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OBSERVATION #3

Observation 3: The Four Domains of the Child

Emily Weigand

Raritan Valley Community College

Professor Kathryn Suk

November 23, 2021

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OBSERVATION #3

I. Observation #3

Classroom Management and Routines

II. Grade Level and Subject Area:

Pre-Kindergarten

III. Setting:

Classroom type is inclusive general education, in a private daycare setting which is

located in an urban area, with one teacher, one teacher’s aide and ten students; four

girls and six boys.

IV. Pre-Observation:

Before going into the classroom to observe a particular student, I can expect that this

student will be four or five years old. According to the Developmental Milestones

Chart, there are four domains to look at when studying the behavior and progress of a

child. Those four domains are physical, cognitive, social, and emotional. I can

anticipate that the student will be very physically active and antsy when sitting still

for more than a few minutes. Since motor skills are still growing and improving, I can

assume that the student can draw, cut, and write to a degree. As for cognitive, I can

expect that the student will have very “imaginative” thinking and enjoy playing

pretend or make believe. As for the social domain of a preschool age child, they have

a basic understanding of good and bad behavior, and want to make adults happy.

Based on this information, I can assume that this student will know what good

decisions are and make them for the most part. Of course, I would not expect a

preschooler or child of any age to listen to rules and be obedient one hundred percent
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of the time, so I can anticipate that they will make poor choices once in a while. I can

also infer that this particular student will look up to their teachers and want to please

them and make them proud.

V. Data:

 Student M gets very possessive of toys or materials he is using, claiming that

they all belong to him and no one else can use them, even though they belong

to the classroom. The teachers remind him frequently that the toys are not his,

but the classrooms. It is also reminded that the teacher brought in all of the

toys for students to use, therefore she can easily take them out of the room and

no one will be able to enjoy them.

 When the teacher talks to him and addresses his poor behavior, the student’s

initial reaction is to whine and cry.

 Student shows impatience; does not say “please” or “thank you” unless

reminded.

 Student M seems to play better alone rather than with friends or classmates.

When in a group activity, he does well for a short while then becomes

possessive with toys. He also seems to need a certain amount of attention

when in a group of students.

 Has frequent emotional outbursts and difficulty expressing emotions through

words so he resorts to crying, whining, and yelling.

 Student M is very physically active, and has a hard time sitting for group

activities or lessons, even if they are on the shorter side.

 Has difficulty with the idea of “good” and “poor” behavior.

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 A classmate attempted to help student M put on the grocery store apron

because they saw he was struggling. He refused the help and instead decided

to look for a teacher to help him.

 When playing in the “dramatic play” center, the student was playing behind

the check-out counter. Another friend tries to join him to play, and student M

shoves the friend.

 Student M has a hard time writing his name, and will often write letters

backwards by accident. When he is offered help, he gets upset and no longer

wants to write.

 Is unable to use scissors much at all and gets frustrated when he tries to cut

something.

 Student M likes to draw pictures and is not able to stay in the lines when he

colors.

VI. Analysis:

My first day in the preschool classroom, I chose to observe student M for this

observation report, mainly due to the fact that the teacher mentioned he seemed to be

a bit more behind than his classmates in the social aspect. She mentioned that he

tends to have frequent outbursts and it might be beneficial to me if I observed him

and hid progress throughout the semester. I was not there in the classroom long

before I realized she had been right. Just in that first day, I watched student M have

several tantrums, and most of them had to do with sharing. During center time, there

are around three to four students in a center, and they are expected to share and get

along with each other. Student M fought with multiple students over toys in his center
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even though he was not using them when his friends picked them up. He claimed they

were his toys even when the teacher reminded him multiple times that they belong to

the classroom and can be taken from the class if it is going to be an issue. When a

teacher would say this, he would immediately start screaming and crying, saying he

does not want to share and they are his toys. I also noticed that student M does not

say please or thank you, but will say it sometimes if reminded by a teacher. He does

play well if left alone to play, but has a problem playing in a group. He gets jealous

very easily when it comes to toys or anything he is using, and ends up arguing when

left to play with someone else. Even in group activities for lessons, it seems that he

gets mad if there is not some attention on him, and he feels the urge to be disruptive.

Student M is very physically active and has a hard time sitting still for more than a

few minutes, especially during play planning or a lesson. He is not able to use

scissors at all, and does not understand how to hold them. He is able to write some of

his name, but does write letters backwards sometimes. Student M does enjoy playing

one on one with some of the other students in the class, but gets upset easily and

sometimes resorts to shoving or pushing.

VII. Recommendations:

A recommendation that I would make to help further this student’s development in

the cognitive domain is to have him practice reading, writing, and reciting basic

information. For example, writing his address and telephone number and then reciting

it after can help him make the connection between what he is writing and what he is

seeing on the paper. In addition, I would have him practice the alphabet, counting
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from 1-10. And writing other information such as his birthday or his parents names.

This can help with the act of memorization as well.

As for physical, I believe it is important to focus on further developing his fine motor

skills. Since the student struggles greatly with cutting, I would suggest some simple

hand exercises like moving his fingers apart and then closer to his thumbs, in sort of a

cutting motion. Then he could practice by cutting along dotted lines and trying to stay

on it. Other simple activities could be implemented such as practicing hand eye

coordination by playing catch with a small ball.

Student M seems to struggle the most with the social domain. I would recommend

encouraging him to play with other students as much as possible. When he shows

anger or violence towards sharing with others, I would suggest pointing out to him

how he is making the other child feel by lashing out that way. I would be blunt and

point out how he is affecting those around him when he decides to have tantrums.

Lastly, when it comes to the emotional domain, student M seems to struggle with this

as well. He has frequent outbursts and whines when he does not get his way. I feel

that there is not much of a drastic change the teacher should make if it is not

guaranteed it will not be followed at home. I would recommend showing him that

behavior does have consequences, and having the teachers show emotions around this

student as well so he starts to understand the impact he has on others.

VIII. Post Observation:

Before going into the preschool classroom, I truly did not know what type of student I

was going to choose to write about. The participating teacher recommended that I

observe him, considering he is one of the more immature students in the class. I am
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very eager to see how he changes or matures over the course of this semester, and

part of me thinks that it might not even be enough to really notice in a ten week time

span.

IX. Citations:

The Institute of Human Services for The Ohio Child Welfare Training Program.

(2007). Developmental Milestones Chart (Brochure).

https://www.rsd.k12.pa.us/Downloads/Development_Chart_for_Booklet.pdf

X. Appendix: