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Running Head: OBSERVATION REPORT

Observation Report

Kendall Munson

Santiago Canyon College

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Observation Report

Abstract

The following report is based on the observations conducted on Monday, March 25th at

the Santiago Canyon College Child Development Center. Using anecdotal notes and checklists,

the purpose of the observation was to observe, assess, and provide support for motor

development-specifically fine and gross motor skills. All children were observed in a natural and

familiar environment. Two different children were observed for inside activities such as walking,

running, riding a tricycle, pincer grasp, and various outside activities. The report will also look at

proper teacher-child interaction during activities designed to promote gross motor skills. For

confidentiality, all children observed will be referred to as Child A or Child B.

Section 1: Observe two Different Children on the Same Activities

Walking

Observe

Child A was engaged with another student in playing with toy cars on a bookshelf. Both

students were kneeling in front of the bookshelf. Both children ran cars along the highest shelf.

Child A used the bookshelf to prop himself up to a standing position, stepped over the

classmate’s extended legs, and grabbed new toy. When walking to grab new toy, Child’s A feet

were flat-footed and had a balanced stride.

Child B engaged in play with a kneeling position of the floor. The child stood up with the

assistance of the classroom furniture (shelf) and stepped over nearby basket of toys. When

walking, the child walked evenly on both flat-feet and had a balanced stride. The child stepped

over other nearby objects on the ground and avoided bumping into classmates.
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Assess

When I began my observation, Child A was already engaged in this activity. I can infer

that he most likely used the bookshelf as the surface in which to play with the cars due to the fact

that the carpet was busy with other students completing various activities. Child A is exhibiting

proper spatial awareness. According to Abbott, Lundin and Ong in the Preschool Learning

Foundations Vol 2, typical spatial awareness is considered typical when the child “demonstrates

awareness of the need to maintain personal space between themselves and others” (Abbott, et al.,

p. 52, 2010). Child A most likely used the highest shelf in order to remain eye and body level

with both the toy and his fellow classmate. The action of this child shows that they are exploring

gross locomotor movement skills. Taking a step sideways or forwards while holding onto

furniture shows typical gross motor development in the exploring middle stage (DRDP, p. 57,

2016). In the case of Child A’s actions, it can be reasonably be concluded that they are in this

middle exploring stage.

At the start of observing Child B, they were already in the kneeling position. Observing

the child standing up assistance of furniture fits the typical development of a child in the middle

exploring stage (DRDP, p. 57, 2016). In the case of Child B’s actions, the child properly walks

with flat feet on the ground.

Support

For both Child A and Child B, the environment worked in their favor. The materials used

(shelf) and space around them (carpet and floor), did not have many obstacles in the way to

where either child’s safety was affected. By playing amongst each other in a group, both children

were able to get a feel for an environment where they are not the sole members. Without having
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the experience of being around others, they would be put at a disadvantage and lose out on

properly developing the motor skills they need to develop at this stage in their life. Each child

also was under the careful supervision of several instructors and/or aids in which they could go

to if they were hurt or needed to ask a specific question.

Run

Observe

During outside play time, Child A ran on flat feet yet at times when stopping his feet

shuffled on the floor prior to running again. Their chest pointed towards the ground slightly and

arms were behind them in a “superman-like” position. The child was able to slow down to avoid

colliding with an object or other child in the way. The speed of their running was a light jog.

Child B jogged with both feet flat on the pavement. Their arms swung in front of their

body and both feet picked up off the ground when moving to a sprinting pace. The child ran over

from the tricycles to the slide area of the outdoor space.

Assess

I would infer that Child A is exhibiting proper gross motor development when it comes to

running. At the preschool age, the child may run with short-stride length and inconsistent of arms

and legs is typical (Abbott, et al., p. 47, 2010). As the child gets older (around 60 months of age),

this motion should shift, and opposition of arms and legs should become more consistent. If the

child is still running in this manner at this time, intervention may need to occur. In terms of

stopping with control, Child A is above the developmental level for the preschool age. Typically,

children around 48 months can run but have difficulty stopping with control (Abbott, et al., p. 47,

2010). In the case of Child A, the child’s ability to slow down and avoid collision of others is at
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the 60 month age level. I would infer that Child B is exhibiting proper gross locomotor

development skills when running. Child B ran with both feet flat on the pavement. At this age,

that is typical development. Child B was able to sprint and the opposition in their arms and legs

was more consistent, which indicates that their development in that area is the same as a child

aged 60 months.

