Summary Of Child Observation

My observation took place at 2:45pm on Tuesday, November 18, 2014 at the Grossmont College Child Development Center. I chose to observe a boy named Adam. When I arrived, most of the children were outside, so I started the observation there. There were three adults and ten children in the outside area and I do not know how many adults and children were inside. The area looked very safe. There was a lot of open space and it was not very crowded at all. All of the equipment was child-sized. There were books, play structures, big blocks, and tables with goldfish, clipboards, paper, and markers. There seemed to be plenty of equipment for all of the children. I did not see anyone waiting in line or unable to do what they wanted to do. The environment

He is able to jump and run without difficulty. He can easily move two toys from arms length apart to touching in the center. He tends to switch easily from one activity to the next and does not stay in one place for extended periods of time. Human brain development focuses primarily on intellectual capacity, social cohesion, cooperation, and efficient planning. This includes myelination, connecting the brain’s hemispheres, and development of the prefrontal cortex and the limbic system. By this age, a child has chosen a dominant hand and can move their bodies in a coordinated fashion. Sleep becomes more regular and emotions more advanced. There are fewer temper tantrums or uncontrollable emotional reactions. For some children, impulsiveness increases; for others, perseveration overrides this. Adam has chosen a dominant hand and is able to move bilaterally and stay balanced. He does not have any uncontrollable emotional reactions, remaining calm for much of the observation. He is fairly impulsive in his

Vygotsky’s theory focuses on social learning and the idea that a child’s development is not entirely egocentric and often focuses on the wishes of their mentors, who are older people who influence their development. Children around the age of three are deeply in this type of learning, including guided participation, in which children and mentors share experience and exploration, the zone of proximal development, which is skills that can be mastered with assistance, and scaffolding, which is temporary support from a mentor to help a child learn a skill from the zone of proximal development. Adam receives help from mentors in the form of scaffolding and is constantly learning skills from his zone of proximal