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Name: LaTresha Cox

Date: October 3, 2015
Class: EED 255 44352
Instructor: Judy Poggi
Assignment: Child Observation
NAEYC Standard 1: Promoting Child Development and Learning

Introduction
Being able to write objectively is important in the early education field. I have
performed a child observation on a current student we will refer to as B. M. Observations were
taken over a period of two days in a childcare setting. This child is a student in my early
education program for three year olds. The classroom is set up into student interest centers
and is supervised by myself and another teacher. I have chosen to observe B. M. because she
has been in the program nearing six months and is due for assessment. I have noticed
tremendous progress in B. M. abilities and would like documentation to reflect on as she
continues to progress. This observation will allow me to examine learning and growth in the
childs development to determine areas which need instruction as well as allow me to further
develop and refine my writing skills as a professional in the field.
1 Childs characteristics
On day one of observations I observed B. M. enter the classroom smiling. Her face,
hands, and clothes appeared to be clean. Her hair was fastened in a ponytail. As she exchanged
greetings with the teacher she made an action which seem to look like she wanted to show the
teacher her cupcake shirt. I observed B. M. eat all components of a meal of spaghetti, broccoli,
and peaches served with milk. I also saw her eat a snack of a granola bar and a banana. She

held up the empty plate when she was finished. On day two B. M. arrived when children were
on the playground. She was as clean and kept as the day before. I saw her greet the teacher
with a smile and a hug and run off to the slide. I observed B. M. pick up a basketball and bounce
it back and forth with another child. I saw her run with a bucket from spot to spot scooping
rubber chips into the bucket with her hands. I did not observe any visible sign of illness or
infection.
2 Childs interests
During circle time introductions I observed B. M. singing to songs and performing finger
plays. She sang, One, two, three, four, five, once I caught a fish alive, and held up her fingers.
When asked which interest center she wanted to play in during free play B. M. selected the
Dramatic play center. I observed her pick up a baby doll and a blanket. B. M. wrapped a blanket
around the baby doll and made an action that look like coddling the baby as she walked around
the area. I saw B.M. select a dress to wear and put it on by stepping into it. On both days of
observations I observed B.M. select the dramatic play center to play in for a little while then
switch to the Art center. In the art center I observed B. M. create pictures on white paper using
markers. She selected various colors calling the by name as she switched between them. I also
observed B.M. raise her hand to volunteer to participate in a listening art project with the
teacher.
3 Childs need
With focus on B.M. healthy typical development I paid specific attention to her abilities
to perform and complete tasks. I observed B. M. vocalize that she had to use the restroom. I
saw her go in on her own and finish by washing her hands. During her time in the art center I

observed B. M. grip markers to create circle and lines on a piece of paper. I also observed her
use her hands to manipulate a letter D cut out into its correct from during the art listening
project. She said, D is for dinosaur. When the teacher asked her to select four triangles to
create the dinosaurs back B.M. counted as she selected one, two, three, and four. She also
correctly selected and counted four rectangles for the dinosaurs legs. B.M. used her finger to
paste paper together to create the dinosaur. When she was finished she said, Can you write
my name. I observed B.M. during nap and quiet time for about an hour and she did not sleep. I
saw her hold a book right side up and turn the pages from right to left.
4 - Childs interactions with peers, environment and adults
During observations there were slight indicators of B. M. social and emotional
development. B.M. seemed to participate in all group activities and interact with other children.
Upon arrival B.M. kissed her mother and baby sister and said, Goodbye. She greeted the
teacher and engaged in conversation. When the teacher asked how are you today, she said,
Good. While observing B. M. during free play in the dramatic play area I observed B. M. and
another child pull and tug a baby blanket between them. B.M. began to cry and stated to the
child, Im not going to be your friend. I saw that B.M. played in the dramatic paly area and out
doors with two other little girls and one other little boy most often. The children played together
and seemed to play family role scenarios including one another in the events of play. While
playing outdoors I observed B.M. building waffle block boxes with another child. I saw the other
child get up to leave and B.M. ran to the teacher and said, (Childs name) is being mean. When
asked why she stated, He dont play with me. During clean up time B.M. assisted in putting

toys away. She placed the Legos in the correct bucket and put them back on the toy shelf even
though she had not played with them.
5 Childs learning strengths and limitations
When looking at the observations collected on B. M. as a whole I am able to pin point
areas of strength s and limitations. I observed B.M. physical abilities when watching her during
outdoor play. She exhibits muscle control in her abilities to run, jump, bounce a ball, and climb
a five step ladder to go down the slide. I saw her exhibit fine muscle control and hand and eye
coordination in her abilities to use her hands to complete tasks. I observed her use her fingers
dress herself and paste to create artwork. Limitations indicated during the observation session
lie in the social and emotional area. Observations indicate that B.M is in need of specialized
instruction with focus on how to communicate and interact with others. I observed her
displaying actions which seem to look like she is looking for ways to effectively express herself.
B. M. is limited in vocabulary which is used to express emotion. I saw her cry before finding
words to say. This observation has allowed me to see that B.M. shows many signs of
developmental learning and progress from when she first entered the program. I can now
adjust my learning approach and design activities which will help her strengthen her limitations
in emotional expression and social interactions.