Running head: Preschooler observation

Preschooler Observation
Bradley W Holsten
Ivy Tech Community College

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Preschooler Observation

On Friday February 27th 2015 my observation of Child B took place throughout an

afternoon at my friend Jordans house of their 5 year old son. When I arrived Child B greeted
me warmly as we have known one another since his birth. After a brief time of explaining what I
was there for, Jordan and Child B were ready to get started as they both thought it sounded
fun.
First, we started out with walking down stairs and some light running around the living
room. I would tell him to turn as he was running to turn and he seemed to have a slight pause to
possibly register what I was saying. As this gave Child B some energy we decided to hit up the
back yard to play ball. As they are a baseball family, Jordan has been teaching him lately how to
throw and catch a baseball. Child B could catch better than he could throw. When he threw, he
threw either to the right or almost straight to the ground. Catching didnt seem to be a big issue
as he was well trained to catch. Thus, the theory of successful intelligence show how instruction
can be matched to students strongest abilities, enhancing students prospects for mastering the
material (Grigorenko, Jarvin, & Sternberg, 2002)
After some fun outside we decided to take a break and go inside to relax and calm down a
bit. We sat at the table, had a snack, and talked a little about everything in his world. He told me
about what he wants to be when he grows up, about school, and his favorite television shows. We
did some coloring and ran over the observation requirements without making him feel pressured
so that he would be doing how he does things naturally. Creativity is associated with divergent
thinking, where the aim is not a single correct answer (often there isnt one) but fresh and
unusual lines of thought (Callahan, 2000) He helped clean up so that we could proceed with the
rest of the night.

Preschooler observation

Although we were unable to work with other kids to meet the requirements due to
scheduling conflicts, we made it up by completing the rest of the list. Throughout the
observation, obviously Child B will get in over his head and behave irrationally which in turn
brings in the disciplinary repercussions from Dad. He knew what was right and what was wrong
as it will show within the checklist itself. Our long day had paid off, he is a remarkable kid and
he will turn out to be a fantastic young man. Second, traditional testing follows a standardized
format that focuses on a childs unaided performance; dynamic assessment is interactive and,
drawing on Vygotskys ideas of the zone of proximal development and scaffolding, focuses on
the kind of guidance and feedback that children need to succeed (Sternberg & Grigorenko, 2002)

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References

Kail, R. (2015). Physical Fitness. In Children and their Development (7th ed.). Pearson
Eduaion.

Preschooler observation

Name: Bradley Holsten

Class: Education 121

Date: 3/8/2015

Purpose: Identify developmental changes that occur during the toddler stage.
Part IDirections: Observe a child between 3 and 5 years of age. Your total observation
time should be at least one hour but may be spread over several visits. Look for the signs of
development listed below and on the following pages. Record your findings by placing a check
mark in the appropriate column. If you had no opportunity to observe a particular behavior, write
Unable to observe in the Comments column. Also use this column to record any additional
details you wish to remember.

Key to Responses
YesSkill observed

NoChild lacked this skill or

characteristic

Site: Jordans House

Date(s) of Observation(s): 2/27/2015
Childs First Name: Jack
Age in Years: 5

Observation
C-3 Checklist: Toddler Development Signs of Development

Preschooler observation

Physical Development

YES

NO

COMMENTS

Preschooler observation

1. Walks down stairs.

Holding onto the rail.

(Describe how.)

One step at a time.

2. Easily changes

directions while running.

3. Throws a ball.

With right hand,

(Describe how.)
4. Catches a ball.

behind shoulder.
X

With hands cupped in

(Describe how.)

front of chest.

5. Skips.
6. Stacks seven or more
blocks. (Note number.)
7. Draws recognizable

Unable to Observe
X

shapes.
8. Draws recognizable
pictures.
9. Draws some alphabet

X
X

letters.
10. Cuts with scissors.

11. Buttons clothing.

Intellectual

YES

Development
1. Demonstrates imagination
and symbolic thought (for

Needs help.
NO

Comments

Preschooler observation

example, uses a stuffed

animal
2. Sorts objects by one
3.

variable, such as color.

Groups objects by size.

4.

Counts by rote. (Note

X
X
X

highest number recited in

Can count to 20

sequence.)
Counts three objects

accurately.
6. Applies grammar rules,

5.

even when inappropriate

(may say foots or
breaked).
7. Uses most grammar rules
8.

correctly
Groups objects by size.

9.

Counts by rote. (Note

1.

X
X
X

highest number)
Emotional Development

YES

Shows some self-control

20
NO

COMMENTS
Sometimes grabs.

(for example, says I want

that instead of grabbing
2.

toy from another child).

Shows some empathy for
others (for example,

Unable to observe.

Preschooler observation

comforts another child

who is sad)
3. Shows pride in abilities

by demonstrating them to
others.
4. Willingly helps with
chores
Social Development
1.

X
YES

Although not sure

NO

Plays in groups of two or

Unable to Observe

three.
2. Plays in groups of four

Unable to Observe

to eight.
Joins in activities

suggested by others.
4. Suggests activities.

5.

Plays cooperatively with

6.

others.
Refers to one or more

3.

best friends.
7. Shows awareness of

about unprovoked.
COMMENTS

differences between boys

1.

and girls
Ethical Development

YES

Indicates that certain

actions result in reward or

punishment
2. Shows sign of guilt after
misbehavior

NO

COMMENTS

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3. Tells adult when someone

breaks a rule

Told on me for
laughing when he tripped.

36. In what ways did the child you observed seem typical of this age group?
The way he spoke is what stuck out the most for his age group. He used a lot of the
wrong words while trying to explain himself, his grammar was still in development and his
limited diction. Other things were getting energized while showing me all of his toys.

37. Did any of the childs behavior seem unusual for this age? Explain.
Nothing was unordinary from the behavior of his age group.

39. Has this observation experience helped you better understand preschoolers?
Why or why not?
When he told me about his friends and was explaining as much as he knew about them
made me nostalgic. It took me back to that time in my life and helped me understand myself
back then and why kids are so explorative and how the entire world is completely new to them

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