Child Observation for Development Analysis

  • Kirsty Lynch

Child Observation Study


By age six, children are moving out of what Erikson called the effort vs Guilt-purpose period and are moving into the industry vs inferiority-competence level with their lives. That is a main developmental level in the life of a kid where many milestones are hoped to be achieved by. To demonstrate the developmental level of a six calendar year old child I've conducted this child observation analysis. The setting of the child observation takes place in what is apparently your computer room in a primary school. A couple of three students within the room, two females, Mackenzie and Isabella aged six and one young man, Noah who is also six years old. There is one female adult present in the observation, the children's tutor. There are a tiny number of adults within the background, it is because it is a communal computer room and these other adults are not area of the observation study. The activity that's taking place is a teaching lesson where the educator is demonstrating patterns to the children and asking the kids, initially to work together to complete the structure and then to individually finish the habits themselves. The kid who is the focus of the observation review is Noah, the six yr old guy.


Activity Record

Language Record

Teacher explaining lessons to students. All three students are listening

T > S "Ok, I'd like everyone to check out the camera and wave"

M + I +N influx at the Camera

T > S "and say Hi!"

M + I "Hi"

N playing with name label around neck rather than paying attention

T > S "Does anyone bear in mind what the course guidelines are?"

M "What?"

N needs Name label off and places it on the table"

T > N "Do you want me to hold that for you?"

N > T "um huh"

N fidgeting with hands - lack of concentration again

T > S "Does anyone keep in mind what we done on Monday with the frogs?"

N messing with hands and arms as teacher is detailing exercise

T > S "I'll put some forms in front of you and I'd like you to think what comes next?"

N exercises over stand and taps teachers arm

N > T "I thought. . . . " Speech is marginally slurred hard to understand

T > N "I'm talking to Isabella, one minute please"

T shows more pattern, N rocking head in forearms on table, looking around the room

T > N "Noah, look, I'm gonna think about it and I'm gonna say, red trapezoid, renewable triangle, red trapezoid, and I'm gonna think, what comes next?"

N leans over desk and touches orange square while I is directing to it

T > S "wait wait wait, it's teachers turn, it'll be our submit one minute"

N can take orange square

T > N " Noah can you please put that backside"

N puts square in the beginning of the pattern, before adding it back

T > N "Many thanks"

N uneasy and searching room

T > N "Noah I want our help"

N places finger on red shape

T > N "stop"

T has to take red shape off N

" Can everyone point to the form that comes first in the routine"

N not concentrating, looking around, fidgeting

Noah needs shape

T > N "Is it possible to please put the shape backside"

N first to indicate next shape, needs shape again

T > N "Noah"

N completes his switch with ease, needs shape and laughs

N > T "Look, I'm faster, Look"

N searching room, not seated easy on seat, not attending to, twisting and turning on chair, places head on table

T > N "Noah, are you ready to do a pattern?"

N > T "Yep"

N Takes shape and taps it off the table

T > N "Ok can you place it flat for me?"

T > N "Please lay it smooth"

N Places designs mutually and completes pattern

N > T "Look, haha, see, look, watch, watch how fast I am"

N Slides form across table

N fidgeting and making noises during I transform and places head on table during M turn

T > N "Noah are you ready for another pattern"

N > T "Yeah"

T > N "Would you like to pick a color"

Noah stand and leans across table and takes red shape

N > T "Yeah I want to pick a, red"

N making noises and messing with hands

N completes style with 5 pieces and turns structure into a house

N > T "Look it's a house and this an example may be a tree"

Teacher asks N to put shapes away

T > N "Can you hand me the patterns so Mackenzie can have a switch"

N > T "Look see, watch"

N pushes designs across the table

N places at once table again if it is not his convert, yawning

N Follows teacher's instruction

T > N "Practical your lap"

N takes yellowish shape

N > T "I've an idea, the yellow" speech slightly slurred here

N completes routine and performs with shapes

Shoots shapes across the table

T > N "Noah, we're performing a lessons, we can do that afterwards, I need you to hear teacher guidelines"

N > T "Watch, watch. . fastest" Speech slurred

N messing with hands and hands during I turn

Places at once table, demonstrating impatience

N > T "Look see, look I'm fast, it's for, a parrot. . . " Speech not so clear

N still has head on table

T > S "This is actually the last one, ok"

T > N "Noah, this is your previous pattern so I want you to think extra hard"

N places condition at end of style, corrects himself with the help of the teacher and sets it at the beginning

Shoots shapes into pattern

N > T "Watch, I'm gonna hit them" Speech slightly unclear T > N "Do not shoot them"

T explains to students to say bye to the camera

M + N "Bye Camera"


From watching Noah in his school environment, it is easier to start to see the developmental level that he's at, the milestones that he has already reached are quite obvious and his developmental stage is quite clear and progressing well, however there are a few milestones which Noah must have reached by age six which it appears he has didn't reach, here I will discuss Noah's Physical, Emotional and Cognitive development and I'll link it along with developmental mindset to illustrate where Noah is at in his Development and where he should be.

