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Name _____________________Emily Walker___________ Class ____________________

Date _____________

Observation

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: ________White Oak Elementary (Avon)________________________________

Date(s) of Observation(s): ___4/18/17 - 4/19/17________________

Number and Ages of Children: ____________4 kids and two of them are 7 and the

other two are 8_________________________________________________

1. Describe the small-motor skills you observe in these children.

While observing four children I had found some things that were

interesting. The four kids were opposite genders. The two seven-year-olds

were boys and the eight-year-olds were girls. A few small motor skills that

the boy had done was picking up objects between his thumb and finger. I

was fascinated on how well he had picked up the crayons with no problem.

Another thing that the boys had done was how carefully they wrote. I had

told him to write a sentence and he was focused. They motor skills had

provided the child with coordination. I had asked the little girl to button

her collared shirt. At first, she had some difficulties working her hands. On

the third time, the girls had gotten the hang out of it. I was surprised by

this. After this task, I had asked her to write their name five times on a
piece of paper. One girl had acted as though it was a race while writing

her name. I had asked her why she wrote so fast and she had explained

thats how she always writes. Having motor skills enable your child to

perform important everyday tasks (N.A, 2017).

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

Gross motor skills involve activities in which children physical activities that use large

body movement, normally involving the entire body (Oswalt, n.d.) During my observation, I

had taken the group outside to record a few things. I had the group kick a ball as hard as they

could. The two boys had seemed deeply interested in this task while the girls didnt care much for it.

As the two boys kicked the ball it had went far. One of the girls had explained that she didnt really

feel comfortable playing kickball. The other girl had seemed a bit scared of the ball as it came

rolling to her. I then had the children compete in a race together and they had enjoyed using their

motor skills. It didnt really take much for the kids to reach start and finish. The next game we had

played was red light-green light which was equivalent to the race they did before. The children had

loved this activity and the excitement as well. We had wrapped up this observation with hopscotch.

The boys had gone one round and then said they were done playing. The girls had loved playing

this game and wanted to see who could finish first against each other.

3. According to Erik Erikson, school-age children strive to be industrious. Describe

several behaviors

or actions you observe that support this theory.


One thing that had shown this behavior was when one of the

students was asked to write a sentence. As the boy was writing the

sentence he was so calm and determined to finish his sentence. Another

example that had shown this behavior was when the kids were racing

against each other. The four of them had wanted so bad to be first in the

race. The children had demonstrated showing the ability to strive to be

industrious. Even though the children had acted competitive, they still at

the same time were having fun with one another. The very last example

that demonstrates how children strive to be industrious is when the

children had played the game red-light and green-light. This game is when

you race to see who reaches the ending mark as the speaker calls out. The

four children were so determined to be first during this race. They wanted

to be first and showed hard-work by listening carefully to when the

speaker would call out if they could go or not. I thought that these

examples show what its like to be industrious workers. Industrious is

working hard and energetically.

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

utilize social and

language skills to work cooperatively?

During my observations, the children didnt seem very interested in the

science activity being introduced. The children had to complete a

worksheet that required them to match pictures of flowers with words

that best describe each plant. The girls were quiet during most of the time

spent together. The boys had complained the whole time about how they
didnt want to do this activity. They did show that together as a team they

were able to complete the whole worksheet as a group which was

impressive. A lot of the times children dont necessarily enjoy working

together as a group. It was impressive how determined, and hard-working

the children were to complete this task that was given. At a young I felt as

though it would be difficult for children to focus on something without

having redirection from a teacher. The group had done a well job of not

having the teacher constantly remind them to stay on task. At first, they

were shy but they then had shown great socialization skills working

together as a group.

Guided Observation: School-Age ChildrenSix to Eight Years

Name _____________Emily Walker___________________ Class ____________________

Date ___4/18-19__________

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?

While being outside we had played, a game called red-light green- light.

The object of the game is to see who can make it to the finishing line, and

listen to the directions being called. I felt as though the children had a

challenging time listening because they were so determined to be first

and win. They had treated this as though it was a competition instead of a

game that uses listening skills and your motor skills. The children could

follow the directions for the most part they just had a difficult time

listening to what the speaker was calling.


6. Are the children dependent on teachers for enforcing the rules, or do the children

enforce rules

for each other? How is this accomplished?

While I observed, the four children I was so surprised by how well behaved

they were. They were assigned to work together as a group, and work on a

worksheet that talked about flowers. The teacher had set on instructions

on what she expected and then let the class work together in groups. At

first the two girls were shy but eventually it went away. The four children

had worked together as a team expressing their ideas and thoughts

towards the assignment. The socialization skills were perfect as well. I

was impressed on how they worked together without having the teacher

constantly must give them reminders on how to work together as a group.

At an early age, I felt as though they did an excellent job enforcing rules

for each other by getting the assignment accomplished with no problems.

7. How are group play disputes handled between children? What social values, such

as honesty,

do the children strongly defend?

The children had strongly defended honesty. As the children were playing

if something had gone wrong they would immediately come up to the

teacher tell the problem, and explain what they could do to make the

situation better. I was surprised by this because I felt as though children

will grow out of the stage where they tell on everyone. I work with
preschoolers and they tell the teacher everything wrong that occurs. I

thought as though this would be just a phase for students but my

thoughts didnt really seem very accurate. If something goes wrong in a

group children are typically able to express the problem, and what they

can do to solve it.

8. Identify friendships between the children. Considering the behaviors you observe,

on what

basis do you think these friendships are formed?

While observing the four children I had become shocked about a few

things. I was surprised how they wanted to be best friends with the same

gender. I think as children become older that will typically start to change.

Note: It is expected that your observations contain references to our text and

outside sources. Although no formal paper is required. In text citations and a formal

reference page should be provided using APA formatting.

Reference Page:
Oswalt, A. (n.d.). Early Childhood Physical Development: Gross and Fine Motor

Development. Retrieved from Betty Hardwick Center:

http://bhcmhmr.org/poc/view_doc.php?type=doc&id=12755&cn=462

Magazine, T. E. (2017, February 21). Developing Motor Skills. Retrieved April 30, 2017, from

http://www.parents.com/toddlers-preschoolers/development/physical/child-

developing-motor-skills/