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April Rice FHS-1500-online 3/8/14 Observation 3 Background Information:

I did this observation in a local child care based out of a home. There were four children in the home with one woman watching them. The children were ages two to seven. The child that I observed was six year old Keyana.

Physical Development: Looking at Keyana, she is average height and weight for her age. Her movements were more developed and she was able to move around quickly and gracefully. Her fine motor skill were also very developed. She was able to open her own granola bar package and other snacks without any problems, unlike the other two younger children. The youngest boy there was her two year old brother. She was able to lift him which is evidence of the large amounts of muscle growth that happens during middle childhood. (Berger, 2014, pp. 244) She was very active. She participated in active play with the other children, which is beneficial to her physically as well as socially. (Berger, 2014, pp. 245) I also noticed that some of the play was pretty rough which could add to the increase in injury that the text mentions. (Berger, 2014, pp. 245) Intellectual Development:

While observing Keyana, I noticed that her cognition was beginning to form into concrete operational thought. (Berger, 2014, pp. 253) One example of how her thought was concrete operational, was through her use of classification. (Berger, 2014, pp. 253) I noticed, that during her play, she tended to stay around her brother and excluded the other two kids with them. Keyana may have been using classifying her brother and herself in the same category and the other two children in another category. Because the other two children were not classified in the same group as her she excluded them. Keyana is also bilingual. She could easily switch between Spanish and English. She spoke Spanish with the instructor and English with the other kids. She also had mastered basic vocabulary and grammar of both languages. (Berger, 2014, pp. 259) According to the text, she is able to learn both languages because she has high motivation and good instruction, whether in school or at home. (Berger, 2014, pp. 262) Social/Emotional Development: One interaction between Keyana and the daycare instructor illustrated two points of her social and emotional development. When I first got there when Keyana was just getting there from school. She wanted a snack and at first the instruct or didnt want her to have one yet but after a little prompting the instructor gave in. The instructor was about to open her granola bar when she protested say she could do it herself. Keyanas ability to manipulate her instructor is what the text calls pester power (Berger, 2014, pp. 248) and wanting to open her own wrapper shows her developing sense of independence and self-concept. (Berger, 2014, pp. 285)