Support

Each child was given enough space to freely run around with minimal obstacles in the

way. As for Child A, I would advise the instructors to keep observations continually on the

opposition of the child’s arms and legs when running. If the child continues to run with both

arms stretched out behind him, an instructor or developmental professional should come in and

complete an evaluation and work towards gaining proper skills in this area. If needed, talking

with Child’s A family about development in this area is an important and necessary step to take.

For both children, the environment should remain as is. Both children’s motor development are

being fostered through the curriculum, structure, and adult assistance provided within the

program.

Tricycle

Observe

Child A rode the tricycle along the cement walkway separating the more active area

(slides and grass) and the less active area (painting, using dollhouse). The child steered

themselves along the straight path and had other classmate push him for speed. An aid intervened

and child A continued riding the tricycle. The child navigated around other students and objects.
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When done, the child returned tricycle to the grassy area where the other non-used tricycles

were. The Child grabbed a new tricycle, returned it, did not ride, and walked to new area.

Child B opted to using the scooters provided. The child placed left foot on footrest and

pedaled with right foot. The child had head bent down looking at feet and hands while steering.

The child went around the U-shaped concrete area provided. The child brushed away a bug with

one hand, held on to scooter handle with the other. Child stopped themselves on the scooter

while doing so.

Assess

When it comes to riding a tricycle, Child A is exhibiting proper active physical play

according to the preschool learning foundations. At 60 months, the child should be able to

initiate more complex physical activities for a sustained period of time (Abbott, et al., p. 55,

2010). Although Child A is most likely not 60 months, they are able to achieve this skill in terms

of riding a tricycle. Instead of a tricycle, Child B opted for a scooter. The child was able to start

and stop with ease and when an obstacle presented itself (bug in face), the child did not swat the

bug away while still riding. Doing so would have led to potentially serious safety issues and

showcased Child B’s typical development. Using any two body parts together is a typical

directional awareness skill (Abbott, et al., p. 54, 2010). The child swatting bug away with one

hand while still holding onto scooter handle with the other hand for stability showcases proper

understanding of large muscle skills.

Support

A majority of the children during outside time did not seem to want to use the tricycles

provided. The reasoning for this is unclear, and in order to further gross motor development, the
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instructors could potentially present the tricycles again to the children. The children could have

designated days for using tricycles, but I did not view any signs indicated off-limit times or days.

All other areas designated for outside play were full of children wanting to participate. When the

children were using tricycles, adults had their eyes on all situations to ensure that no one would

get hurt. I would encourage the program and instructors to continue these practices.

Pincer Grasp

Observe

Child A grasped toy wand after being shown by the aid. The child held the wand in a

fist-like hold. In the other hand, the child held a toy mirror. The child held both objects in hands

while sitting at play table and talking to other peers for an extended amount of time.

Child B engaged in drawing on and shading entire dry-erase board with black marker.

The child held marker in the typical way of holding a marker (proper pincer grasp form). The

child first erased board with palm of hand, then reached for eraser using her thumb, index, and

middle finger. The child grabbed different color marker but was not able to use due to it being

time for outside activities.

Assess

When using the toy wand, Child A showcased earlier exploring fine motor manipulative

skills. The child used fingers and palm to grasp two toys that varied in size (DRDP, p. 59, 2016).

The mirror handle is slightly larger than the handle of the wand and the child was able to hold

both objects without dropping either one. Child B exemplified the exploring middle fine motor

manipulative skills of motor development. When holding the markers, the child used proper

pincer grasp form typical for the develop of a child that is preschool aged. I would classify Child
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B as at the later exploring stage. The child successfully scribbled back and forth and erased on

dry-erase board with marker, using one hand (DRDP, p. 59, 2016).

