University Child Observation Portfolio: ELDE400 Psychology Module

This portfolio presents an observation study of a four-year-old child named June, conducted in both classroom and outdoor settings. The study, adhering to ethical guidelines, aims to analyze June's social, emotional, cognitive, physical, linguistic, and moral development using various observation methods like time sampling, anecdotal records, and target child observation. The report details June's activities and interactions, linking them to developmental theories such as Freud's psychosexual theory, behavioral development theories, and Piaget's cognitive development theory. The observations cover physical skills, emotional expression, linguistic abilities, moral understanding, social interactions, and cognitive processes. The study also explores the impact of cultural background on child development and discusses the holistic nature of development, highlighting how different aspects of development are interconnected and how imbalances can affect overall progress. The portfolio fulfills the requirements of a BA (Hons) in Early Childhood Studies, ELDE400 module, focusing on observation techniques, analysis of development, and reflections on practice.

Running head: PSYCHOLOGY
Observation Portfolio
Name of the Student
Name of the University
Author Note

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Table of Contents
Introduction................................................................................................................................2
Task 1: LO3................................................................................................................................2
Time sampling........................................................................................................................2
Anecdotal Records.................................................................................................................2
Running Record.....................................................................................................................3
Tracking Observation.............................................................................................................3
Checklists...............................................................................................................................3
Target child observation.........................................................................................................3
Task 2: LO2 and LO5................................................................................................................4
Physical development.............................................................................................................5
Emotional Development.........................................................................................................6
Linguistic Development.........................................................................................................6
Moral Development...............................................................................................................6
Social Development...............................................................................................................7
Cognitive Development.............................................................................................................7
Task 3: LO1................................................................................................................................8
Conclusion..................................................................................................................................9
Reference..................................................................................................................................10

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Introduction
The evaluation of child development was performed by observing a four year old
child named June. She was observed inside her classroom and outside of her classroom. The
real name of the child is remain confidential as per the ethical values are concern. Apart from
that proper permission was granted from the parents of the child. The objective is to develop
better understanding on the child’s social, emotional, cognitive, physical, linguistic and moral
development by observing the child. This report also describes the different observation
methods used in evaluating children development. Apart from that social and cultural impact
on the child development was also highlighted.
Task 1: LO3
Observation refers to the detail documentation based on the child activity. The
documentation need to be adequate and as detailed as possible to understand the development
of the child (Fawcett and Watson 2016). There are several observation methods which are
used for proper documentation of the observations (Fawcett and Watson 2016). The
following paragraph describes the different observational methods
Time sampling
This method requires observation of a child within a specific time interval. Hence, a
broad observation can be possible (Zakszeski et al. 2017).
Anecdotal Records
This is a method which requires all the factual details of the child. The method is
characterized by questions which written in past tense and the answer need to indicate the
behaviour and reaction of the child during an event (Bates Schenck and Hoover 2019).

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Running Record
This is a continuous process in which the documentation is done by directly observing
the child’s activity. The documentation need to be done in present tense as the information
are collected regularly and the information need indicate a detail outline of the activities done
by the child (Fawcett and Watson 2016).
Tracking Observation
This technique is used to record the choices made by a child during an event. The
documentation includes the choice and time taken by the child to make that choice. This
technique can help to develop a broad understanding about the child in an organized setting
(Fawcett and Watson 2016).
Checklists
Checklists refer to a predetermined set of skills and the purpose of the observation is
to check whether the child can meet those sills (Fawcett and Watson 2016).
Target child observation
In this case, a particular child is observed for a longer time along with other children.
This helps the child to by providing opportunity to demonstrate their capability with in the
learning environment. It can help to understand the social interactions of the child and help to
analyse the data (Fawcett and Watson 2016).
In this case I have used the target child observation method to observe the activities of
the child. This process helps to collect the data regarding the student within a specific
environment. A clear comparison can be done between target child observation and checklist.
Checklist observation requires a specific set of skills which are predetermined and the motive
of the observation is to find out whether the child can meet those skills. In this case study, as
June is observed in a classroom environment. The target child observation helps to provide

