the large-motor skills you observe in these children.

Large motor skills were observed during class, specials, and recess. During class time the students gathered onto
the carpet and stood on their assigned spot. By doing this each child had their own space as their teacher put on
a class room movement video. The children could dance and follow each movement that was displayed on the
board. Not only was the children doing small exercises they were learning different words. As the children went
to recess large motor skills such as running, throwing, and climbing was observed.

3. According to Erik Erikson, school-age children strive to be industrious. Describe several behaviors
or actions you observe that support this theory.
Erik Erikson theory is summarized up into four categories psychosocial conflict Industry vs. Inferiority, a
question of how can I be good, basic virtue of competence, and important events such as school. The stages
occur during childhood between ages six and eleven. Erik Erikson states people progress through a series of
stages as they develop and grow. In the group, I observed there was a boy who had special needs and
occasionally went from room to room. On this day, he had to stay inside the classroom with all 20 students
rather than the resource room where he received individual help with four other children. He had practiced the
routine every day and had grown to be inside a larger classroom the teacher decided he didnt need to go down
to the resource room. He had each routine memorized and knew what was expected from him. The other
children in through group showed to be industrious by having the goal to be rewarded by following directions
and completing their work.

4. Observe school-age children involved in a group project. How do the children utilize social and

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language skills to work cooperatively?

In the group, I observed the children had to match the marbles up with the number that was displayed on
the cards they were given. Each child showed language skills by telling one another the number and counting
out the marbles together. If one student wasnt sure about another he asked his partner in the group to help him.
They worked together well by listening, being patient, and helping one another.

5. During physical education time or outdoor active play, observe school-age children in an organized
group game. What rules are the children able to follow?

The game that was displayed was red light green light. The game is basically learning what colors of a stop light
mean. The rules were no pushing or laughing when another child must turn back around. This game was easy
for the children and they followed them well. The only difficult part was the children who werent to familiar
what the colors meant couldnt understand which time to run, slow down, or stop.

6. Are the children dependent on teachers for enforcing the rules, or do the children enforce rules
for each other? How is this accomplished?
The students wait until the teacher enforces each rule. I noticed if one of the rules was broken by a child
another child simply told his classmate that wasnt the correct behavior. Also, many other children instantly tell
the teacher when another student wasnt following rules. Rules can be accomplished from both teacher and
students by letting the children decide certain rules and implement them. The students are reminded by the rules

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at the beginning of the day with a song that the teacher put together. Throughout the day, the teacher had small
cues for rules. For example, when the teacher wanted the students attention they are supposed to stop working.
To implement this the teacher said hands up, that means stop in a rhythmic tune. The students automatically
know to drop what theyre doing and focus on their teacher.

7. How are group play disputes handled between children? What social values, such as honesty,
do the children strongly defend? Each child is responsible for making good choices. If the teacher observes
them following direction, being helpful, and behaved they earn dojo points. Dojo points are classroom points
that most teachers use on a site called class Dojo. Teachers can use this site to create a classroom community
with behaviors, attendance, and communication to parents. If a child is misbehaving him or her can lose their
dojo points. When a problem occurred, the children worked it out on their own without the teachers help. If
there was something too big for them to work out the teacher pulled each student aside and talked out the issue.

8. Identify friendships between the children. Considering the behaviors, you observe, on what
basis do you think these friendships are formed? Friendships are formed by common interest. Many of the
children I seen play together was because they liked a certain subject. As listening to the children, they talked
about similar cartoons, favorite sports, and songs. Other friendships can be formed by being in groups inside the
classroom. I think randomizing kids in different groups give chances to meet new people and getting to know
one another.

Bibliography

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C. (2013). The benefits of playing with play dough - The Imagination Tree. Retrieved December 05, 2016, from
http://theimaginationtree.com/2012/06/benefits-of-playing-with-play-dough.html

H. (n.d.). What Happens During Stage 4 of Psychosocial Development? Retrieved December 05, 2016, from
https://www.verywell.com/industry-versus-inferiority-2795736