my child observation essay

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Child Observation, Essay Example

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Ann is three years and two months old Caucasian girl. She goes to preschool at a local church. Ann is the only child in the family, thus getting all the parents’ attention. She is cute little girl with dark hair and wonderful green eyes. One would say she is too skinny, but I would say that it is just for now, because she is growing and is pretty tall for her age. Ann is actually 41 inches tall. I was observing the child in a preschool room of a church, and during my observation Ann was listening to a story, playing and interacting with her peers and her teacher Mrs. Harnett.

When Mrs. Harnett starts reading the story “A Trip to the Zoo” and all the children sit around and listen. However, Ann is not interested in the story, thus she is looking around the classroom, fidgeting, and playing with her pigtails. Ann is exploring the environment around her to better understand it and her peers. She definitely is I need for movement. When the kids are playing the “centers” game, in which everybody gets a chance to become a “leader”, Ann does not want to work in a team. She picks her own puzzle and starts working on it by herself. She is a “can do” child, though she cannot accomplish the task completely, she does it with the help of Mrs. Harnett. Ann is a quick learner, for after Mrs. Harnett advices her to try turning the pieces, she does it correctly right away and completes the puzzle.  Ann is developing her motor skills through interaction with small pieces of the puzzle. Ann is more interested in learning about other areas of physical development rather than simple interaction with her peers, thus she keeps working on her puzzle ignoring them. Ann grabs another puzzle and tries to solve it. When one of the girls starts playing cashier and yells: “Anyone coming to pay?” Ann overhears it and sharply says “No”. She demonstrates she does not want to interact with her peers and keeps working on her own. She also shows a great understanding of spoken language, and responds with an intonation expressing emotions. However, Ann does not refuse another child Kelsey trying to help her with a puzzle. After they successfully complete it, Ann suggests cleaning up, thus demonstrating she had learned a habit of not leaving a mess behind. Ann is very happy about completing a puzzle.

Another activity she gets enrolled in is working with dough. She is developing her fine motor skills when squeezing the dough and squishing it into a sheet of paper trying to make a star. She makes a remarkable comment on the good smell of dough, thus proving to intensely develop her sense of smell at the age of three. Mrs. Harnett tells all the children to clean up, and Ann looks at other kids first, and then starts cleaning up. Thus, she demonstrates she is aware of peers surrounding her. Also Ann cleans her hands after that, showing she has developed a sense of cleanliness. Again, Ann was very cheerful after she succeeded to make a star out of dough. Mrs. Harnett gathers all the children for another story and Ann sits down and listens attentively. After the story, the teacher asks questions about the story and Ann is the only one who does not say anything. She feels inferior towards her peers in the classroom because she is the youngest one in this class. However, Ann demonstrates clear understanding of questions and spoken language in whole, for she does not look confused on this one.

For her age of three years and two months Ann is very capable child comparing to other peers. She has demonstrated good learning ability, when following Mrs. Harnett’s advices and successfully completing the assignments. Ann did not frequently express her emotions, being inferior and intimidated by her peers because of the fact that she was the youngest in the group. However, she was very happy and cheerful after succeeding in any of the assignments, like solving puzzles and working with dough. Her physical development is on relatively high level, for she is relatively tall comparing to other children of her age, and possesses great motor skills, when interacting with the environment. I think the child is highly influenced by the environment for she is always aware, thus studying things and people that surround her.

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A Guide to Writing an Observation Paper for Child Development in APA Format

What You'll Learn

Observation papers focusing on child development serve as invaluable tools for gaining deep insights into a child’s behavior, cognitive abilities, and social interactions. Crafting such papers in American Psychological Association (APA) format ensures a standardized and professional presentation of your findings. This comprehensive guide will provide an in-depth exploration of the steps involved in writing an observation paper for child development in APA style.(A Guide to Writing an Observation Paper for Child Development in APA Format)

Preparing for the Observation

•  Selecting the Child

Consider Developmental Stage: Choose a child whose age and developmental stage align with the objectives of your observation. A preschooler, for example, may exhibit different behaviors than an elementary school child.

