Chapter 3

RESULTS AND DISCUSSION

This chapter presents the results, discussion, and the personal insights that the researchers
have gathered through the process of conducting the observation on the child. The following are
included: observation and assessment results, analysis of the results and discussion of findings,
documentation of the play observation, and the proposed originally designed and/or adapted
developmentally appropriate play/play based learning activities.

Observation and Assessment Result

Assessment of Play

The assessment is an integral part of instruction, as it determines whether or not the

goals of education are being met. Assessment of Play are usually done to develop and
practice child’s developmental milestones. It is when play is used as the context for
evaluating a child’s current level of functioning and determining if there are areas that
requires intervention. Assessment of Play is a critical part of a high-quality, early childhood
program. When educators do an assessment, they observe a child to get information about
what he knows and what he can do. Observing and documenting a child’s work and
performance over the course of a year allows an educator to accumulate a record of the
child’s growth and development. With this information, educators can begin to plan
appropriate curriculum and effective individualized instruction for each child. This
assessment record is also a great tool to share with parents so they can follow their child’s
progress at school, understand their child’s strengths and challenges, and plan how they
can help extend the learning into their homes.

We had conducted an observational play research for a young child named Xeyon
Zurkxees Czarion G. Abrasaldo. He is 4 years old and we have done an assessment of play
 using a Cooking Pretend Play for him. We gathered information and some findings based
on how he play our given task for him.

Play Observation Result

Play Observation is often seen as one of the most simple, yet effective methods of
assessing young children as they develop. For a child care provider or early childhood
educator, observing a child begins with noting how each child behaves, learns, reacts to
new situations and interacts with others. Observation in ECE is the process of tracking
student behavior over time. By creating detailed documentation, educators are able to
notice patterns and assess how each child is developing. Observing the children in your
care can help you to better understand the strengths and weakness of each individual child.
Your observations can then guide your programming and help you make adjustments to
your care environment to improve a child’s behavior and facilitate learning. Regular
observation and careful analysis of a child’s behaviors and personality traits can also help
you build a stronger relationship with each child and connect with them in a more
meaningful way.

At the beginning of the observation, the child(Xeyon) was being supervised by

the researchers in the house of the child. The following was noted in the 30 minutes of
observation, in their sala. We have observed the following based on the ways he play:
1. Moved freely about the area, and plans quickly what he will cook.
2. When asked to what he will cook he answered quickly.
3. Used physical movement to indicate his needs and wants (gesturing and moving
toward the cooking area).
4. Appeared most content when he had items to manipulate in each hand (cooking toys).
5. Demonstrated an age appropriate cooking grip when slicing an apple toy by using a
knife toy.
6. Made random verbalizations like, “tada” when he finishes his work.
7. Offered his finished product to adults.
8. Was able to use the cooking toy materials using both hands to complete actions.
9. Enjoys manipulating objects, especially cooking toys.
 10. Likes to watch videos about cooking.
11. Gets excited when invites to play.
12. Always ask adults like, “what’s your order?”.
13. Likes to imitate the role of a chef/cook.

Identification of Least Mastered Developmental Skills/Need

Developmental Skills and Needs are visible especially for young children on
reaching their Developmental Milestones while they grow. Children develop at their own
pace, so it is possible to tell exactly when a child will learn a given skill. However,
developmental milestones give a general idea of the changes to expect as a child gets older.
If they do not reach that specific developmental milestones, it is important to have an early
intervention for that specific needs.

Based on our Play Checklist, the identified Least Mastered Developmental

Skills/Needs are his Communication Skills and Social Skills. He also needs to be instructed
about the goals he needs to obtain. And also, he needs to be independent on the things he
must do on his own like taking care of himself.