Support

The child engaged in the activity with the markers and dry-erase board was excluded

from her other classmates. At the beginning of my time in the classroom, the child was already

engaged in the activity, so it is unclear as to whether the child was put in that spot for behavioral

purposes or by their own free will. If the child was not there for behavioral reasons, it would be

advised to have a staff member have the child continue to activity around others if that is the best

need for the child and their educational plans.

Hold and use an object

Observe

Child A walked to the wall and grabbed the play phone on the table. The child held the

phone using entire hand and put phone to ear whilst engaging in a fake conversation. The child

then grabbed a play shield in one hand and toy wand in the other. The child used wand to poke

other classmates shield. Child A then moved on to a bin with play rice and used paper inside bin

to put rice through. The child folded paper in a hot-dog style and using other hand to shovel rice

through the makeshift folded paper tube.

Child B grabbed several different pieces from a bin that were meant to make a race track.

The child grabbed all the pieces and assembled the race track. Using the highest shelf of the

nearby bookshelf and steadied race track by propping the end with nearby empty bins. Child B

took turns in stabilizing middle part of track and sliding toy cars down track.

Assess
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Manipulation of objects was a developmental skill achieved by both children in the

Santiago Canyon Colleges’ Child Development Center. Child A exhibited signs of exploratory

play when talking on the phone. Exploratory play is a primary way for the child to learn about

the world (Nilsen, 2017). It can be reasonably inferred that the child has seen an adult or another

child having a conversation on the phone and observed the ways in which to do so. When

playing with the rice, Child A met the preschool learning foundations development for

directional awareness. At 60 months of age, the child can place an item (rice) near, far, over,

under, between, and through another item (paper) when instructed to do so (Abbott, et al., p. 69,

2010). Child B’s manipulation of objects provided the observer with a proper assessment of

gross motor manipulative skills. It can be deduced that the child is in the middle exploring stage

as Child A was using arms, legs, or body in various ways to manipulate objects while in such

positions as sitting, moving on all fours, or upright, using support (DRDP, p. 58, 2016).

Naturally and with ease, Child B was able to further develop his large muscle skills when using

the support of the furniture nearby and assembling the objects to make desired product

(racetrack).

Support

The way in which Child A was able to recognize an object and recall how it is used goes

to show the importance of the adult to always act in a professional manner. As we are observing

children, they are observing us as well. During my time in the classroom, the teachers, aids, and

any other adult who entered held themselves to a high standard. Nilsen states, “adults must

prepare safe environment for the children” (Nilsen, 2017). The two sections of the room in which

both Child A and Child B played in had groups of about six or more in them and at times felt
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cluttered and I was looking out for the safety of the children sometimes more than observing. It

would be my recommendation that the teachers and aids limit group activities to four children or

less and help the children assist in keeping the area as clear as possible.

Section 2: Specific fine and gross motor skills of many different children

Observe

Looking at several different children, several specific fine and gross motor skills were

observed. I took observational notes on three different tasks from a list in which was provided

and that I added to. The first task observed was jumping over 6-inch object, landing on both feet

together. Child A completed the task by jumping from the higher cemented platform to a lower

area filled with wood chips. The child landed on both feet together and did not wobble in their

stance. Child B jumped over wood blocks that were on their side (making them a little less than 6

inches high) and landed on both feet together. The second task I observed was cartwheeling.

Child A began to cartwheel on own. Child B tried to cartwheel as well, but could not do so.

Child A instructed Child B on how to cartwheel. Both Child A and Child B then took turns

practicing cartwheeling and ended with doing toe touches. For the third task, pulling/using a

large toy (tricycle) was observed. Child A grabbed own tricycle and pulled it from grass area to

cement. Child A saw another child struggling and assisted them in grabbing a different tricycle.

Child B grabbed tricycle from same area at different time and began to use one foot to pedal, and

hand gripping handles, with body slightly forward.

