Running head: DEVELOPMENTAL OBSERVATION

Developmental Observation of Preschoolers

Christina Post
NURS 210
February 7, 2014
Professor Taylor & Professor Ferguson

Developmental Observation

Developmental Observation of Preschoolers

The purpose of the developmental observation of preschoolers is to observe the activities
and developmental skills exhibited by children in a community setting. The observation was
coordinated by Ernie and conducted on Thursday, January 23, 2014, at Kamaaina Kids at the
Child and Family Services Center in Ewa. Using knowledge obtained from the studies of Jean
Piagets cognitive development theory, Erik Eriksons psychosocial development theory and
Lawrence Kohlbergs moral development theory, the interactions, activities, skills, language-use,
and nutritional intake done by preschoolers was observed. The children observed were in Miss
Aya and Miss Pentas three and four year-old class.
Upon arrival, the class of twenty-three students were sitting on the carpet in front of Miss
Aya. (Per Miss Aya, the three and four year-old classes were combined that day due to another
teachers absence). She was busy showing the students what paint colors look like when they are
mixed together and then asked for feedback about the colors, demonstrating that the students can
think using mental imagery or symbols (i.e., seeing that the blue paint and yellow paint make
green paint), based on Jean Piagets developmental theory. According to Jean Piagets cognitive
development theory, these three and four year-olds were in the preoperational stage of
development (McLeod, 2010). In line with the developmental theory, they use egocentric
thought processes and see the world and the things in it from their point of view. Egocentrism
was demonstrated while the children were outside and talking about the animated movie
Frozen. Two students were enthusiastically talking about their favorite parts of the movie until
Child A interrupted by saying, I only care about my version of the movie, not yours. Mines
was better. In this stage of development, they also show animism- instilling human thoughts
and feelings into toys and other inanimate objects. This action was displayed after the dismissal

Developmental Observation

of carpet time, when the students were able to play in the different centers of the classroom.
There were nine different play centers that focused on different aspects of learning- sensory
motor, language, art, dramatic play, etc. A couple of students were observed playing in the home
center and Child A got upset when Child B tried to pull a baby doll away from her because
they would hurt her and make her cry (the doll). Piaget claimed that children in the
preoperational stage of development used play as a primary means of development and how they
learned about the world around them.
The three and four year-olds also demonstrated actions according to Erik Eriksons
psychosocial theory. They are in a stage of development known as initiative versus guilt and
their main focus is on playing and regularly interacting with other children at school (McLeod,
2008). If the children are given the opportunity to plan and initiate activities and games with
others, they will develop a sense of initiative and feel secure, where if they are not given the
opportunity, they may feel like a bother to other children, become followers, and have a lack
of initiative (McLeod, 2008). Throughout the observation, students were able to make choices
and take initiative about their type of play or activities and with whom they wanted to do
participate with. They played together well in small groups (four at the most) at the different
centers of the room. Some of these activities included fingerpainting, reading and dancing
together, building ramps for toy cars, building lego robots, feeding the classs pet fish, and
playing house. When outside, some of the children displayed another aspect of Eriksons theory
of learning cooperative behaviors by forming groups and playing tag and run from the
monster together. If the children had any sort of conflict, they would turn to Miss Aya, who
would respond by telling them to use their words and stand-by while encouraging them to
work the problem out on their own.

