Jaleel Hart

11/19/2017

Social Emotional Observations

A. Emotional
1a) Jaden, 2 ½, was just pushed by Sammy, 2 ½. He starts to cry and the caregiver
comes over to assist him. They’re in the play area by trucks and building blocks. The
caregiver tells Jaden to tell Sammy that he should not push him he can hurt himself
or other. The child becomes silent. He looks at Sammy speechless. He looks at the
teacher. She repeats herself and he walks away.
1b) She, the caregiver repeats herself. Telling him to tell Sammy not to push him.
Wanting the child to say it not only herself.
1c) Proper, she wanted to assess the situation and let Jaden realize you shouldn’t fear
someone who has disturbed you. Allow them to know if you’ve felt hurt.

2a) Sammy, 2 ½, tried to push another child out of his seat. We were in the
classroom, the children were sitting at the table. Sammy started screaming when Jed,
2 ½, didn’t get out of his seat.
2b) The caregiver asked him to use his words instead of pushing the other child. After
the second or third attempt, Sammy was removed from the area. The caregiver
informed the child he was using that Sammy should use his words.
2c) Proper, if something isn’t going the way you like, speak about it first. Then you take
other steps around altercations with other students.

3a) Sammy (ECE classroom)

1. Activity Level: Sammy’s activity level was high. Starting different things after
interactions with other toddlers. He started at the desk with an activity, moved on
to playing with toy trucks and also included toy cars after. Minimum sitting held.
2. Sammy’s schedule is unpredictable. School showed a bit of structure with him
and dealing with himself.
3. New experiences were welcomed. The biggest thing was incorporated new
children. Resistance was showing.
4. Adjustment for Sammy is easy. No resistance is observed.
5. Sammy enjoyed the cars for at least 20 minutes. His attention was fully engaged
with the cars. When others tried to join, he would put his hands on them
physically engaging.
6. He screams loud when he is upset. Stomps his feet and breaks down to the floor.
7. Sammy was very engaged. Things were going on around him and he didn’t
disengage. Only when others invaded his playtime a change of emotion was
spotted.

8. Sammy is very engaged. When observed doing something he is very

focused on task. Sidetracked by other students engaging with his play items at the
moment.
9. Very physical with other students. He shaved smiles at times. Outside of this had a
straight face and focused on his task.
3b) I would place him in the feisty, spirited, difficult baby. He displays strong emotions
when disturbed. He begins the physical disturbances at times. After proper teacher
interaction Sammy goes down the same road. It was hard to understand how
reactions would occur as time changed.
3c) Focus on his behaviors. Properly assess home activity and be aware of his
observations on any elder and physical situations. New situations can be scary, but
introduce in a subtle way. Engage with him and understand the anger.

B. Social
1. Trust vs. Mistrust
Jed, 2 ½, walks over with the teacher. He is changing his pants into something more
comforting and removing his shoes. He looks at my face and stares for a few. I offer a
smile and a hi. He waves back at me and says hi. He proceeds with the teacher and
finishes. Positive reaction. Jed could’ve been frightened by my presence instead he
showed trust in me and offered a smile and a wave and finished his task.

2. Autonomy vs. Shame and Doubt

Luke-Anthony, 2 years old, he was reading a book with his father on the rug area. As he’s
laying he tells his dad he has to go potty. His father tells him let the teacher know. He
gets up and runs to the teacher saying I have to go potty until he’s heard. Finishing his
business then. Positive reaction. He understood his independence and let caregivers know
so he didn’t cause a disturbance for them later.

3a) Ezra, 2 ½, walked over to the sandbox. He arrives with his bright
blue sunglasses next to other children playing. He dips his sunglasses with the sand and
dinosaurs in the sandbox play area.
3b) The caregiver tells him not to dip his sunglasses in friend. This area is specifically for
sand and other play things meant for sand. This response was appropriate because it
shows the softness for children while saying friend, being straightforward so he
understands that the area is meant for specific items and his sunglasses should be used in
other areas.

4a) The children were dresses as if they were leaving the classroom. Another child Caroline, 2
½, comes and joins them as if she was leaving with them. One begins to say “You’re not
leaving.” The other child joins in and saying the same thing. They are on the same side
saying it one after another. She says she is leaving and the teacher intervenes.
4b) The teacher comes over and says “She can leave too, maybe she is going to visit her
daddy at the airport.” This was the proper response to show that everyone can be included
in playtime. Don’t single out which can make them feel bad.