Assess

Child A and Child B jumping from one location to another is showing proper use of large

muscle skills. Nilsen states that before being able to complete these skills engaging large
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muscles, the child's mind and body must be ready before accomplishing this skill (cite, chapter

4-3a). By the child completing the action, it can be deduced that they are in align with Nilsen’s

standards. Both Child A and B cartwheeling were engaging their gross motor skills and

following proper muscular development according to the Preschool Learning Foundations Vol 2.

Children around 60 months should engage in increasing amounts of active play activities that

enhance leg and arm strength, muscular endurance, and flexibility (Abbott, et al., p. 57, 2010).

Both children are most likely not 60 months old, so engaging in cartwheeling and toe touching

indicates that they are slightly ahead of development than the typical preschooler. The final

observed skill involving pulling and use of a tricycle falls into the Preschool Learning

Foundations Volume 2 Active Play category. Child A and B using their legs and arms to

maneuver along the provided bike path established their typical developmental level for those

aged around 48 months (Abbott, et al., p. 57, 2010).

Support

Children can more at an extremely fast pace when engaging in play and not realize the

intensity of their movements. The child is most often not thinking “I used my fine and gross

motor skills just now.” They simply have a goal in mind and will do whatever they can to

accomplish that goal. This is where safety within the program should be of the utmost

importance. For Santiago Canyon College specifically, all environments in which the three

aforementioned skills were observed had adults present, nearby, and at the ready to assist in the

case of an emergency. I would highly advise they continue these practices. Leaning forward

when riding a tricycle or something similar like a scooter was observed. When noticed by the

program’s staff, I feel it would be vital to advise to student to first look ahead for a majority of
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the time spent cycling, glancing at feet occasionally. Eventually, it is the goal that the child is

able to look straight ahead in order to further prevent themselves from crashing into other objects

or people that come in their path.

Section 3: Outside Activities

Observe

At the start of outside time, the child arrived at the already provided outdoor dollhouse.

Inside of the dollhouse were materials that included Barbie dolls dressed in princess dresses, toy

beds, couches, and other various furniture pieces. Near the dollhouse were bins of more dolls,

furniture, and outfits for the doll figures. Child A began to take turns with fellow peers as

instructed by the aid. Child A followed the instructions of other classmates about which level

each doll should go on. Child A began to prop the doll onto the bed by folding the doll’s body so

that it was L-shaped (legs straight up from, torso up). Child A followed the example of other

classmates by moving the dolls along the floor level in to mimic walking. While the child was

not playing, they sat in the nearby chair and observed her peers playing. At time of switching

activities, the child cried, stating “I didn’t get enough time”.

Assessment

The child most likely immediately gravitated towards the dollhouse as that was of

interest. Freud states that basic gender role/attitudes are formed from experience (Nilsen, 2017).

In other experiences with play, the child may have seen others with whom they identify playing

with objects/activities that have been assigned to a specific gender and followed suit. The child

displayed proper use of both fine and gross motor skills. By folding the dolls legs to manipulate a

seating position, the child showed proper use of fine motor skills. Fine motor skills have been
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defined as muscles that control hands and fingers (Nilsen, 2017). As for gross motor skills, the

child moving from a standing to seated position is a prime example of proper development.

Gross motor skills are defined as muscles used in moving the body from one place to another

(Nilsen, 2017). It is reasonable to say the child’s physical development is on track.

Support

Whether it be a station for painting, arts and crafts, running around, or riding a tricycle,

From the child’s perspective, each station outside was set up within a proper distance of one

another and was intentional in its purpose. Specifically, with the dollhouse, it was in a shaded

area that was not in the way of other students walking around from station to station. From the

child’s perspective, the environment would be viewed as a fun, and safe place to explore the

world around them. From the adult/early childhood program’s perspective, the environment

would also be deemed as safe. Some proper practices observed was sanitation stations and a

white-board outside listing how many adults were assigned to each teacher (by classroom) and

the total ratio of staff to students near the bottom. There was an adult at every single station

observing each possible interaction. In doing so, I witnessed little safety malpractices. I would

encourage the program and staff to continue implementing their safety practices.