Parental Consent: Obtain explicit permission from parents or guardians to observe and document the child’s behavior, ensuring ethical considerations are met.

2. Identifying the Setting:

• Relevance of Setting: Determine the appropriate setting for observation, such as a home, school, or daycare center. Ensure it is conducive to observing the specific behaviors of interest.
• Time and Duration: Consider the time and duration of the observation, allowing for a comprehensive view of the child’s behavior across various activities and situations.(A Guide to Writing an Observation Paper for Child Development in APA Format)

3. Conducting the Observation:

Establishing Objectives:

Define Clear Goals: Clearly define the goals and objectives of the observation, specifying the aspects of child development you intend to study, whether it be language development , social interactions, or emotional regulation.

Structured Plan: Develop a structured observation plan, outlining the specific behaviors and interactions you aim to observe. This plan will serve as a roadmap during the observation.

4. Note-Taking and Recording:

• Real-time Documentation: Utilize a notebook or electronic device for real-time note-taking during the observation, capturing details, quotes, and any notable behaviors.
• Event Sequencing: Record specific behaviors, interactions, and any significant events in a chronological sequence, providing a nuanced understanding of the child’s actions.(A Guide to Writing an Observation Paper for Child Development in APA Format)

5. Maintaining Objectivity:

• Neutral Tone: Maintain a neutral and objective tone throughout your notes, avoiding personal biases and interpretations that are not supported by observed behaviors.
• Avoid Assumptions: Refrain from making assumptions or interpretations that may cloud the objectivity of your observations. Stick to observable facts.

Structuring the Observation Paper in APA Format

A. Title Page

Follow APA guidelines for the title page, including the title of the paper, your name, institutional affiliation, and date. Include a running head and page number for consistency.

B. Abstract:

Write a concise abstract (150-250 words) summarizing the purpose, methods, and key findings of the observation, providing a snapshot of your study.

C. Introduction:

Provide detailed background information on the child, setting, and purpose of the observation, highlighting the significance of studying the particular developmental aspects.

Clearly state the objectives of the study, emphasizing how the observation contributes to the broader understanding of child development.(A Guide to Writing an Observation Paper for Child Development in APA Format)

D. Methodology :

Provide a detailed description of the observation methods, including the setting, duration, and any instruments used (e.g., video camera, audio recorder).

Describe ethical considerations and consent procedures, ensuring transparency in the ethical conduct of your study.

E. Results :

Organize your findings logically, using headings and subheadings to delineate different aspects of the child’s behavior and interactions.

Present observed behaviors with supporting examples, providing context and depth to your observations.

F. Discussion:

Analyze and interpret observed behaviors within the context of relevant child development theories, discussing how your findings align or diverge from existing literature.(A Guide to Writing an Observation Paper for Child Development in APA Format)

Discuss the implications of your findings on the child’s overall development, considering potential influences and factors.(A Guide to Writing an Observation Paper for Child Development in APA Format)

G. Conclusion :

Summarize the key findings of your observation, emphasizing their significance in the context of child development.

Suggest potential areas for further research or intervention based on your observations and findings.

IV. Citations and References:

A. Citations:

Cite sources using APA in-text citation guidelines, providing specific details such as author, year, and page when referencing literature or theories.

B. References:

Compile a list of references in alphabetical order, adhering to APA guidelines for formatting and citing various sources.(A Guide to Writing an Observation Paper for Child Development in APA Format)

A. Proofreading:

Review your paper for grammatical errors, clarity, and consistency, ensuring that your writing is precise and articulate.(A Guide to Writing an Observation Paper for Child Development in APA Format)

Verify that your paper adheres to APA formatting guidelines, including font size, margins, and overall presentation.