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adequate understanding on the development of June. The overall development can be
observed by target child observation. On the other hand, if all the observations were made by
using check list technique, the whole information will focus on specific skills which are
already determined (Sternberg 2018). Hence, it is possible that the observer can overlook
different information as those are not related to this study (Sternberg 2018). It is clearly
understood that, target child observation is an open ended technique and it can analyse any
information regarding the development of the child (Sternberg 2018). While on the other
hand in case of checklist observation, it is a close ended technique, the child can either
perform the task or not. Hence, in this case, it is not possible to understand all the perspective
of child development from checklist observation.
Task 2: LO2 and LO5
Inside the classroom June was sitting with her friends and she was listening to the
teacher. In this whole time she had a smile on her face. As the teacher started to a rhyming
poetry she also sang the whole poem along with her classmates. Apart from that she moves as
per the rhythm of the poem. During this time she was smiling and looking to her teacher.
Thereafter, the teacher was reading a story to the class. During that time June was found to be
attentive, as she was repeating the words after her teacher. After that, the teacher releases the
class, and June moved out from the class along with her classmates. As she moved out, she
touched different objects which came to the way. She came to the painting room and draw a
flower by the crayons given to her. She also involved in writing her name on the drawing
page and on her hand. Then she went out of that place and moved towards the garden near the
playing ground. The instructor present their helped her to wear aprons before going. Inside
the garden she joined other children who were collecting soil. The boy near her snatched
some soil from her she again snatched one scoop from the boy. The teacher nearby told them

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not to do his and the both of them returned the extra soil which they snatched from each
other. The teacher instructed all the children to put the soil in a pot and distributed clay pots.
June was excited during this moment and she ran towards the teacher to collect the pot. Then
she put the soil in her pot and the teacher helped her to add seeds in the soil. She asked that
what kind of seed she will plant. The teacher asked her about her favourite vegetable, she
promptly replied that tomato is her favourite vegetable. The teacher provided the tomato
seeds and she planted those happily. The teacher asked her about her feeling. She replied that
she is feeling great about her work.
The freud’s psychosexual child development theory describes that each step of
development of has a can have an impact on the later stage (Silverman 2017). In this case
study, it is understood that June is enjoying her school life along with her classmates, the
psychosexual child development theory can support that later in her higher studies she will
again the environment accordingly. Apart from that, the behavioural development theories
describes about how children learn from their interaction (Meadows 2017). In this case study
it is understood that June is learning to work in a team and understanding the importance of
healthy interaction with her classmates. The Piaget’s theory of cognitive development
suggests that children have a different thinking pattern than adults (Barrouillet 2015). The
activity of June in her drawing sessions directly connects with this theory.
The study can be evaluated as per the different developments observed in this case study.
Physical development
In this case, both the gross motor skill development and fine manipulative skill
development was observed in June. Physically, she was healthy as she was involving
different physical activities like running, walking, bending, carrying objects etc. She was
roaming around different places without being physically uncomfortable. This supports the

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fact that she was developing almost all the gross motor skill (Payne and Isaacs 2017). Like
any other four year child her involvement in painting, rhyming poems and activity in
gardening suggests that the fine manipulative skills are also developing. She was observed to
dressing and using scoops in a very comfortable way.
Emotional Development
June was not at all emotionally depended on any one. She was roaming around freely
without hesitation and talking with all of her classmates in a same manner. She has no
problem in expressing herself, as she rhymed the poems and moving as per the rhyme and
repeating word along with her teacher (Bridges 2017). However, she got excited in the
gardening area when she snatched a scoop from the boy. On the other hand, she was observed
to have good emotional understanding towards her classmates. Her facial expressions shows
when she got excited and how she is reacting on the teachers comment. Direct eye contact
was observed during the interaction with the teacher, which shows her confidence. Her body
movement was normal and responsive. Her tone in the language was suitable for social
interaction and there was no such change in tone observed.
Linguistic Development
Language skills in June were similar to the level of a four year old child. Along with
language she was observed to express her feelings from her facial expression. Her tone of the
language was adequate and she had no obstructers to speak with her teachers and classmates.
Hence, it indicates that her linguistic skills are functioning properly (McCauley and
Christiansen 2019).
Moral Development
Moral development includes how a child develops adequate attitude toward people
(Kay 2017). June was observed to show proper behaviour towards her teachers. However, her

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activity towards the boy who snatched her soil was little different. She listened and
understood the instructions from the teachers and changed her activity accordingly. Apart
from that she showed positive attitude towards her classmates and enjoyed their company
inside and outside of the class.
Social Development
June was observed to have adequate social interaction. Her interaction with the
teacher was polite and well mannered. However, she behaved differently in the case of her
classmates, especially with the boy who snatched her soil. Apart from that, she was
responding to the social interactions and enjoying the classroom environment with friends
(Bridges 2017). However, she was not interacting with other children during her activities.
Cognitive Development
Apart from her linguistic skills, her learning and thinking skills were adequate. She
was attentive to the class and listening to the instructions of the teacher. Apart from that, she
was responding on questions. She was involved in drawing activity which indicates her
adequate thinking processes (Bjorklund and Causey 2017).
Holistic development refers to the growth of physical, emotional and psychological
understanding of children (Rudd et al. 2016). It is understood the proper development of a
child requires development of all the parameters. Misbalance in these parameters can obstruct
the overall development of a child. In the case of June there is no such misbalance observed.
However, different studies confirm the fact that insufficient development in one aspect a
child negatively affects other aspects. According to a study by Thomas (2015), children with
physical disability are found to have inadequate growth in social and cognitive behaviour.
According to the study, children with physical disability are generally snot connected with
the teacher or other students. They are not comfortable in social interaction and sometimes it

