Quigley Hall Reflection Essay

Quigley Hall Reflection The group I observed was composed of a few children between the ages of, roughly two to four, years of age. The children were a mix of both male and female. I participated in the observation on September the 26th, at one o’clock in the afternoon, at Quigley Hall, Carbondale Illinois.

The children I observed were participating in several different activities such as; swinging, playing ball, building blocks, going down the slide, playing in the dirt, and running around. The children swinging were involved in positive and parallel play (Rock, 2017). They were happy and in good energetic moods, but became briefly upset when they had to give up the swing so other children could play. The children playing ball partook in

While interacting with each other, the children used simple sentences and gestures. These sentences were composed of around five words and were high volume. Some examples of these were, “hey, move”, “it’s my turn now”, and “hey, what are you doing”. While playing, the children exhibited both developed gross and fine motor skills. All the children were able to walk and run with confidence. On occasion someone would stumble or trip which shows there gross motor skills aren’t fully developed. Fine motor skills were shown by the children who played with the blocks, balls, on the swing, and using the

During this stage of development, children are starting to use symbols such as the children who were playing with the blocks (Edwards et al., 2000). Also in this stage, the children able to use more complex and structured sentences (Edwards et al., 2000). This was seen in the children who communicated their thoughts while playing. Another aspect of the preoperational stage is moral realism, where children are learning the difference between right and wrong and that everyone shares the same moral view (Edwards et al.,