B. Submission :

Submit your observation paper in accordance with the requirements provided by your instructor or institution.

Include any necessary supporting materials, such as consent forms or additional documentation, to strengthen the credibility of your study.

In conclusion, writing an observation paper for child development in APA format is a meticulous process that requires careful planning, detailed observation, and strict adherence to APA guidelines. By following this comprehensive guide, you can craft a well-structured, professional paper that contributes valuable insights to the field of child development. This approach ensures your work is not only academically rigorous but also ethically sound, promoting a holistic understanding of a child’s developmental journey.(A Guide to Writing an Observation Paper for Child Development in APA Format)

Trawick-Smith, J. (2022).  Early childhood development: A multicultural perspective . Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. https://eric.ed.gov/?id=ED633607

Whitebread, D., & Neale, D. (2020). Metacognition in early child development.  Translational Issues in Psychological Science ,  6 (1), 8. https://psycnet.apa.org/journals/tps/6/1/8/

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Reflection on Child Observation and Its Effectiveness

Table of contents, introduction, tavistock model, relevant theories, child observation presentation, relevance of observation in social work, attachment theory.

• Secure attachment: The child trusts that its needs will always be met as it consistently receives protection, care and comfort from its primary care giver.
• Avoidant attachment: The child minimises attachment behaviour and tends to pull away or ignore its primary care giver.
• Ambivalent attachment: Child maximises attachment behaviour by staying close to the care giver.
• Disorganised attachment: Child cannot organise their behaviour to achieve proximity or anxiety due to inconsistent care being received from mother or care giver.

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Piaget’s theory.

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Child Growth and Development Observation Essay

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This observational research aims to explain the behavior in detail and analyze it in terms of child developmental psychology. Three one-hour observations of the subject going through their typical everyday school routine. These observations were conducted in a school setting. The topic of this observation is a five-year-old tall girl. As the observer, there was no contact with the subject. After three observations, the child’s physical development, gross motor, and fine motor skills-related activities were analyzed.

Initially, the participant was observed at recess and P.E. for one hour of playtime and physical activity, during which gross motor abilities were assessed. During the first half-hour of recess, the youngster could hop, leap, skip, run, and jump, demonstrating excellent balance and coordination. According to Paris et al. (2018), by age five, children get stronger control and more accurate movement and become less clumsy. According to the observation, it was clear that the individual enjoyed these intense exercises. During the second part of the provided day’s P.E. observation, several objects were available at various stations, including volleyball, jumping ropes, and cones.

The objective of these exercises was to arrange students at each station so they may practice each skill for seven minutes before moving to the next station. During these exercises, the subject had difficulty with the jump rope, which led to dissatisfaction. However, after receiving positive feedback from the adult, the subject seemed to strive harder to satisfy the adult and demonstrate new abilities. During the transition from jumping rope to volleyball, it was observed that the subject resisted participation, stating, “I am angry because I want to keep jumping” This demonstrates that the subject can articulate feelings clearly but has difficulty controlling anger, which is a normal developmental trait for a child of this age.

During the second and third observations, which occurred during writing and reading class, the emphasis was on fine motor abilities. The subject participated in three different centers: writing three letters correctly, making letters with playdough, cutting and pasting words, and matching them to images on paper. While observing the playdough center, the subject did not follow the instructions for the activity. Instead, the five-year-old female used playdough inappropriately, such as throwing it at her classmates. This was an unanticipated behavior, so the child was removed from the center for a few minutes before being allowed to return to the activity.

After some time away from the activity, the subject followed instructions and was able to make letters using playdough and fingers; nevertheless, compared to other children of the same age, the subject’s grip on the playdough did not seem to be fully developed. According to Paris et al. (2018), five-year-olds should be able to manipulate things and have more hand mobility as their muscles grow more refined. In addition, the kid had difficulty with the cutting exercise because it was difficult for him or her to grip the scissors, indicating that the child’s finger muscles are not fully developed. This developmental milestone may take some time to achieve at various ages.

