Observation of Block Play in Psychology

This document provides an observation of block play in a psychology context, including the behaviors and skills demonstrated by the child. It also discusses the learning and developmental linkages to theoretical perspectives and provides objectives for future learning and development.

Running head: PSYCHOLOGY
Psychology
Name of the Student
Name of the University
Author Note

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Date: Context: Block Play Child Name: Liam Age:
Observation:
Running Record
Written like a story
in the present tense.
Describe the
behaviour AS IT
HAPPENS. Write
down in detail
everything that
occurs
Time:
Start time: 11.00 am
Finishing time: 11.04 am
Liam and Ciara was drawing seating on both side of the Educator. Liam had drawn
some elongated blocks and circles on his paper. Ciara also had drawn structures on
her paper and was watching Liam’s drawing. The educator told both of them that since
both of them are seem to be interested in block area (Queensland Curriculum and
Assessment Authority, 2018). They can discuss their plan with each other. After being
instructed by the teacher to sit beside Liam and discuss plans, Ciara moved to the side
of Liam and Liam playfully explained his drawing to her. Liam then told Ciara if she
is aware of the block area and if she wants to play with blocks. Both of them came to
the block play area. Liam was showing Ciara different types of blocks that are kept in
the shelf. He was teaching her how to play with the blocks. Ciara developed interest
and stated playing by her own. Liam instead of bothering her, tried to make a structure
which he had drawn. He selected the blocks of appropriate sizes and finally made a
square structure with the blocks.
Referenced
Interpretation of the
learning:
Skills and/or
developmental
domains: Comment
on significant
behaviours/skills
Record interests and
strengths and
learning
opportunities arising
 Does the child demonstrate a strong sense of self?
Yes.
 Does the child seek others to play with?
Yes
 How is the child interacting with others?
Yes.
 Does the child display enthusiasm about doing things for themselves &
others?

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Yes. Liam demonstrated enthusiasm while performing activities.
 How is the child responding to others?
Liam actively responded to both the educator as well as his peers
 Does the child maintain roles in play?
Nothing like that sort has been noticed
 Do they share and take turns?
They did share as well as take turns while playing with blocks
 Do they help another child do a task?
Liam helped, Ciara to understand how to play with blocks
 Are they cooperative during play?
Yes, they are cooperative during play
 Do they connect with others who have similar ideas in a positive way,
helping others to join in..etc?
Yes
 Do they initiate the play?
Yes
 Do they take on a leadership role?
Yes, Liam takes leadership role
 What social skills are they demonstrating during play?
Yes
 What are they interested in and how are they investigating and
exploring that interest?
Yes
 Do they use visual representation with the resources they are engage in?
Are they able to extend beyond what they know?
Nothing of that sort has been noticed.

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Learning and
development linkage
to
Theoretical Perspectives Early Years Learning
Framework
Piaget – developing prior knowledge, Liam is a active
learners, he tries to explore as well as discover new
concepts on their own
Vygotsky – children learn in a social & cultural context
spending time with others in play engaging in role
playing and negotiating rules.
Gardner –1. verbal linguistic intelligence – likes to
explain, convince and persuade through words, great
talkers
2. Interpersonal intelligence – able to relate
well to others, make friends easily, love to influence and
talk to others
Erikson – Stage 3 – Initiative versus guilt –begin to
become responsible and try out social roles with peers.
Preschoolers are full of ideas yet need support with their
efforts.
The five principles on the
ELYF on the basis of
which the educator is
educating Liam are as
follows:
 Secure, respectful
and reciprocal
relationships.
 Partnerships.
 High expectations
and equity.
 Respect for
diversity.
 Ongoing learning
and reflective
practice.
Objective for future learning and development
Learning Possibilities
for inclusion in the
curriculum
For Liam to further develop his communication skill
For Liam to explore his imaginative and creative skills
For Liam to build on his emotional skills
 In order to
develop the
cognitive skill
of Liam, puzzle

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games along
with the block
play game can
be introduced
(Hayes et al.,
2016).
 In order to
enhance his
emotional skills
as well as sense
of belonging
activates like
gardening as
well as group
playing with
play dough can
be introduced.
 In order to
enhance his
creativity,
activities like
making
structures with

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play dough,
block games can
be introduced.
 Dramatic
activities and
music sessions
can be
introduced in
order to enhance
Liam’s
emotional as
well as
communicationa
l development
References
Hayes, A., Chevalier, A., D'Souza, M., Baur, L., Wen, L. M., & Simpson, J. (2016). Early childhood obesity:
Association with healthcare expenditure in Australia. Obesity, 24(8), 1752-1758.
Queensland Curriculum and Assessment Authority. (2018). Documenting Liams learning: Block play [DVD].
Queensland Curriculum and Assessment Authority.

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