Observation Paper #3

Class/section: FHS 1500-503

Your Name: Kyle Delaney
Assignment: Observation 3

Background Information
Childs age: 11 years old
Fictitious name: Elizabeth
Location: Park City Mountain Resort Summer Camp Program
Brief Observation conducted while at work (Medical Staff for PC mountain
Description: clinic). Observed peer group was part of the Summer Camp activities
group, ages 8 to 11 years, that participated in lift access activities under
supervision.

I refer to the use of activities such as alpine slide and alpine coaster. These are gravity powered
carts that go down a luge like track or elevated rail that rely on balance and speed regulation
by the guest. http://www.parkcitymountain.com/summer/park-city-base-summer-activities.aspx

Biological Development

While observing a group of middle childhood aged children, there was noticeable physical
differences between individuals. The age range for my group was 8-11 years old and all of the
female gender. Interestingly age did not always correspond to different height and weight, as
some of the 9-year-olds were larger in size than a 11-year-old. This differentiation in physical
appearance is not surprising as genetic predisposition, pre-puberty hormonal changes, and
environment can account for difference growth rates (Berger, 2016, p.316). I chose to follow a
11-year-old girl named Elizabeth, who was one of the oldest in the small peer group.

Elizabeth looked to be slightly overweight compared to the other children, but without collecting
data I cannot compare in a standardized manner. Overweight at this age is considered a BMI
above the 85th percentile (Berger, 2016, p. 245). Genetics, body frame, hormones, and nutrition
can explain why Elizabeth may seem overweight, with nutrition being the area of most outside
control. I was not able to observe her eating habits or home life to determine if nutritional factors
are at play.

I observed the peer group while using the outdoor activities at Park City Mountain Resort, where
the group (under daycare staff supervision and myself) did Alpine Coaster and Alpine Slide ski
lift related activities. These activities require a minimum physical standard, as guests are in
control of equipment that regulates speed and general direction, with possible hazardous
outcomes if not operated correctly. Elizabeth did use appropriate reaction times and motor
control, which designates a more efficient brain maturation (Berger, 2016, p. 253). I did observe
that Elizabeth was left handed in all activities, which indicates that full brain lateralization was
complete due to corpus callosum maturation (Berger, 2016, p.168).
Cognitive Development

For this age group Piaget would classify this expected cognition under concrete operational
thought, which is distinguished by the rise of logical thought (Berger, 2016, p. 247). A great
example of this cognition is when the staff first explained the importance of not going too fast
with the Alpine Slide. When the staff asked the group a follow up question after a brief
demonstration concerning what would happen if you go too fast, Elizabeth replied you will fly
out and get hurt. While this was the first time Elizabeth has ever done this activity, she was able
to use systematic logical thought to understand cause and effect. And she was correct; if a guest
does go too fast while doing the alpine slide, you can lose control and be ejected from the track
with typical injurious effects.

The use of staff for this group was critical since energy was high and attention not always
constant. The group of girls were typically speaking to each other and using cooperative play
while excluding or ignoring the staff. The general span of attention was short, but I would
assume due to excitement and other peer group relations. Various staff was used to provide the
group with opportunities for selective attention that demanded they girls focus and listen to
important detail such as safety (Berger, 2016, p. 249). I was able to observe the girls for over an
hour while we all participated in the summer activities, and Elizabeth each time remembered the
safety rules and procedures. This is an indication that her all forms of her sensory, working, and
long-term memory were working correctly to provide exact control processes in order to
participate correctly in the activities.

Psychosocial Development

As stated earlier, staff was present in many forms to provide a fun and safe environment for the
guests, and I was part of that role. I did try to minimize interaction and observe this group, but
the girls did eventually want to interact with me and ask questions (hard to ignore me while I
have a radio and clearly identified as medical staff). All questions were inquisitive and easy to
provide while I kept my guise of observer. Due to the serious safety precautions, all activated
were influenced with guided participation, which helped provide the necessary instructions for
safety (Berger, 2016, p. 248). The peer group together had an enjoyable time and their fun and
excitement kept the group in good spirits. I did not observe any bullying or social exclusion from
the girls, and was generally surprised how well the girls got along with each other (Berger, 2016,
p. 241). I am not able to determine if Elizabeth had known any of these girls previously, but her
interaction with her peers was constant. There were occasions when small group separation
would happen. For example; Jenny (one of the older kids) pulled Elizabeth aside to speak
privately. I was not able to hear what was discussed, but they both looked to have some private
joke.

Without knowing Elizabeth's home life, I would say that her moral values are consistent with
positive moral reasoning. Being one of the oldest in the peer group, it would be easy for her to
exclude younger girls or participate in bullying. Elizabeth's ability to build new social bonds with
peers without exclusion would indicate that she is operating within all three levels of Kohlbergs
moral thought (Berger, 2016, p. 305).

Reference List

Berger, K. S. (2016). Invitation to the life span (3rd ed.). New York, NY: Worth Publishers.