In conclusion, it was felt that a five-year-old girl is developing properly in gross and fine motor abilities at a typical rate. She has gained and developed abilities commensurate with her age as a five-year-old girl and is eager to learn other skills. Because it may seem a simple chore, the observer was struck by how difficult it was for the youngster to grip scissors and how hard she struggled. However, at that age, it was not as simple as it may have seemed to adults; thus, it is essential to pay great attention to these particulars to offer children more possibilities to aid their growth.

Paris, J., Ricardo, A., Rymond, D., & Johnson, A. (2018). Child growth and development . College of the Canyons.

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IvyPanda. (2023, August 7). Child Growth and Development Observation. https://ivypanda.com/essays/child-growth-and-development-observation/

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Observations In Childcare: The Ultimate Guide for Preschools

Observation in early years is a critical area of assessment in many curriculums. While there is no fixed method for conducting observations in childcare, illumine has developed a simplified approach for educators. This blog answers those burning questions about conducting observations in preschool.

Table of Contents

1. importance of observations in childcare.

Observation is a crucial part of early years curriculums — such as EYFS, Montessori, and Reggio Emilia. It helps educators and teachers to

• Gain a solid understanding of how children think, feel, and perceive the world
• Identify challenges they face and areas in which they excel Nurture development areas for each child according to the observations

Make and share observation reports with parents about the child’s learning journey

What are Early Childhood Education Observations?

Observing in early childhood settings can be confusing. Simply put, it is an act of looking, listening, reflecting, and documenting the child’s interactions. A quality observation in the early years includes these elements: 

• Observations are Descriptive

It should describe the interaction between the child and the object or person. The description doesn’t have to be long and drawn out, but it should give a sense of the child’s conduct.

<Pro tip> Using the child’s voice to verify how engaged the child is with their learning is a terrific way to go. Echoing the child’s words reveals the child’s thoughts, mental processes, and interactions.

• Observations are Future-oriented

Good observations provide a clear picture of the child’s progress over time. Look for the following things when observing a child:

• The child’s demonstrated interests
• New skills demonstrated by the child that were not previously noted
• Learning that expands on previous skills or knowledge

<Pro tip> Recognize where a child is experiencing significant difficulty. These can create focus areas for them to improve.

• Observations are Reflective

Identify how the child is learning and analyze it to make a plan for teachable moments. Use open-ended questions to allow the child to express their thoughts and ideas.

What are the benefits of observation in early childhood education?

Observations in childcare benefit both the child and the teacher. Here’s how: 

• Improve their learning outcomes: Observe individual strengths, weaknesses, and interests. These allow you to tailor activities and environments to support their development.
• Intervene early and support: Identify potential delays or issues with up-close observations.
• Boost the child’s self-esteem: Acknowledge and celebrate the child’s progress. It can nurture their confidence and motivate them to learn more.
• Understanding their learning process: Sharing observations, and reflecting on the progress helps teachers and children be aware of the learning process.
• Improve Parent-Teacher Communication: Observations form the basis for insightful conversations with parents. Thus, builds trust and collaboration to support children’s learning journey.

<Pro Tip> With illumine share learning journeys with the parents that summarise the child’s progress with photos, insights, and more!

What are the observation methods in the early years?

Each observation method has its strengths and weaknesses. The key lies in selecting a method that suits your purpose and context. We have consulted with leading educators worldwide to compile a list of the 6 most effective observation methods , with examples .  

• Anecdotal evidence:

Anecdotal records are written after observing a child. They include details on the what, when, and where an event occurred, chronology. They provide insights into a child’s needs, preferences, abilities, and potential areas for development. By maintaining these records, you can easily track the child’s development over time.

Anecdotal Observation Example: Lily is usually shy, and hides behind her us during playtime. Suddenly, she spots a ladybug and with courage, points it out to her friends. You jot down: “10:15 am – Lily overcame shyness, initiating interaction with friends about a ladybug discovery.”

