Table of contentsSummaryDescriptionMotor skills Gross motor skills:Fine motor skills:LanguageSocial/emotionalCognitionConclusionReferences:SummaryIntroduction: This child observation document was formed by observing a preschool child while in his natural environment. The observation took place without the child seeing or speaking to me. It was necessary to observe the child in this way so as not to become attached to the child, and therefore my observations and conclusions would not be biased. Thesis Statement: The observations made on the child were then compared to different theorists and their respected theories. The three theorists used to understand the observation of child development were Erickson, Piaget and Vygotsky. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay DescriptionBackground: Veronica is a 5-year-old Caucasian girl. She has fair skin and blonde hair. Her hair is curly and short; does not reach the length of its shoulders. Its eyes are green in color, they are full and large. She would be considered taller than average, as she was taller than most of the children at the center. The room was small but full of toys. There were different centers for children. There was a reading center, a gaming center, a writing center, etc. The walls of the room were decorated with many posters showing the letters of the alphabet, numbers and different words to learn. There was a teacher or helper at each station to help the children think or just play with them. Gross Motor Skills: Evidence and Quotes: The teacher let the children know it was recess time and that they could go out; Veronica took a big leap and started running outside. Commentary: According to Mildred Parten, there are five stages of play: solitary, spectator, parallel, associative and cooperative. Evidence and Citation: Veronica, according to Parten, is at the stage of play called solitaire. She ran side by side to grab one of the big toy tractors and carried it to the other side of the playground. She quickly stopped playing with the tractor and rolled onto the playhouse. Veronica began to climb the ranks to reach the top of the performance hall. To go down, she decided to use the slide, and on the way down, she tried to go back up the slide until she realized that it wasn't possible. Comment: We can see that Veronica is currently in the so-called solitary phase of play since she has been playing alone the whole time. Fine Motor Skills: Evidence & Quote: Veronica was sitting at a table where different fruits were laid out in front of her. She grabbed a pomegranate and started using her fingers, trying to remove all the seeds from the fruit. Veronica was then given half of a dragon fruit as well as a spoon. She used the spoon to scoop out the insides of the fruit into a cup. She wrung her hands to get every last bit out. Later that day, a volunteer in the class asked him to practice writing his name. She used a pencil over and over again, moving it to form the letters of her name. She changed the position of her fingers holding the pen, and she turned the motion she used to write a letter. LanguageEvidence and Quote: Veronica was sitting at the table with fruit in which she decided to smell some of the fruit that she observed. No fruit made a difference in his facial expression or reaction like the strawberry did. “According to Piaget's theory of cognitive development, unliketwo-year-olds, five-year-olds can say almost anything. Five-year-olds have a vocabulary ranging from 2,000 to 6,000 words.” She smelled the scent of strawberries, narrowed her eyes and pulled her head back, showing a confused expression and said: "I don't like this smell." When the teacher tried to give her another one, she pushed his hand away and shouted, 'No! I don't want another one. You have it. The teacher replied: “No, how can I say no? » Veronica then said, “I don't like it; It smells bad, you take it. Commentary: “Piaget noted that social interaction in intellectual development is vital to the role of language.” We can see how the examples of interaction between Veronica and the teacher were helpful, as they allowed Veronica to convey the message in the right way, using the right words.Social/EmotionalVeronica and other children volunteered and were chosen to come out to school. garden and explore it. They started playing in the sand and water, then making mud. Commentary: According to Erickson, children go through different stages with a particular developmental challenge or crisis; he believed there were six stages. Given Veronica's age, she is currently working on Stage 3 of Erickson's Theory, which is Initiative Against Guilt. It can be seen as she plays, with some of her classmates. Veronica walked up to one of her classmates and asked, “Do you want some pies?” The child replied: “Yes, I would like a strawberry pie. » She returned to the mud pond and started making pies. As she brought the pies back to the child, another child appeared and took the pie from her hands. He then threw it into the water. This caused mud and water to splash on Veronica. She shouted, “No! I have dirt all over my body! She looked from her clothes to the child who had splashed her. She grabbed some mud and threw it at him too. The teacher saw what happened and told Veronica and the other boy that what they did was really bad. As a result, they both had to apologize. Commentary: “Erickson believed that a parent or educator had a responsibility, socially, to encourage the child to grow. But it has to be in a way that the child doesn’t feel too guilty, which then affects their own feelings.” After apologizing, they decided to start baking pies together and selling them with smiles. Cognition “According to Vygotsky, cognitive development arises from the social interactions of guided learning in the zone of proximal development when children and their partners co-construct knowledge.” Evidence and Quote: In class, Veronica walked towards a box. She started bringing out different kitchen toys. She grabbed a red plate and set it down, then a gray frying pan and placed it in another spot. Commentary: “Vygotsky said that learning depends, in part, on the wisdom and willingness of mentors to provide scaffolding.” The assistant kept asking Veronica, “What color looks like the one in your hand?” This continues for the red bowl, red cup, green fork, blue spoon, etc. With the help of the mentor, she placed the objects into groups based on colors, not shapes. She recognized which items were the same color and which colors were not, so she had to create a new group for that. The teacher saw this and said to Veronica, “Good job! » Keep in mind: this is just a sample. Get a personalized article from our expert writers now. Get a personalized essay.