Physical Develop:

Noah's physical development seems to be normal for his years, compared to Isabella and Mackenzie he seems to be the same height and just a bit broader which is normal for a son of his years. By age six years old, children usually reach the average height around three foot ten inches and they normally weigh about forty-six pounds. These are just average numbers but from watching Noah he appears to match this profile, although it is hard to guage his weight from the observation, he shows up a healthy weight for his height and age group.

At age six yrs. old, children have a lot of energy plus they enjoy engaging in activities which involve a lot of movement. To be able to achieve these activities, children require the utilization of Gross motor unit skills (Clarke & McDowel, 2006). It is visible that Noah has a whole lot of energy and that his gross electric motor skills are producing at an appropriate rate. Noah can't remain easy, is continually moving his hands and hands, he makes figures with his hands with one level imitates a bird using hand motions. It could be seen that Noah has good muscle control and good co-ordination.

Noah's fine electric motor skills can even be seen. Fine motor unit skills require dexterity, which is the good use of fingers and hands. By six years children reach the stage of being able to use many fine motor skills, such as tying their boot laces, good palm control and good use of both of their hands (Clarke & McDowel, 2006). Noah's fine motor unit skills is seen over time throughout the observation, Noah uses both of his hands constantly to complete the puzzles and he has the capacity to turn the shapes into items, Noah will this when he makes the form of a residence out of the shapes up for grabs.

Intellectual Development:

Noah's communication will not seem to be to be at the particular level that it should be at for a six calendar year old child. By age six most children can maintain attention, concentrate and can sit silently during activities. Noah however, lacked concentration and only paid attention when he was being supplying attention for his convert; he was struggling to hold his attentiveness through the other students changes.

At times Noah's conversation was quite hard to understand, it was sometimes slightly slurred. A kid of Noah's age group should have an extended vocabulary and should have the ability to explore this is and tones of new words, their conversation should be correct and clear by this age. Children have a tendency to express themselves by using new words, making up stories and producing their own narratives and explanations by linking ideas jointly (Clarke & McDowel, 2006). Noah didn't seem to have an expanded vocabulary and his talk seemed not a lot of at times, he only spoke when he was seeking attention or when he desired acknowledgement or reward for completing a task.

Emotional and Sociable Development:

At six years children can identify and present feelings and interact with parents and other children. As children develop they understand how to show passion, manage aggravation and irritation and understand jealousy and sadness (Clarke & McDowel, 2006). While Noah has already reached the majority of this developmental stage there are many points in this level which Noah hasn't completely achieved yet.

The milestones which Noah has achieved at this developmental stage in his emotional and interpersonal development are co-operation, solving problems, seeking attention and becoming competitive.

Although he co-operated, almost all of the time, Noah was quite fidgety while awaiting his change. Noah was quite competitive, which is normal for a child of his years, and he enjoys the focus on be focused on him. Noah asked the educator to "look" at him a number of times with one level said "see, look, watch how fast I am" as he was seeking attention and reward from the instructor. His sense of security appears to be reliant on reward from individuals that he trusts; in this case that was his educator.

However, Noah was also quite annoyed when it was not his turn to complete the puzzle, he previously to be asked lots of times to wait his move, by this get older Noah should have a sense of controlling irritation and following instructions lay out by his professor.

Cognitive Development:

Children play a massive role in their own cognitive development. They do that by trying to understand what's going on around them by organising, describing, building, manipulating and predicting. We are able to notice that Noah plays a dynamic role in his cognitive development, he recognizes what is being asked of him, he is aware of what he's designed to do and constructs designs and patterns with the bits supplied by his professor. At the age of six, children also see habits in items and activities of the world and they can often try to organize these habits to try and explain the planet.

Noah demonstrates this when he considers a house in the patterns that are up for grabs, he then constructs a tree to go along with the house because in Noah's conception of the world this is exactly what is normal, residences, gardens, maybe trees and shrubs in the garden or outside on the highway.

However, Noah also demonstrates some restrictions in his cognitive development. Noah has trouble handling his own attention, when the attention is on him Noah behaves and will what he is asked to do, he shows an intense desire for learning and will take pride in concluding the patterns, but when it is Mackenzie or Isabella's flip, Noah lacks attention, he's twisting and submiting his couch, fidgeting with his hands and looking around the room. Noah becomes just a bit frustrated that he has to take turns, the interest isn't on him and the learning does not happen as quickly as he would like because he has to wait.

Developmental psychology

During the Effort vs Guilt-purpose level children wish to copy the actions of folks around them plus they take effort in creating a play situation. Noah has already reached this developmental level as he implies that he can take instructions and copy what the instructor does, the teacher shows how to do the patterns and Noah is quick to copy what she does, he is able to complete the design and the guy can turn the duty into a play situation, he illustrates this because they build a house from the shapes that he is working with.

Noah has completed this milestone and it is moving into the Industry vs Inferiority-competence level, which is often referred to as the latency level. This level allows children to learn, create and accomplish lots of new skills and Knowledge and helps them to build up a feeling of industry. Noah implies that he is experienced in this level by doing the habits that the tutor gives him with ease and he will take pride in completing these tasks.

