Child Developement Observation college admission essay help houston tx Physics online class help

Gender: Girl Setting: Child is inside her own home. Large living room with several other children and toys surrounding the area. Adults are occupying the kitchen which is several feet away. Date: November 28, 2013 Time Begin: 5:45 PM Time Ended: 6:30 PM Situation: The child is roaming around an open living room lined with toys. She is accompanied by several children also within her same cohort. Most children are gathered around a play house. There are several miscellaneous toys scattered amongst the living room being occupied by other children.

The noise level is moderate. Part One: Play The majority of what I observed was play. I am certain of this because by definition, there where key elements of play involved during my time of observation. In a text entitled Seeing Young Children: A guide to observing and recording behavior (2nd Edition), Benzon defines play as having little regard to outside regulation, being voluntary, and having structure. For example, because the adults where in another room, there was little foreign influence or outside regulation to the child’s play.

She played voluntarily at her own will and within her own wishes. For example, the child layed with blocks for approximately two minutes before willingly leaving them to play with her Barbie doll. There was also Purewal 2 structure behind the way she played; especially while she played house with several other children. This is because each child had a designated role and each player put aside their personal wishes and tolerated the rules of the game by playing their role and stayed in character.

Also, one of the characteristics of play, according to John Dworetsky, is the positive affect of play. Noor’s laughter was proof of the pleasure she was receiving from her play. In contrast, the child acted different when she was told by an adult to clean up her toys. This was not an act of play because it was not voluntary or enjoyed by the child, which was apparent by her downcast expression. Part Two: Types of Play Solitary Play (Craig): Before any of her peers arrived to play with her, Noor sat on the floor and played with a stack of blocks.

Even though there were other adults who attempted to converse with her, she remained concentrated on her blocks. Once she was done playing with blocks she played with her Barbie doll, which she seemed engrossed by ecause she paid no mind to any of the loud noises in the house such as chatter, dishes and even doorbells. She remained smiling the entire time she played in solitude which shows her contentment with her solitary play. Cooperative Play (Mildred Parten): The sociodramtic aspects ot this play session became more coherent as a game ot house progressed.

In this game, all of the children took on various identity roles such as spouses and children. For example, Noor, who played the role of the mother, scolded her “daughter” for disobeying her rules, which in turn caused the “daughter” o become afraid of angry Noor. This displays the childrens’ control over their own emotional regulation by pretending to be angry and afraid. Therefore, the game of house is even more so an act of sociodramtic play.

This type of game is classified as cooperative play because the Purewal 3 children took turns interacting with each other while creating dramas within their made up “household. ” Noor’s ability to participate in both solitary and cooperative play shows the diversity of personality. This shows that she can adjust to different situations with ease. Rough and Tumble Play (Craig): Rough and Tumble Play was demonstrated in several games the children played. Noor participated in a game of tag which soon became aggressive.

As the tagging turned into pushing, the children became more excited and Noor became even happier. Although this could have been mistaken as violence and she received disapproval from the adults, Noor remained in a state of laughter as she and another child playfully pushed each other, almost as if tickling each other. Another example of rough and tumble play was demonstrated in a game of “ring-around-the-roses. ” After singing the lyric “we all fall down” the children literally fell to the floor. Noor fell and brought down another child in the process.

Again, this was not meant to show animosity, but to build a stronger bond with her playmate. After they both fell, they also helped each other up. This is a prime example of rough and tumble play. Games, Rituals, and Competitive Play (Craig): As mentioned previously, the child partook in a game of tag. Tag is a game that is always played with the same rules. The objective is to touch chase one’s opponent until they can be touched. Once the opponent is touched the roles switch. This objective to catch and touch one’s opponent was understood by all the children.

There were also a set of extra rules that the children all abide by such as “safe zones. ” For example, Noor could not touch someone who was sitting on the couch because it was ruled a safe zone. Guidelines such as safe zones, the objective of tagging someone, and who began the game where discussed before the game was played which characterizes this type of play as a game described by Grace Craig. Purewal 4 Part 3: Artistic Expression When the child was asked to draw a picture, she reacted enthusiastically and rew with confidence in her art.

As mentioned by Berger, she drew people in the typical “tadpole” shape, which is regular for children her age. Although her gross motor skills are not fully developed, preventing her from drawing with precision, she was proud of her end result and allowed her creativity to come forth. This is because, according to Berger, children of this age have yet to become self-critical. The child was especially proud when an adult or a peer communicated appreciation or approval of her art. This sense of comfort and pride in herself allowed Noor to freely express nerselt throug n ner art.