• Running records

Running records, on the other hand, are notes taken in real-time. These records are usually taken down for a few minutes, typically around 2-5 minutes for a child. You have to especially note what the child is saying. It paints a picture of the interests and developmental areas the child needs help with.

Running Record Observation Example: Billy is engaged in building a block tower. You write,”3:20 pm – Billy carefully selects red blocks, and says ‘tallest ever!’ He balances them, counting aloud ‘one, two, three…’ But, they fell! He thinks quickly, and adds a wider base, exclaiming ‘Stronger now!'”

Jottings are short notes. They record critical occurrences, behaviours, and discussions. After recording an observation, the teacher typically interprets or reflects on the note. Thus, helps in analyzing the strengths and concerns to create developmental areas. This method is straightforward, yet effective in understanding the child’s behavior well. Jottings Example: Sarah is painting. You scribble: “4:15 pm – Sarah stirs purple, saying ‘magic potion.’ Dips brush in blue, laughing ‘bubbles!’ Adds green, saying ‘ready to fly!'”

• Example of work

These are records of a child’s creative work — paintings, sketches, poems, and other crafty creations. It is important to take note of the “what” and “when” of each piece and to document them. This helps to identify any patterns and track progress over time.

Observation Example: Daniel’s clay sculpture. You capture it with a photo and note: “2:30 pm – Daniel sculpted a spikey creature. He explains its fire breath and sharp claws with intricate detail.”

• Photographs/Videos

Photographs or videos are one of the key EYFS list observations. It can tell a lot about a child, enabling teachers to keep records of their activities and interests. Over time, these records can help teachers identify patterns, skills, and interests.

Observation Example: An attachment of 5 photographs of John and Keith playing dodgeball.

• Time samples

These are documents of actions and activities noted down at regular intervals. They help in recognizing pattern recognition and provide insight into the child’s social skills and interests. Time sampling (time-lapse photography) to observe how children learn is one way to do it.

Preschool Observation Example: Mark observes Maya at play for 5 minutes, recording actions in 30-second intervals: “1:00 pm – Giggles with peers, builds blocks, attempts climbing structure (needs assistance).” This reveals social interaction, building skills, and emerging physical development.

2. How to write meaningful observations for the early years?

Three steps to write observations in preschools with examples, before you observe.

• Define the purpose

Know your goal to focus on specific skills, interactions, or overall development. Align your goals with the development areas listed in your curriculum. 

• Choose your method

Choose an observation method that aligns with your curriculum and constraints – such as time, access to equipment, and child-teacher ratio.

• Set the scene Provide a brief description of the setting – the time, location, and individuals involved. These create a better understanding of the environment and enable routine observations.

During the observation

• Describe what you see

Describe the interests, abilities, and skills of children in the following ways:

• Ask what the kids are doing, touching, and saying when they have free time, space, and resources.
• Note how children react to activities, surroundings, routines, and unexpected situations
• Observe the child’s interactions with adults and other children.
• Make notes of other ways the child learns, such as schematic behaviours.
• Mention the child’s temperament, levels of happiness, and participation.
• Be objective

Take a look at the following observations about Khalid, an 8-month toddler:

Note 1: Khalid dislikes being put on the ground. While his mother reads to him, he grabs a ball and gets upset when she leaves.

Note 2: Khalid becomes upset and cries when his mother leaves after reading a book with him.

The first note contains the teacher’s assumptions. In the second note, Khalid’s actions are described instead of being diagnosed. The second note gives a far more accurate image of what Khalid does and says when he arrives at the daycare.

• Talk about influences on behaviour

Include any information that could affect a student’s abilities or behaviour in the classroom. For example, state the kind of background the child comes from or their first language. These could affect their development areas. In the observation report, explain causes, and intellectual gifts. 