However, this is also an incredibly social level of development, where experience of unresolved thoughts of inferiority and inadequacy among other children can have problems with regards to competence and self-esteem. Noah appears to be constantly looking for attention, he can't sit easy whether it's not his turn and if he's not been giving attention. He's constantly looking for acknowledgement and compliment for doing his responsibilities, it's as if he is trying to prove that he is capable and better than the other students at completing the duty. , he says "See, look, watch, watch how fast I am".

Freud says that during the Latency stage intimate urges stay subdued which children tend to play and connect to the same gender peers. Within this observation Noah is with the opposite sex, however, there is absolutely no indication concerning whether Noah selects to maintain this group or if the educator specifically put him in this group for observational purposes. If Noah was put in this group it could take into account why he noticed the need to prove his capabilities over the girls, it is hard to share whether Noah could have acted the same if he was in an organization with children.

Piaget's preoperational stage is just coming to an end by the time a kid is six yrs. old. Piaget states that a child must have reached the milestone of being able to use basic reasoning but may still not have the ability to understand how other people perceive the surroundings (Crawford and Walker, 2003).


Attachment is the close, ongoing romance with at least an added person who children need to be able to develop a confident, secure, involved personality (Fawcett, 2009). Mary Ainsworth developed the three different kinds of attachment that a child could experience; Securely attached being the usual, standard connection where children explore independently and can sometimes show some signs of concern when they are separated from their parents but usually settle and continue steadily to play. , Insecure Avoidant, where children seem to be indifferent on set up parent will there be and insecure ambivalent, where children experience great upset when the parent or guardian leaves and opposing reactions when the parent or guardian earnings (Ainsworth et al, 1978).

Children have a tendency to view the individual that they are mounted on as a secure base, a way to obtain reassurance and a person who encourages them and offers them advice (Crawford and Walker, 2003). Noah shows this connection with his professor. He appears to his teacher for guidance when doing the habits, and he looks for praise and encouragement from her upon completing the task, he asks her to "look" and "see" what he has done.

It is difficult to determine Noah's attachment with his tutor in that short timeframe, he does not ignore the presence of his tutor, nor does indeed he cling to his tutor, although Noah does seem to be to constantly be looking for the professors attention, this may indicate a lack of attention at home, or having to seek attention at home.

Tentative Conclusions:

From observing Noah it is clear that his development is on the right course. Noah's physical development is normal for his age group and he has completed lots of the physical milestones that a six 12 months old should have accomplished. His intellectual development reaches a slower development rate than the average child of Noah's age. Speech and terminology therapy could be used in order to help Noah develop his conversation and language to a proper level. Noah will not seem to engage in dialog much and with the help of a conversation and vocabulary therapist this could encourage Noah to activate more in chat along with his peers and his educator.

Noah appears to enjoy play and he relishes praise for concluding tasks, Play Therapy is actually a useful resource to help Noah understand how to control his irritations and to help him concentrate. Noah's development is on the right track but with a little help from famous brands a conversation and dialect therapist or a play therapy specialist, Noah's development could be upgraded to a proper level for a six yr old child.

Reflexive Part:

When start this observation, I put my own notion of what a six year old child should be doing and how far along a six yr olds development should be. I thought back again to what I was like after i was six yrs. old, I possibly could remember being in school and doing well in school, but besides that my memory to be six was not great. However, I myself have two more radiant brothers, one who has just flipped seven years old and person who is turning six this season. From my very own experience of my younger brother's developmental phases, I had formed a preconception that six season olds behaved similarly and that most six season olds had achieved the same developmental markers.

Some of my very own professional experience also inspired me in the conclusion of this assignment. I had recently done a positioning in The National Children's Hospital and I functioned alongside Play Specialists. The children I caused were from newborns to teenagers, but the majority of the children who were involved in the play therapy trainings were aged between four yrs. old and nine years old. From working with those children the same years as Noah I could really see what Noah was excelling in and where Noah was lacking in some developmental stages. I had recently worked with a family group whose child was at a slower growing rate than his peers and the work which i participated together with that family inspired my ideas of what could help Noah. This child was also six years but had not reached all the milestones expected by age six; similarly, Noah had not reached some of the milestones that you would expect him to reach.

Word Matter: 3, 299


Ainsworth, M. D. S. , Blehar, M. C. , Waters, E. & Wall, S. , 1978. Patterns of Connection: A mental health review of the weird ssituation. Hillsdale: NJ: Erlbaum.

Clarke, P. & McDowel, G. , 2006. The Growing Child. Glencoe: McGraw-Hill.

Crawford, K. & Walker, J. , 2003. Community Work and Human Development. s. l. :Learning Issues.

Fawcett, M. , 2009. Learning Through Child Observation. London: Jessica Kingsley Web publishers.

Ingleby, E. , 2006. Applied Psychology for Friendly Work. Glasgow: Learning Concerns.

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