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Name: Victoria Pecot Chapter Number: 8

Focus Headings: Body Growth & Motor

Development
Please read the chapter and provide examples from the book of what to look for during your 1-hour
observation. This assignment may not follow the order of your actual observation.
Examples Notes to Textbook Connection
include pg. number and citation
0-10 minutes David had the same height as other Girls retain more body fat than
Body Growth describe children in class. Losing baby fat. boys do, (Berk, pg. 285). Other
changes things such as posture and
balance are improving around this
age, until about 5 years old. This
gains in motor coordination..
11-20 minutes David had healthy looking teeth, Another thing happening at this
Skeletal Growth describe showing proper nutrition. . age is children losing their baby
changes cite examples teeth. If a child loses their baby
teeth and it takes a while to grow
their permanent ones, this is a
sign of prolonged malnutrition.
Almost 28% of US preschoolers
have tooth decay, which only
continues to rise later on. (Berk,
287).
21-30 minutes David should be able to pay At this time, children’s brains are
Brain Development describe attention better now, and form full also increasing to 90% of its’
and cite examples (language; conversations. weight, and starts improving skills
handiness; memory; such as physical coordination,
emotions; perception, attention, language,
etc., (Berk, pg. 287).
31-40 minutes David was running around the Gross-motor development in early
Gross Motor explain cite classroom, result of his working childhood refers to balance,
major milestones gross-motor skills. walking properly, running,
hopping (on one foot or both),
and riding a bicycle. (Berk, ch. 8).
Should be able to ride a bike
between 5-6
41-50 minutes Did not observe any fine-motor of Fine-motor development in early
Fine Motor explain cite major his happenings. In classroom childhood refers to putting on
milestone though I did see children drawing their own clothes, zipping, using
and cutting paper, which is fine food utensils and eating without
motor. help, ties shoes, using scissors,
and writing simple words. Should
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be able to tie shoes by 5-6.

51-60 minutes
Describe ways to enhance
motor development. Cite
examples within the
environment
Drawing and writing their name Should encourage writing their
with color pencils, cutting paper, name, drawing stick figures of
playing with playdoh. people, going on walks and runs.
Playing hopscotch.

Name: Victoria Pecot Chapter Number: 9

Focus Headings: Information Processing &

Language Development
Please read the chapter and provide examples from the book of what to look for during your 1-hour
observation. This assignment may not follow the order of your actual observation.
Examples Notes to Textbook Connection
include pg. number and citation
0-10 minutes Focusing on a certain task without Information processing refers to
Information Processing pulling their attention to another mental strategies children use to
explain and provide examples activity. I noticed David focusing on put stimuli into their mind. This
of attention, scaffolding and his teacher speaking and not also includes “the components of
planning. looking at other peers. executive function that enable
children to succeed…attention,
impulse control, working memory,
and planning,” (Berk, pg. 327).
11-20 minutes Should be able to recall memory Between 3-5 children should be
Memory, Problem Solving cards. able to recall many things, even
describe changes cite after just a brief encounter with
examples seeing something. After looking at
Ok to ask the child questions a few cards quickly, children
should be able to recall exactly
what they are. (Berk)
21-30 minutes N/A Theory of mind is improving,
The Young Child Theory of which means David should be able
Mind to reflect on what they believe is
describe and cite examples true. (Berk, 327).