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affects their independent thinking capacity (Thomas 2015). Apart from that, children who
faced difficult family history are also lack proper linguistic and social skills. These studies
support the fact that, overall developments of skills are required for adequate growth of a
child (Segrin 2015).
Task 3: LO1
Cultural background of a child has a significant impact on the development of the
child. The behaviour of children is directly connected with their environment. The learning,
thinking and behavioural changes in a child is driven by the events occurred around her
environment (Arnett Chapin and Brownlow 2018). Different perspectives are present in
different cultural environment. However, the cultural variation also observed. According to a
study by (Arnett Chapin and Brownlow 2018) there is no significant change observed in a
child due to the cultural impact. However, in long term studies, the different outcomes can be
observed.
The impact of the society is also an important factor in case of the development of the
child. A positive social relationship is characterised by trust, respect, mutual satisfaction and
happiness (Garbarino, 2017). It helps in developing the social skills of a child. When a child
is growing in a good social environment it helps him/her to develop positive social behaviour.
Children learn social relationship by mimicking their surroundings (Garbarino, 2017). Thus,
whatever they observe in everyday will have an impact on the children. Involvement of
parents and teacher are important to provide proper social environment to a children
(Garbarino, 2017).

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Conclusion
To conclude, the case study indicates the natural development of June. However,
there are some differences in her behavior. Observation methods play an important role in
data collection and it is totally depended on the requirement of the type of data. Observation
can help to understand the overall development of a child. It is important to maintain the
holistic development otherwise; there will be a misbalance in the growth of the child. Social
and cultural impact on development of a child plays an important role. As per the changes in
the social and cultural environment, the overall changes in the children can occur.

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Reference
Arnett, J., Chapin, L. and Brownlow, C., 2018. Human development: A cultural approach.
Pearson Australia.
Barrouillet, P., 2015. Theories of cognitive development: From Piaget to today.
Bates, C.C., Schenck, S.M. and Hoover, H.J., 2019. Anecdotal Records: Practical Strategies
for Taking Meaningful Notes. YC Young Children, 74(3), pp.14-19.
Bjorklund, D.F. and Causey, K.B., 2017. Children's thinking: Cognitive development and
individual differences. Sage Publications.
Bridges, K.M.B., 2017. The social and emotional development of the pre-school child.
Routledge.
Fawcett, M. and Watson, D., 2016. Learning through child observation. Jessica Kingsley
Publishers.
Garbarino, J., 2017. Children and Families in the Social Environment: Modern Applications
of Social Work. Routledge.
Kay, W., 2017. Moral development: a psychological study of moral growth from childhood
to adolescence. Routledge.
McCauley, S.M. and Christiansen, M.H., 2019. Language learning as language use: A cross-
linguistic model of child language development. Psychological review, 126(1), p.1.
Meadows, S., 2017. Developing thinking: approaches to children's cognitive development.
Routledge.

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Payne, V.G. and Isaacs, L.D., 2017. Human motor development: A lifespan approach.
Routledge.
Rudd, J., Butson, M.L., Barnett, L., Farrow, D., Berry, J., Borkoles, E. and Polman, R., 2016.
A holistic measurement model of movement competency in children. Journal of
Sports Sciences, 34(5), pp.477-485.
Segrin, C., Givertz, M., Swaitkowski, P. and Montgomery, N., 2015. Overparenting is
associated with child problems and a critical family environment. Journal of Child
and family Studies, 24(2), pp.470-479.
Silverman, D.K., 2017. Psychosexual Stages of Development (Freud). Encyclopedia of
Personality and Individual Differences, pp.1-5.
Sternberg, J., 2018. Infant observation at the heart of training. Routledge.
Thomas, D., 2015. The social psychology of childhood disability. Psychology Press.
Zakszeski, B.N., Hojnoski, R.L. and Wood, B.K., 2017. Considerations for time sampling
interval durations in the measurement of young children’s classroom
engagement. Topics in Early Childhood Special Education, 37(1), pp.42-53.