Section 4: Teacher-Child Interaction

Observe

The instructor advised a large group of students to line up behind the outside balance

beam. The instructor asked two students to bring gymnastic mats to the end of the balance beam.

The balance beam was built to be zig zagged and each student took turn walking across with

arms spread out like an airplane. The instructor was attentive to each student and would aid them
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in walking across beam by holding torso. Students reached the end and prepped to somersault

onto the mats. The teacher explained how to do a somersault for the students who did not know

how. If the child could not complete somersault, the teacher instructed them to try a cartwheel or

continue walking straight with arms spread out until they reached the end of the mats. The

teacher used positive phrases such as, “You’re so independent” amongst various students.

Assess

Children are by nature extremely observant. By having two students grab the mats after

being instructed to do so, it fosters the thought in another child’s brain to one day want to help

out in a similar fashion. Having the students complete this activity would be a prime example of

proper collaborative play, as the theme of play was the same for every child, and all are working

towards achieving the same goal. (Nilsen, 2017). In this case, the goal would be walking along

the zigzag beam and ending with a gymnastic trick. As the children play, they are beginning to

make synaptic connections through their experiences. The child who is not able to complete a

somersault right off the bat may need some more assistance. By the teacher helping the child

maintain their balance and guiding them through the proper body movements, the child is able to

learn something they would not have without teacher intervention. One of the importance of

social play is that “through play and interaction with the environment, the child is constructing

mental images and processes” (Nilsen, 2017). Now, with the assistance of the instructor, the

child has formed these connections and will be more inclined to complete the same activity on

their own at a later date and assist others in getting to the same level as well.

Support
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From the child’s perspective, the activity would be seen as pure fun. Each child knew

what was expected of them and no child tried to sabotage their peers time working through the

activity. The activity did not seem foreign to the students. The children were most likely not

thinking, “today we are working on improving our gross motor skills”, but instead being able to

learn in a natural, comfortable environment. From the teacher’s side, I would suggest having, if

possible, another aid taking notes on a few students while they worked through the activity. The

main instructor did not have time to guide students and write notes at the same time as that

would violate important safety practices. Having another set of eyes would be helpful to

document children’s progress with gross motor development. Overall, all proper safety practices

and teaching of curriculum took place.

Section 5: DRDP

Observe

Child A was only able to showcase a few gross motor manipulative skills as they were

taken inside during outside time and there was not enough time to observe a different child.

What was observed during inside time was the following: Child A grabbed toy wand from table

by raking it towards their body. Child A also used toy wand and cast an fake spell on classmate

before setting it down.

Child B kicked a blue ball that rolled into his path from other children playing. The child

walked to sit down at the provided arts and crafts table. The child put stickers on separate piece

of construction paper and assisted peers in doing the same. Child B dropped stickers on the floor,

and placed one hand on table and bent down to his side to grab stickers with other hand. Slightly

scooted body away from table in order to do so. Child went back and forth from arts and crafts
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table to areas within program where gross motor skills could be targeted. Child A engaged in

activity with another child and caught a ball that was kicked to him. Child remained still. Before

throwing again, child threw ball up in air and caught it with both hands as it came down.

Assess

According to the DRDP, Child A is at the typical earlier exploring stage of fine motor

manipulative skills. The DRDP states that at this stage the child has already accomplished the

task of both pulling an object closer using a raking motion and uses fingers and palms to grasp

toys of different shapes and sizes (DRDP, p. 59, 2016). It would have been nice to further

observe this child, but as for this area of development and what was able to be observed, it can

be concluded that the child is on track. Child B exhibited proper fine and gross motor

manipulative skills. In terms of fine motor, it can be reasonably concluded that the child is at the

middle building level of fine motor manipulative development. Child B properly uses fingers and

palms to grasp various sized objects (paper, stickers). The DRDP states that at the middle

building level of development, the child uses scissors to cut out simple shapes (DRDP, p. 59,

2016). Although Child B did not use scissors to cut out the simple shapes, the child had to use

their hands to retrieve exceptionally small sticker pieces. In terms of gross motor, Child B

demonstrated proper gross motor manipulative skills. It can be concluded that the Child is at the

later exploring developmental level of gross motor manipulative skills. At this stage, the DRDP

has claimed that the child should manipulate objects, using one or more body parts, with the

limited (DRDP, p. 58, 2016). When Child B threw the ball up in the air and caught it while

standing in the same spot, he performed up to this level within the DRDP.