• Use clear and concise language Avoid jargon and focus on capturing the essence of the observation. Some notes may be only legible and understandable to the teachers. In such scenarios, it is important to explain them later in a meaningful manner so they can be shared.

illumine uses AI to provide educators with a tool to transform observations into meaningful notes. Thus, educators can spend less time crafting notes and more time focusing on their students’ needs.

After the observation

• Reflect and analyze

After observing and taking notes, reflect on the development areas of the observation. Take note of what the observation implies and evaluate progress so far. You can also experiment with adult interactions during the event to affect the child’s engagement. This creates an overall analysis and defines the next steps.

• Share and collaborate

Recording the preschool classroom observation does not end the process. Create observation reports to share with parents, colleagues, and specialists. Sharing the reports can help build a comprehensive understanding of the child. These reports may also prove useful for the child if they are well-preserved.

• Stay flexible

Your observations of the child are the foundation of your planning. But, children change quickly and unexpectedly and make it impossible to plan for the weeks ahead. Therefore, any plans and routines must be adaptable.

3. The Importance of Observations Report for Preschool

• planning lessons for developmental areas 
• creating assessments  
• discussing concerns with parents and colleagues, and
• sharing learning journeys
• Reviewing Notes: Analyze written observations, look for patterns, strengths, and areas for development
• Scoring Assessments: Score tests and rubrics manually, note points, and interpret their meaning within the specific assessment’s framework
• Identifying Trends: Identity trends in progress and compare data points across different periods and against expected developmental milestones

4. Manual Observation Reports vs. Illumine Observation Reports

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Child Observation - Free Essay Examples and Topic Ideas

Child observation refers to the systematic and objective process of watching and recording a child’s behavior, interactions, and development. This process involves careful observation, noting the child’s physical, cognitive, and emotional behaviors, and keeping a record of any patterns or changes that are observed over time. The purpose of child observation is to gain insights and understanding about the child’s growth and development, to identify areas of strength and areas that may need support, and to inform more effective teaching and caregiving practices. Child observation can be done by parents, teachers, caregivers, or other professionals working with children.

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Patterns of attachment, role of imitation.

• AboutKidsHealth. (n.d.). Retrieved from https://www.aboutkidshealth.ca/Article?contentid=740&language=English
• Beauchamp, A. S. (2016, November 07). Cognitive equilibrium. Retrieved from https://www.britannica.com/science/cognitive-equilibrium
• Cherry, K. (n.d.). Adaptation In Piaget's Theory of Development. Retrieved from https://www.verywellmind.com/what-is-adaptation-2794815
• Cherry, K. (n.d.). Are You a Permissive Parent? Retrieved from https://www.verywellmind.com/what-is-permissive-parenting-2794957
• Mcleod, S. (2018, June 06). Jean Piaget's Theory of Cognitive Development. Retrieved from https://www.simplypsychology.org/piaget.html
• M.S., P. (2015, July 10). What is REJECTING-NEGLECTING PARENTING? definition of REJECTING-NEGLECTING PARENTING (Psychology Dictionary). Retrieved from https://psychologydictionary.org/rejecting-neglecting-parenting/

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Observation: The Key to Understanding Your Child

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By Jarrod Green

Young children sometimes behave in challenging or confusing ways. You may occasionally have thoughts like:

“Why does she keep pinching her brother’s nose?" “Why does he put his snack in his hair?” “Why does she cry when it’s time to put shoes on?”

At first glance, young children’s behaviors can be downright baffling!

Preschool teachers are taught that all behavior is communication and we are trained to observe, document, and analyze children’s behavior to understand what they are “telling” us. With a few tips, you too can start observing your child’s behavior like a pro.

Looking for patterns

Any behavior that occurs over and over is happening for a reason. If you can find the pattern in the behavior, you can figure out how to stop it.

