Instructions, Examples and Videos for the Child Observation Assignment (click the arrow tab in order to open the box, click on it again to close the box.)

Instructions for the Child Observation Assignment
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CD 105 Child Observation Assignment Explanations
Part I – Description of Child / Setting

A. Description of child:

The first section of your report should contain a brief description of the child. Describe the child using the first initial or the child’s first name. Include the child’s age, birth date, sex, and a short description of physical characteristics. If the child has a diagnosed disability, please include a description of the disability also. Include a short description of the family situation and culture.

B. Setting and duration of the observation:

Please describe the setting, including when and where the observation took place. Include the time of day, the date and a description of the location. The location could be anywhere you might observe the child that will be comfortable for you and the child. For example, the location could be in your neighbor’s back yard, in your own living room or at the park. It will be helpful to describe any
information about what happened just prior to the observation, such as if the child just woke up from a nap, or just finished eating lunch etc. Duration: Include the starting time and the ending time of the observation.

Child’s Temperament

Using the Steall and Thomas Temperament Rating Scale below, following the observation of your focus child, complete the Temperament Rating. Review the chapter regarding Temperament and write a summary of your child's Temperament based on the chapter information regarding the different types of temperament, i.e. slow to warm up, difficult, etc.

Part II - Observation/ facts:

You will list a running account of the child’s behavior. Write down everything the child does or says during the observation period. Observe the child for 20 minutes. If it is at all possible, it will be helpful to you to observe the child at play. Your observation will present an accurate, objective account of the child’s behavior. The reader should be able to visualize the same account of actions as the original observer. Include the conversations the child has with others. If the child is involved in an activity, describe everything with full detail. When observing, try to be as factual as possible without inferring or interpreting while recording. Describe what you see so that someone else reading your recordings will know the facts, not your interpretation of the facts. Use direct quotes when you write down what a child or adult says.

Examples of incorrect and correct methods below:

Incorrect – Not enough detail: Mike played in the doll corner.
Correct method: M sat in the doll corner with three small rubber dolls. He placed the mother doll in the living room area and put the baby doll in the high chair. He took the father doll and said to me, “this is the papa; he is going to spank the baby for going peepee.” Record in detail only the who, what, where, when. Include only factual detailed information and do not interpret the statements or actions.

Examples of incorrect method using interpretation:

L is playing very nicely with her dolls. L is playing that it is “rest time.” She is talking to some dolls. R keeps annoying L. Finally L gets mad and hurts R and R leaves L alone.

Correct Method using facts only:

L put one doll on a doll bed, covered it with a blanket and said, “Time for westing (no r sound).” R throws a toy hammer at the L. L screams (Aaaaaaah! No!) loudly and continues to pat the doll. R runs o the doll bed and pulls the blanket off of the doll. L pushes him backwards with two hands; R falls on his bottom. R gets up and walks away. L puts the blanket back on the doll bed.

Part III - Documentation / Analysis:

You will document the behavior you observed using your textbook as a control. You will state the page number and then copy the information directly from the text to support what you observed. You will analyze the biosocial, cognitive and psychosocial development of this child, by comparing this child’s development with child development concepts from the text. Give two examples of the child’s
behavior compared with at least two comparisons from your text and at least one other source from the last 5 years, in each of the developmental areas below, to support your statements. Remember if you are doing the report on a preschool child, there is one chapter in your text on each developmental area. You have a whole chapter of the text to help you find something to use in your analysis. Give at least one paragraph under each of the following sections:

1. Biosocial Development
2. Cognitive Development
3. Psychosocial Development

Note: Incorrect method of using analysis:

Using labels such as “spoiled” “lazy” “slow” to describe the child is subjective. Describe actions rather than labeling behavior. Quote actual statements as stated by the child, do not paraphrase or change the way in which the child made the statement. For example, if the child said ‘teacher, luke at the uck”. This is how you would quote the statement and not change the statement to say ‘teacher look at the truck”. Compare what you saw and heard, with what the textbook states about the actual behavior observed. When writing your observation, have a scientific viewpoint. Do not put down any of your own thoughts or feelings about the child. Compare what you saw with what the text states about children of this particular age. The analysis is not an opinion section.