Support
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The outside environment of the early childhood program center designates each area with

a specific purpose. Whether there is an arts and crafts table for fine motor or more free range

spaces for gross motor, every child has the opportunity to grow, learn, and most importantly have

fun while doing so. The only downside I observed was that for a short period of time, there was

no staff member assisting the children at the arts and crafts table where Child B was being

observed. There was staff nearby, but no staff member was present at the table with the children

for a little while. At the table were scissors and other potentially harmful objects, so it would be

recommended that a staff member is present at all times. On another note, the children were all

able to engage in a completely, natural and comfortable environment which is important during

play.

SECTION 6: Your Experience: Interpretation, Reflection, And Evaluation

Interpretation

Through this observation, a rich understanding of the ways in which children are aware

of and use both fine and gross motor skills was achieved. I observed that at an especially young

age, while children are still learning so much about how to navigate within the world, they can

do so much at such a young age. Stepping over an object or several objects on the ground, while

holding objects in your hands, using language, and thinking about heading to a desired

destination, for example, takes an immense amount of development in all domains.

When reading about the various methods of observation, it can become jumbled and

overwhelming about making sure you are using the proper method for each observation. The
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anecdotal recording method was useful in identifying fine and gross motor because of its ability

to look at, “body positions, actions/reactions, exact words, inflection, and pronunciation”.

(Nilsen, 2017) Throughout the observation all of these previously listed were evident in a natural

setting. Every adult, aid, and teacher that entered the classroom held themselves and others to the

highest professional ability possible. Proper safety measures were taken before, during, and after

each activity and the overall environment reflected the best needs for each child.

Reflection

I come from a family of teachers, so the classroom is not a foreign environment for me.

In the past, however, I have been in a slightly older classroom, never early childhood. Prior to

beginning the observation, I felt secure in at least feeling comfortable in the physical space.

What I did not expect however, was having to train and focus my attention on the fast-paced

nature of an early childhood classroom. I was aware at how much energy a child can have, but

when you have to take the time to write down a variety of information, it can become

overwhelming as you want to make sure you are giving the most factual account possible. I

found myself feeling slightly overwhelmed with capturing a mental picture for the reader as the

children were at times moving at a faster pace than my attention could focus on and hands could

write. As the observation went on, I began to train my eyes and attention in a better manner and

feel more secure in doing so for the observations to come.

Evaluation

As this was my first time conducting an observation, I was nervous going into it. Having

done my prep work, I was prepared that I understood the manner in which the observations
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needed to be conducted but had general nerves that included getting in the teacher’s/student’s

way unintentionally, not knowing what to do if a child noticed and interacted personally with

me, and if an issue preventing the child’s safety would occur. About thirty minutes into the

observation process, I felt at ease and ready to tackle my assignment. All the staff and children

were friendly, helpful, and most importantly, professional. I was able to not only learn from the

children, but the staff as well.

Conclusion

Through this observation, a better understanding of how to promote proper motor

development and the importance of doing so was achieved. Gaining more experience observing

more than one child is a habit that must be built in order to achieve the intended goals of

observation. It is important to have a specific intention prior to going into an observation, as this

will allow the process to run as smoothly as possible. The Santiago Canyon College Child

Development Center provides a proper environment for children to develop proper motor

development.
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Observational Notes
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Reference Page

Abbott, D., Lundin, J., & Ong, F. (2010). California preschool learning foundations (Vol. 2).

Sacramento, CA: California Department of Education.

DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry –

Preschool Comprehensive View. (2016). Retrieved from

http://www.cde.ca.gov/sp/cd/ci/drdpforms.asp

Nilsen, B. (2017). Week by week: Plans for documenting children’s development. Australia:

Cengage Learning.
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