The first step is simply to  write down what happens . At first it feels weird, right after your child puts a gummi bear up his nose, to pull out a pad of paper and write it down. The problem is, our memories are terrible. Simply making a note of what happened can help you see patterns you may not notice otherwise.

A few years ago the children in my classroom were getting into too many fights. I didn’t know why, so I started writing the incidents down. At the end of three days I looked at my notes and saw “9:20, fight over Legos; 9:50, fight over Legos; 10:00, fight over Legos...” I didn’t have a problem with fights in my classroom; I had a problem with fights at the Lego table! Once I saw the pattern, I could make a change to improve things. I brought in twice as many Legos and put them at a bigger table. Ninety percent of the fighting stopped right there!

Whatever the challenging behavior is, just start writing it down. You might be amazed what you find.

The ABCs of behavior

To up your game from simple note taking, try what teachers call the “Antecedent-Behavior-Consequence” model—or simply ABC for short. Don’t let the big words put you off.  Antecedent just means “what happened right before,”  behavior  means “what happened,” and  consequence means “what happened right after.” Basically, ABC means don’t just write down what happened—write down what happened right  before  and  after  too.

The  antecedent  is whatever was going on around your child right before she, say, dumped her milk on the couch—again. Was she getting ready for school? Listening to music? Perhaps it was when you left the room to get her teddy bear or told her to put her shoes on. Simple stuff, right? But such observations can be a gold mine for figuring out what’s causing a behavior.

I worked with a family who said their 28-month-old would “start screaming, all the time, for no reason.” But after a few days of writing down the ABCs, the parents realized that their son started screaming only if he was left alone in a room—a pattern they hadn’t noticed before. Armed with this knowledge, they would tell him, “I’m going to go to the bedroom to get a sweater and come right back. Do you want to come with me, or wait here?” Over a few days the screaming all but stopped.

The  consequence  is whatever happened right after the child spread jam on the wall. Did you yell at him, and he cried? Did you send him to his room and when he wouldn’t go, carry him up and close the door? Or did you tell him that’s not okay, help him clean the wall, then read a book together? The consequence is often more emotional to write down than the antecedent but just as important to finding the pattern.

A teacher I know once worked with a child who frequently dumped milk or juice on his clothes at snack and lunch time. Once she started writing down the ABCs, she realized that every time the child did this, several teachers would rush to his side, talking to him and cleaning him lovingly. The teacher guessed that the behavior was a bid for attention and care in a crowded classroom. She started giving him more attention when he behaved appropriately, and gave only minimal attention when he dumped his juice. The negative behavior disappeared in a week.

Write it down!

Some teachers seek graduate degrees just to refine their observational skills, but you’ve got the bones of it right here. When you’re stuck with your child’s challenging behavior, write it down, along with what happened right before and what happened right after. When you see a pattern, you can work on changing it.

This method is incredibly simple, but surprisingly tricky—the first time you do it, it’ll feel really weird. But I promise it gets easier and the payoffs can be huge. That teacher you secretly call “the toddler whisperer”? She started off right where you are. With a little observation and a few notes, you’ll start understanding what’s going on in your child’s head—and things will get a little bit easier.

Jarrod Green is a preschool teacher, college instructor, and child behavior consultant in Philadelphia, PA. His work focuses on helping children, families, and teachers work together to meet everyone's needs. For more information and articles by the author, visit his website at  http://jarrodgreen.net

Behavior and Development

Home — Essay Samples — Philosophy — Child Observation — Children Observation Paper: Informal Observation Of My Family Member

Children Observation Paper: Informal Observation of My Family Member

• Categories: Child Observation Childhood Development Cognitive Development

About this sample

Words: 856 |

Published: Jan 28, 2021

Words: 856 | Pages: 2 | 5 min read

Works Cited:

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• Dando-Collins, S. (2003). Caesar's Legion: The Epic Saga of Julius Caesar's Elite Tenth Legion and the Armies of Rome. John Wiley & Sons.
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