Child Growth and Development

britney ford

Writing Template for Observation of Young Children Young Children 3-7

Characteristic Behaviors of Young Children

1. Theory of Mind
a. Definition: The ability to understand that others have different thoughts,
beliefs, and intentions than oneself.
b. Observation: Child 1 saw her friend crying and said, "Don't worry, I'll get you
a toy to make you feel better."
c. Connection: This behavior shows an understanding of others' emotions and the
ability to empathize, indicating the development of theory of mind.
d. Source: Observed at a preschool during free play time.

2. Focus on Appearance
a. Definition: The tendency to focus only on the external appearance of an object
or person, rather than considering other attributes.
b. Observation: Child 2 refused to eat a food because it was green, even though he
had previously enjoyed eating it.
c. Connection: The child's decision to reject the food based solely on its color
demonstrates a focus on appearance rather than considering its taste or nutritional
value.
d. Source: Observed at a daycare during lunchtime.

3. Static Reasoning
a. Definition: The belief that objects or situations cannot change and are always
the same.
b. Observation: Child 3 insisted that her teddy bear would always be small and
would never grow bigger.
c. Connection: The child's belief that the teddy bear will always remain small and
cannot change in size reflects static reasoning.
d. Source: Observed at a playdate at a friend's house.

4. Irreversibility
a. Definition: The inability to mentally reverse or undo an action or
transformation.
b. Observation: Child 4 became upset when her block tower was knocked down and
believed that it could never be rebuilt.
c. Connection: The child's belief that the block tower cannot be reconstructed
reflects the concept of irreversibility.
d. Source: Observed at a playground during free play.

5. Theory-theory
a. Definition: The idea that children develop and refine their own theories or
explanations about how the world works.
b. Observation: Child 5 asked her teacher why the sun sets in the evening and
listened attentively to the explanation.
c. Connection: The child's curiosity and engagement in seeking an explanation for a
natural phenomenon reflect the development of their own theory-theory.
d. Source: Observed at a science museum during a guided tour.

6. Private speech
a. Definition: The use of verbal self-guidance or talking to oneself to regulate
behavior or solve problems.
b. Observation: Child 6 was observed repeating the steps aloud while putting
together a puzzle.
c. Connection: The child's use of private speech to guide their actions and
problem-solving demonstrates the use of private speech.
d. Source: Observed at a kindergarten classroom during a puzzle activity.

7. Overregularization
a. Definition: The application of grammar rules to words that are exceptions to the
rule.
b. Observation: Child 7 said, "I have two foots" instead of "I have two feet."
c. Connection: The child's use of the regular plural form "foots" instead of the
irregular form "feet" demonstrates overregularization.
d. Source: Observed at a daycare during circle time.

8. Pragmatics
a. Definition: The understanding and use of language in social contexts and for
effective communication.
b. Observation: Child 8 adjusted her language and tone when talking to a younger
child, using simpler words and speaking more slowly.
c. Connection: The child's awareness of the listener's age and adapting her
language accordingly demonstrates an understanding of pragmatics.
d. Source: Observed at a family gathering during a conversation between siblings.

9. Fine Motor Skills

a. Definition: The coordination and control of small muscles in the hands and
fingers for tasks requiring dexterity.
b. Observation: Child 9 was able to hold a pencil and draw detailed shapes and
lines.
c. Connection: The child's ability to manipulate the pencil and produce controlled
movements indicates the development of fine motor skills.
d. Source: Observed at a preschool during art class.

10. Gross Motor Skills

a. Definition: The coordination and control of large muscles for tasks requiring
physical movement and coordination.
b. Observation: Child 10 was able to ride a tricycle and navigate around obstacles.
c. Connection: The child's ability to balance, pedal, and steer the tricycle
demonstrates the development of gross motor skills.
d. Source: Observed at a park during outdoor playtime.

11. Animism
a. Definition: The belief that inanimate objects have thoughts, feelings, and
intentions.
b. Observation: Child 11 apologized to her stuffed animal after accidentally
dropping it on the floor.
c. Connection: The child's belief that the stuffed animal has feelings and needs an
apology reflects animism.
d. Source: Observed at a playdate at a friend's house.

12. Centration Conservation

a. Definition: The tendency to focus on only one aspect of a situation and ignore
other relevant factors.
b. Observation: Child 12 saw a tall glass with the same amount of water poured into
a shorter, wider glass and believed there was more water in the second glass.
c. Connection: The child's focus on the height of the glass and disregard for the
width led to the misconception that the second glass had more water, demonstrating
centration conservation.
d. Source: Observed at a science center during a water experiment.
Reflections

One thing about young children's abilities that interested me was their ability to
learn and acquire new skills at a rapid pace. It was fascinating to see how quickly
they could pick up new words, concepts, and physical abilities. Their brains are
like sponges, constantly absorbing information and making connections.

One thing about the caregiver's influence on development that stood out to me was
the importance of responsive and sensitive caregiving. It is crucial for caregivers
to provide a nurturing and supportive environment for children, as this can greatly
impact their emotional and cognitive development. When caregivers respond to a
child's needs and provide consistent care, it helps build a secure attachment and
fosters positive development.

From this assignment, I learned the importance of providing a stimulating and

enriched environment for young children. It is essential to provide opportunities
for exploration, play, and learning. I also learned the significance of positive
and sensitive interactions with children, as this can greatly influence their
development. I would share these insights with others to promote positive
development for young children.