Note: Correct method of recording observation

Statement of Observation recording facts and analysis from the textbook:

Example: Cognitive - language development:
Observation /Facts section:

A caregiver, C, holds a young infant and rocks the infant –S - in a rocking chair. C said, “You are so alert right now, S!” The child made noises such as, “ooooh, aaaah, gaaaaaah” as C held her. S looked into C’s face. C made similar sounds back to S, “Oooooh gaaaaah.” C said (as she looked into the S’s eyes) “You’re talking to me aren’t you, S! You make beautiful sounds!” in a high-pitched, slow, clear voice. C repeated the same sentences 3 times.

Example Analysis using an outside source
Cognitive/ Language Domain:

As the S listens to her caregiver’s speech, she makes sounds too. In the text it states, “around 2 months, many infants make their first non-crying sounds. They begin cooing, making soft, repetitive vowel sounds such as “aah” and “ooh.” (Berger, pg. 186). The caregiver also used “Child-directed speech,” as she talked to the baby using the high-pitched, slow and repetitive conversational style. “They talk to and interact with their children in specific ways that seem to facilitate language development.....It consists of high-pitched voice and uses exaggerated intonations to direct and maintain the child’s attention.” (Berk, 2010 pg.196). (Two sources are used including our text)You need to provide two examples from each domain for each child you observe. You will cite a reference from the textbook for each example and one reference from an outside source.
The conclusion of your paper will be to summarize based on the definition handout of “Atypical and Typical” development and the information you have learned from the text, lectures and your own research to support your child development domain analysis, is this child’s development considered ‘typical’ or ‘atypical’? Your paper must include a bibliography page that includes the title of source, author, page(s) and publication date.

The Child Observation Paper:

Child Observation 1 consists of completing the Developing Lives 2.0 six modules while Child Observation 2 must be submitted in Canvas according to the due date posted. This Child Observation paper may earn a possible 50 points. Iclude the Temperament Assessment Scale for Children – To accompany your Child Observation Paper. On a scale from 1 to 5, based on your observation of the child rate where the child would likely be according to each of the nine temperament traits below.

1. Activity Level. How much does the child wiggle and move around when being read to, sitting at a table, or playing alone?
(High Activity 1) - (5 Low Activity)
2. Regularity. Is the child regular about eating times, sleeping times, amount of sleep needed, and bowel.

(Regular movements 1) - (5 Irregular Movements)
3. Adaptability. How quickly does the child adapt to changes in her or his schedule or routine? How quickly does the child adapt to new foods and places?
(Adapts quickly 1) - (5 Slow to adapt)
4. Approach/Withdrawal. How does the child usually react the first time to new people, new foods, new toys, and new activities?
(Initial approach 1) - (5 Initial withdrawal)
5. Physical Sensitivity. How aware is the child of slight noises, slight differences in temperature, differences in taste, and differences in clothing?
(Not sensitive 1) - (5 Very sensitive)
6. Intensity of Reaction. How strong or violent are the child's reactions? Does the child laugh and cry energetically, or does she or he just smile and fuss mildly?
(High intensity 1) - (5 Mild reaction)
7. Distractibility. Is the child easily distracted, or does she or he ignore distractions? Will the child continue to work or play when other noises or children are present?
(Very distractible 1) - (5 Not distractible)
8. Positive or Negative Mood. How much of the time does the child show pleasant, joyful behavior compared with unpleasant crying and fussing behavior?
(Positive mood 1) - (5 Negative mood)
9. Persistence. How long does the child continue with one activity? Does the child usually continue if it is difficult?
(Long attention span 1) - (5 Short attention span)

Examples of Child Observation Papers and Videos (with download links) (click the arrow tab in order to open the box, click on it again to close the box)

Video Links on Conducting Child Observation➡ Here

Child Observation Example by Andrea Looney ➡ Here

Child Observation Example by I. Randall➡ Here

You-Tube Videos for conducting a child obervation➡ Here