Child Care Center Observation: Infant/Toddler Running Record Analysis

This assignment is a detailed observation report focusing on infants and toddlers aged 1 to 2 years old in a child care center. The report includes a running record of the children's social interactions, classroom activities, and teacher strategies to promote social development. The analysis examines the children's behaviors, such as communication, play, and conflict resolution, highlighting the impact of group settings and individual needs. The reflection section discusses the benefits of group play, the importance of providing choices, and the need for appropriate environments and activities to support cognitive and motor skills development. The assignment also includes anecdotes about children with cognitive, motor skill, and language development challenges, and suggests specific activities to address these challenges. The report concludes with references to relevant research on early childhood education.

Running Record
Introduction
I visited Ledgewood and observed toddlers between the ages 1 and 2. In this class, there were 16
children from different ethnic backgrounds, one teacher and two assistant teachers. With
different ethnic backgrounds, the teachers use a common language best understood by every
child. I observed how the children were playing and the activities that enhanced social
interactions among them. To assist in social interactions, the teachers used different tactics. One
of them was making the children communicate. By using verbal and non-verbal cues, the
teachers taught the children how to interact, express and respond to social stimulus. The teachers
also provide a conducive environment for social interactions by enabling them play with other
children. Moreover, the teachers only intervened when necessary.
Analysis
From my observation, the toddlers who were in a group were more engaged, both physically and
socially. Even though they could not communicate, they uttered blabbering words to one another
and grabbed toys from each another, a sign that they wanted to be engaged. Some of them
nodded when the teachers engaged them and sometimes pointed fingers towards a given
direction to indicate that there was successful interaction. In most instances, the toddlers in
groups were hitting, throwing or grunting in one another’s direction. This prompted more crying
from the toddlers. The one toddler I was observing on the other hand was able to form and
maintain relationships with other children. However she was a little more curious and kept
exploring lots of toys. At one point she firmly said no in a rough voice when another child tried
grabbing her toys.
Reflection
Benefit the Infant/Toddler
The toddler looks lonely. Therefore, the toddler needs to be in a group play. This is to ensure that
she learns how to effectively sort out conflicts as well as how to compromise. However, she
should not be forced to cooperate with other children as this may delay her social development.
The child should also be provided with choices and left to make thoughtful decisions. The child
also needs a bigger space for running and jumping freely.
Group of Infants/Toddlers
The playgroups need to be split into smaller and manageable numbers. This way, the children
cannot be crying and fighting over toys. To help develop cognitive abilities among these
toddlers, the teachers need to involve them in activities such as sing-alongs to help promote
memory and word identification. The toddlers should also be engaged in a variety of games so as
to encourage problem solving and creativity. The children should also visit new interesting

places. This will stimulate curiosity and provide them with hand-on experience (Sendil, & Erden,
2012). Moreover, the teachers can encourage using alternative feet and arms when playing.
Anecdote
Toddler with Cognitive Development
The toddler had difficulty in swallowing and could not play with others toddlers. He seemed
forgetful of his environment and was reminded several times by the teacher to play.
The child needs to engage in activities that improves his cognitive development. These include
pointing out shapes and colors, singing together and identifying noises. This is for the purpose of
improving his focus, so as to remember information and think more critically.
Toddler with Motor Skills
The child had difficulty in coordinating large muscle groups such as those in the arms and legs
and also the smaller ones like those in hands. The toddler also had difficulty in crawling and
rolling over. The child also had difficulty in holding toys and looked so clumsy.
The child needs to engage in activities that encourage the development of motor skills. These
include building towers so as to enhance cognitive development and clapping hands to help in
the physical development. Moreover, the child can be involved in picking up objects and even
blinking. This will ensure that the child can engage in more complex tasks in future.
Toddler with On Language
The toddler had difficulty in babbling and comprehending simple concepts. The toddler could
not imitate any sounds he heard and could not imitate back and forth of real conversation.
This toddler needs speech therapy so as to enable him develop speech and articulate words more
clearly. Speech therapy will also enhance communication between the body and the brain.
For the next month, the activities that will help the child in physical development is playing
flashlight hide and seek. This will improve the toddler’s agility and coordination. To help in
cognitive development, picture scavenger hunt is an essential activity. Also, playing word game
can help the child learn how to speak.
References
Sendil, C. O., & Erden, F. T. (2012). Preschool Teachers’ Strategies to Enhance Social
Interaction Skills of Children during Playtime. Procedia-Social and Behavioral
Sciences, 47, 918-923.