Observation - Physical Development/Running Record
Observation of Social DevelopmentED 231 Your Name: Jacky MaliborskiDate of Observation: 3/14/11Child’s Name:AnaliseAge in Years & Months: 5 years 4 monthsComplete the observation in the following way. Watch the child without interacting for the first 10 minutes. It is certainly helpful if the child is interacting with another child during this observation. After the first 10 minutes, you may interact with the child for the remaining 10 minutes. You will be focusing on social development. Be aware of using detail and looking objectively. Record your observation notes as you observe.When you have FINISHED, use your Omnibus Guidelines to locate indicators of development that match your observations. You are using Omnibus Section I that provides indicators of personal & social development. After locating the appropriate Omnibus Indicators, record each indicator in the first column. Use the 2nd column to record the observation that provides evidence of each indicator. It is very likely you will have more than one observation that provides evidence of an indicator. In the 3rd column, record your impressions of the child’s interactions. Your goal is to use your observations as “evidence” of the indicators of social growth.Omnibus IndicatorsObservation EvidenceBe sure to record all observations that support each indicator.Describe how your observations relate to Social skills, Socialization, and Social responsibility, as described in Chapter 14 of your Kostelnik text. Demonstrates self-confidence(kindergarten) pg 2-working or playing independently or with a friend without needing frequent adult support or approvalShows initiative and self-direction(kindergarten/First grade) pg. 4-5Follows classroom rules and routines (Preschool/Kindergarten)pg. 4 Uses classroom materials carefully pg. 4Manages transitions and adapts to changes in routine (Preschool/Kindergarten) pg. 10Playing in the sensory table with other children. Parallel play, working next to them but not communicating with them.Went over on carpet to color on handheld chalkboard. Working independently. - Tells teacher, “I am going to take a break from beading”. Put away chalk and chalkboard when done using them.Played with stencils after chalkboard but did not put them away before going to do an art project with the teacher. Left paper and pencil on shelf and stencils on the carpet.Went from playing in the sensory table, to playing with chalk to an art project with the teacher. Seemed fine going from task to task, not open to us students in the classroom, not very talkative towards me and didn’t seem to want us there. (Not used to us yet and this type of change in the room)Social Interaction between Analise and others:I tried talking to her and answers were short, “mmhmm”, not elaborate in her communication with me. Did talk more with friends in the classroom and the teacher.Sam came over by Analise on the carpet and said hi. She responded the same, (using manners), but when Sam said something else she responded with an attitude in her voice, Sam walked away to play with the other kids.Asked Sam why he sighed at one point. (Recognizing emotion in others). Teacher asked who wanted to do an art project, Analise came over and told teacher, “I have patience to do it!” Talking about finding the individual letters of the alphabet and gluing them on the paper.Sam was working on the same project as Analise, Sam was looking for an A, Analise says, “Sam your silly, look hard for an A”. Then she said, “Look, your not looking! Here is an A for myself!” (Kind of bossy).Then she turned around and found a big A for Sam use, says “ If it’s not a big A then don’t put it there. You need to do your alphabet in the right order”. (Bossy!)She ended up opening up more to me towards the end, we talked about the alphabet letters and I got more responses out of her.Showing social competence through independent play. Does she play independently at home a lot? Recognizes when she is done with something and wants to move on to another activity.Again strong social competenceMaybe clean-up is not always reinforced at home making this task not consistent in the classroom.Recognition of emotions is a friendship skill, so this does show that Analise is developing this changing idea about peers and feelings. Recognizing others have feelings.Teacher encourages social responsibility through group projectsBossy behavior tells me Analise may not be strong in her friendship skills and may need help maintaining positive relationships between her and others. (Prosocial Behavior) This may not always be the case so it is hard to assume through one ten minute observation how strong her friendship skills are but she did tend to work independently a lot more. ................
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