Developmental Observation

The children were also beginning to learn and display moral development. Kolhbergs
moral development theory, preconventional reasoning- stage one, describes the child in the
punishment and obedience orientation (Mcleod, 2013). The students in Miss Ayas class were
given certain limitations to their behavior and actions and had consequences if they broke rules.
For instance, if the children wanted to be dismissed to play, they were told to sit nicely and then
would be called upon if they were sitting quietly. If they still didnt follow instructions, they
were the last to get called on to play or eat. There was one occasion that the teacher could not get
the students to quiet down and she needed to turn off the lights and say the mantra, one, two,
eyes on me, which the children would attentively reply, one, two, eyes on you. Most of the
students were well-behaved and did not need to be reprimanded.
Before lunch, the children stretched their bodies by reaching for the sky and went
outside to play. According to the Mayo Clinic, three year-olds should be able to walk up and
down stairs, climb, run and pedal a tricycle (Child Development: Know what's ahead, 2013). The
majority of their gross developmental skills were observed while the children were outside, and
included: climbing up the jungle gym, building a tower with giant blocks, running, pedaling a
tricycle around a track, making a bridge with oversized materials, sliding down the slide,
throwing, kicking and bouncing balls, and riding a seesaw. Fine motor skills that three and four
year-olds should be capable of doing are using a fork to eat, gripping a pencil, turning knobs
and showing right or left handedness (Child Development: Know what's ahead, 2013). These
skills were portrayed by the students throughout the observation period. After outside play was
done, the teacher rang a little bell to summon all of children in line as it was lunch time.
After washing their hands, the children sat down and their lunch was placed before them.
Preceeding this, an assigned student set the tables for everyone with one plate, a plastic cup, a

Developmental Observation

napkin and a fork. Their lunch included 2% milk, beef broccoli & carrots, a mixture of brown
and white rice and seedless watermelon slices. All of the children served themselves family style
and ate while showing off their fine motor skills- they poured milk from a 2-pint container into
their cup, served themselves with oversized spoons, and fed themselves neatly. After eating
lunch, the students cleaned up after themselves, washed their hands, used the bathroom and got
ready for their afternoon naps.
The developmental observation of preschoolers and their projected level or stage in the
developmental theorys were comparably alike. The children demonstrated many of the
attributes, skill sets and milestones that were predicted for their age group in coordination with
the developmental theories. All of the children at the preschool displayed evidence of Piaget,
Erikson, and Kolhbergs theorys of development and their different phases and stages. Although
there were a few children that seemed cognitively or psychosocially more advanced than the
others, they all showed aspects from each theory-a majority being playing to learn, egocentrism
and cooperative play. The teachers displayed attributes of patience, kindness, and enthusiasm
(even while under stress) when working with the children and focused on making sure that they
all reach each developmental milestone accordingly.

Developmental Observation

6
References

Child Development: Know what's ahead. (2013, May). Retrieved from Mayo Clinic:
http://www.mayoclinic.org/child-development/ART-20045155
McLeod, S. (2008). Erik Erikson. Retrieved from Simply Pyschology:
http://www.simplypsychology.org/Erik-Erikson.html
McLeod, S. (2010). Preoperational Stage. Retrieved from Simply Psychology:
http://www.simplypsychology.org/preoperational.html
Mcleod, S. (2013). Kohlberg. Retrieved from Simply Psychology:
http://www.simplypsychology.org/kohlberg.html

Developmental Observation

Kapiolani Community College

NURS 210 Health Promotion Across the Lifespan
Developmental Observation Paper
Grading Rubric
Student Name ______________________________
Criteria

Pass
Complete Data
Described, Examples
Score 10 Points Each
Criteria

1.

Identification of school,
date, and contact person

2.

Identifies
teacher/student ratio
3. Identifies psychosocial
developmental stage of
child (Erikson)
4. Identifies cognitive and
moral stage of
development (Piaget &
Kohlberg)
5. Identifies Gross & Fine
motor development
6. Identifies Speech and
language development
7. Discusses Learning
activities associated
with each
developmental area
8. Describes
teacher/student
interaction
9. Discusses Nutrition
choices in relation to
age
10. APA format, Reference
page; Introduction,
Body, grammar,
spelling, Conclusion
sections, rubric added
Score
Grand Total Score
Comments:

Needs Improvement
Missing Data,
Unclear Data,
Incorrect Data
Score 7 Points
Each Criteria

Non-Pass
Data Omitted
Score 5 Points
Each Criteria

Developmental Observation