This is an exercise in Naturalistic Observation

This is an exercise in Naturalistic Observation, which is one of the forms of research used to study children in their natural environment. The purpose is to see children as individuals in process. For this assignment, you are to observe a child in each of the age ranges below. This does not mean you need to set up a specific time to observe; as a matter of fact, I prefer that you not do this. The observation can last 5 minutes or longer. Examples of previous situations in which students did their observations include: church/synagogue, shopping center or store, park or playground, restaurant, playing with the students child, at a childrens sporting event, waiting for the bus, at the library, in daycare setting, at a family birthday party, and so on. You may not observe your own child; however, the child you observe can be a child you know and/or could be playing with your child (if applicable). I do not want you to study the child…DO NOT take notes while you are observing. I want you to learn to fine-tune your observation skills. If for some reason you must interact with the child, do not lead, guide or manipulate her/his actions in any way. Each observation report must be 2(full)-3 pages, typed, double-spaced, standard font, one-inch margins. I will be paying particular attention to sections 4-5 and will assign more points to these sections than to the others. Follow this format: 1. Situation…describe the setting, who the child was interacting with (if anyone), the type of interaction between the participants. 2. Development…what developmental area(s) are you observing and commenting on? Physical, cognitive, social, emotional or a combination? 3. Expectations…briefly, what are some of the expectations of this age group in the developmental area(s) you are commenting on? Check the appropriate Milestone Chart in your text. Indicate any differences you notice during your observation. Infancy through Toddlerhood pages 282-283 Early Childhood pages 402-403 Middle Childhood pages 516-517 4. Analysis…your analysis of the development/behavior you observed based on what you read in the course text. Relate a minimum of one aspect of the observation to a particular theory, stage and/or concept. Identify the theory, stage or concept and an example of the childs behavior that illustrates it (such as: Anitas behavior of talking quietly to herself, as she was putting the puzzle together, relates to Vygotskys private speech theory which he calls self-directed language that children use to help master challenging tasks”). 5. You. What are you learning about yourself as an observer and analyst of childrens behavior? Were there any preconceived assumptions or bias that changed for you after doing this observation? If so, what were they and how did they change? In what ways are your skills improving (reporting, memory recall, theory/concept/term awareness, objectivity, comfort level, familiarity with milestones, visual skills, better understanding of developmental areas, etc.?) What are your challenges? Infancy through Toddlerhood…ages 6 months – 24 months.