Analysis of the Results and Discussion of Findings

Analysis of the Play Observation Results in relation to the Identified Needs

Analysis has an important role for child’s development. Observing them under
your supervision can help you understand the strengths and weaknesses of each
individual child. It can also guide you to make adjustments to on their environments and
give you the appropriate facilities according to their needs.
These are the analysis based on our Observation:
1. Needs a communication system (sign language, communication picture board,
etc.) and a set of functional vocabulary established and supported by all adults.
 2. Needs a consistent school routine, firm boundaries and adult-guided play
activities to promote his development to the next level.
3. Needs to have his vision and hearing abilities re-evaluated with
recommendations for school setting.
4. Needs to have learning goals at school aligned with goals at home.
5. Needs to spend time in adult-supported interactions with peers.
6. Needs a support plan to promote independence in toileting.

Discussion of the Findings on a Child’s Play in relation, the Identified Needs, and validated by
information reported by the Adults, and the Related Literature or Related Studies

As what we have observed, the child had achieved some milestones that are
developmentally appropriate in his age but, however, there are some developmental skills
he needs to improve that are also being validated by the adults we also invite to observe
during play. His communication skills need to be improved and he must be also exposed
to more people to enhance his social skills. According to Candy Lawson “good social skills
require good communication skills because we communicate verbally and nonverbally,
both of these types of skills contribute to how well students relate to their peers. Children
with language problems often have trouble socially because they have difficulty
understanding the words that other children use and/or putting their ideas into words to
express these ideas to others. They can’t find the right words to use or easily put them
together in a way that makes sense.” So, teacher must construct an environment where he
can enhance and practice the specific skills he lacks at.

Implications of the Findings to Early Childhood Teaching

A strong body of evidence shows that early learning is vital for children’s future
learning and development so, Early Childhood Teachers has an integral role for the
development of young a child. They are not just merely teaching academic information
but, they are also molding the child. Early Childhood Teachers has also a big help on the
identified needs of a child.
 We have come up some implications based on our findings to Early Childhood
Teaching based on the child’s result. The teacher must construct a positive and interactive
environment for the child where he can practice and improve his social skills and
communication skills. Exposed the child to many people, including his classmates to
promote unity while doing the activities given. The teacher must have a goal and objectives
that needs to be obtained at the end of the class. The teacher must re-evaluate and child’s
vision and hearing and take considerations if it was proven positive for having problems
on the senses of a child, bigger captions for the texts written and speak clearly and consider
the classroom arrangement for the child. They must also have a strong Parent-Teacher
Relationship to support child’s need and have the goals aligned on classroom and at home.
And lastly, teach the child to be independent on taking care of himself.

Documentation of the Play Observation

Proposed Set- up on Play Learning Environment for the Concerned Child

Since our chosen Play was a Cooking Pretend Play, we have proposed this kind of set-up
for the concerned child. It has a dining table for foods to be set-up, a sink and cooking area for him
to prepare the foods he wants to cook and a mini cabinet set-up for his things and foods to be
placed.
Here are a few Kitchen Safety Rules for Children:
1. Have a full teacher supervision.
2. Practice and Instruct children to have a good knife safety tip.
3. Clean as you go.
4. Organize and put things at their proper place after playing.
5. Keep the place dry always.
Proposed Originally Designed and/or Adapted Developmentally Appropriate Play/ Play-
Based Learning Activities

DRAMATIC PLAY (3-4 years old)

Dramatic play teaches self-regulation. Interestingly, when children assign and accept roles
in dramatic play they are motivated to stick to them, thinking of them as rules to follow. Their own
rules. this helps them develop the ability to coordinate and plan with others as well as control their
impulses. Since the child love to cook, we have come up to adapt a Developmentally Appropriate
Play for the child to have his own store and selling some sweet foods. It is to promote his socials
and communication skills which he lacks at.
References

Early Childhood Education Careers. (n.d.). Retrieved from

https://www.preschoolteacher.org/careers/.

Child Development Basics. (2019, November 29). Retrieved from

https://www.cdc.gov/ncbddd/childdevelopment/facts.html.

Spreeuwenberg, byR., Spreeuwenberg, byR., Knechel, P. M., LaVecchia, P. E., & Keshen, P. M.
(2019, November 8). The Importance of Observation in Early Childhood Education. Retrieved
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