31-40 minutes
Summarize and cite examples
of literacy knowledge
 Choose one Early Childhood Childhood portfolio
41-50 minutes
Summarize and cite examples
of mathematical knowledge
51-60 minutes
Language Development
Summarize and cite examples
of vocabulary, grammar, and
conversational skills in early
childhood
Name:
Focus Headings:
Please read the chapter and provide examples from the book of what to look for during your 1-hour
observation. This assignment may not follow the order of your actual observation.
0-10 minutes
Emotional Development
Identify changes cite
examples that influence
changecc
Witnessed David asking his friend if In early childhood, language is
he just saw him run around the advancing very high. By age six,
room. He said this properly, David should have acquired
because he is 5 years old. Dramatic around 10,000 words already. This
play fosters this, as well as play is because of their brain’s
with peers and adults. plasticity, which at this age is able
to connect new words with
concepts after only a short
explanation, because of fast-
mapping. Children are still making
language errors at this age, but
have gotten the hold of verbs, and
will have mastered it soon after 6
years old. . Conversations at this
time should be developed, and
even shown in dramatic play with
toys. However, adults should still
foster preschoolers’ and
kindergarteners’ language
development, by correcting a
wrong sentence if an error is
made.
Chapter Number: 10
Emotional Development & Peer
Relations
Examples Notes to Textbook Connection
include pg. number and citation
I observed David, now 6, go over to Between 2-6, children’s emotional
a friend who was crying because abilities are advancing, called
they fell. He tried to cheer him up. emotional competence. Emotional
This demonstrates how at this age, competence is important for peer
David understands emotions, and relationships and mental health,
know how to react to social (Berk, pg. 361). Parenting strongly
situations like this. influences this. After age 4,
children understand that desires
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11-20 minutes
Emotional Self-Regulation
Explain cite examples that
influence changes
21-30 minutes
Self-Conscious Emotions
explain and cite examples
31-40 minutes
Empathy and Sympathy
Explain and cite examples
Children at this age should know
what they should and should not
say around certain people or in
public. They know they should
have their own feelings of things.
The guilt feeling is starting to
develop, as well as feeling happy
about their performance.
Witnessed David asking his friend if
he is okay because he was crying
and tried to comfort him.
and beliefs drive behaviors. This
means that children are now good
at how others are feeling based
on their behaviors, and why things
make them happy or sad. For
example, “When shown a picture
of a happy-faced child with a
broken bike, 4-5 year olds said the
boy is happy because he likes to
ride his bike. However, older
children would say that the boy is
happy because his dad said he
would help fix the broken bike,”
(Berk, pg. 362).
“By age 3 to 4, children verbalize a
variety of strategies for adjusting
their emotional arousal to a more
comfortable level (!ompson &
Goodvin, 2007). For example, they
know they can blunt emotions by
restricting sensory input (covering
their eyes or ears to block out a
scary sight or sound), talking to
themselves (“Mommy said she’ll
be back soon”), or changing their
goals (deciding that they don’t
want to play anyway a&er being
excluded from a game).”
Preschoolers become very
sensitive to praise and blame.
They need feedback constantly,
because their emotions are linked
to self-evaluation right now.
Starting to be able to know what
motivation is and work towards
good praise. (Berk, 364).
Can be either prosocial, or
altruistic behavior. Empathy
becomes very strong at this age,
and they are very sweet to others
and their feelings. Sympathy does
not lead from empathy, but arises
on its own. It takes time to evolve.
(berk).
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41-50 minutes
Describe and cite examples of
peer sociability, friendship
and social problem solving
Noticed some children playing with
each other in a make-believe
setting.
Nonsocial play arises first, and
then parallel play, and then
cooperative play. All forms are
important and lead to strong
social skills. (Berk)

51-60 minutes
Parental Influences
Describe and cite examples.
Parents should be playing with
their child, and showing them
opportunities to behave well and
give good feedback to them.
“Children first acquire skills for
interacting with peers within the
family. Parents in"uence
children’s peer sociability both
directly, through attempts to
in"uence children’s peer relations,
and indirectly, through their child-
rearing practices and play” (Berk,
371).

Applied theorist/theory (1):

Explain how the theorist/theory connect to the 1-hour observation
List 3 names theorist discussed.

- Arnold Gesell: . He was an American clinical psychologist, and pediatrician. Gesell had a
theory for the physical development of children that was concerned with the stages
children should be able to do certain things. This means walking, crawling, grasping, etc.
“These age norms today give us the standard to monitor a child’s development,” (Gesell,
Arnold, PDF).
- Vygotsky: He was a Soviet psychologist, known for his theories in child development. His
‘Sociocultural Theory’ is the cognitive theory that explains how children learn how to
talk and learn how to make connections by the people around the child. He believes a
child’s culture affects cognitive development, because of how our cognitions are so
different culturally. Social factors and scaffolding a language and how to speak are also
important for a child’s learning, which adults basically influence, in his terms.
- Erik Erikson: Erikson has a theory on initiative vs. guilt. In this theory, we are to believe
that children are learning how to assert themselves more in directing play and other
social interaction. For example, if a child is placed in an environment where they can
explore, and initiate activities, this is called achieving initiative.

Implications/recommendations for teaching (3):

List at six recommendations

1. Play games outside that include running, hopping, or balancing. For gross motor.
 Choose one Early Childhood Childhood portfolio

2. Encourage drawing and see if they can draw a person with 6 limbs, or ask them to write
their name on things often. Have them draw their family. Fine motor.
3. Play memory games in class for center time, or puzzles which are a good way to improve
the memory function.
4. Fix errors in children’s words when speaking a sentence.
5. Play with the children! It is important to have adult to child playtime.
6. Encourage play with new friends! Use a ‘new buddy’ system where a child has to find a
friend they do not normally play with and go play with them for outside time.