Sydnee Theisen

ECE 371

Observation Paper #3

The child was dropped off by the mother. The mother then told the caregiver what she had to

eat and her sleeping schedule. The caregiver then took the child while talking to the child then

turned away from the mother, so the child would not start crying. The caregiver sat the child

down in the play area after the mother left. The child then crawled over to another infant and

began to steal toys and interact with the other infant. The other infant got mad and started to

cry, the caregiver then came over and moved the child to play by themselves. The caregiver

said, “Why don’t you play over here, by yourself, so you are not being mean to the other

children.” The child then crawled back over to the infant and continued to play. The caregiver

saw this and sat down next to the two infants and started to play with them. The two infants

then got along.

The child’s temperament was all influenced by: activity Level, physical sensitivity and

sensory processing, emotional intensity, sociability, adapting to change, and persistence. The

child was social with the other infant, but when was taken away and put somewhere else, but

the child still insisted on being by the child. The child adapted to change by not crying when the

mother left and also when being moved away from the other child. The child also had a high

activity level to crawl to the infant the first time and then again, the second, once moved away.

The infant did not understand the other child’s feeling were hurt when the infant started crying

and just continued to play. The child in this observation had high activity level, sociability,

adaptation to change, and persistence.

 Sydnee Theisen
ECE 371

The caregiver had a lot of attachment to the child. First when she takes the infant and

starts talking and walking away from the mother, so the child wouldn’t cry from separation

anxiety. She also had attachment and contact when fighting with the other infant. The caregiver

had to talk to the infant and pick her up making more of a relationship with the child. The

caregiver was also enhancing the child’s exploration by have her move to a different place in

the room. The last time she had to maintain contact was when the child decided to crawl back

to the other infant. The caregiver then sat down and played with the children. The child had

interactional synchrony. Both the caregiver and the infant reacted to each other’s reactions.

The caregiver had a secure attachment, the caregiver had no problem with the child not

listening and interacting with the other child. The caregiver also was supportive when the child

decided to crawl back, by joining and making sure the child wasn’t injuring the other infant.

The child did not cry when the mother left. The caregiver knew the child might if the

mother did not leave, so she walked away quickly so the infant didn’t have any separation

anxiety. The caregiver did what was needed in knowing what the child needed in this situation

not to have any separation anxiety.

The child had social and emotional development in this observation. The child had

emotional development by not crying when the mother left, but also by not being upset when

the caregiver moved her to another place in the room. The child had social interactions with the

other infant and the caregiver, therefore having some development. The child was playing with

the infant and then hurt the infant. The caregiver then socially moved the child to another place

in the room.
Sydnee Theisen
ECE 371