Early Childhood Studies Assignment 1: Child Observation Report

This assignment presents a detailed observation report of a 3-year-old female child in a nursery setting, focusing on her emotional, social, and language development. The report, conducted on two different dates, utilizes time sample and narrative observation methods to capture the child's interactions, behaviors, and responses in various situations. The observations are structured around specific emotional and communication milestones, referencing the EYFS framework. The analysis incorporates relevant theories, including Maslow's hierarchy of needs and Bowlby's attachment theory, to interpret the child's actions and interactions. The report highlights instances where the child demonstrates emotional understanding, social awareness, and language comprehension, along with suggestions for promoting positive behaviors and addressing potential challenges. Ethical considerations, such as obtaining consent and maintaining confidentiality, are also addressed, ensuring the integrity of the observation process. The assignment provides a comprehensive view of child development in a practical setting, offering insights into the application of theoretical concepts.

M00648013
EDU 1203, Introduction to Early Childhood Studies and Development
Early Childhood Studies
Assignment 1 – To observe and study physical, emotional, social, communication and language
of a child.
Student Name: Sana Tariq
Student Number: M00648013
Lecturer: Nuzhat Dawood Ozair
Date: 23 March,2018
Word count: []

Sana Tariq: M00648013
Plagiarism declaration: I declare that the content of this assignment is
all my own work and that all sources used in this work have been properly
acknowledged through the use of citations, appropriate referencing
conventions and quotation marks. I understand that any breaches of
Middlesex University’s regulations on plagiarism will incur strict
penalties.
Student Signature: SANA TARIQ
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Introduction
Observation refers to the process of making a close monitoring of someone or something, in
order to obtain primary information from a source. Development goes across various stages in an
individual right from childhood all the way to adulthood (Newberry, 2016). To understand this, it
requires a close observation at the activities that the children engage in as they grow. It is worth
noting that development is affected by the stimuli as well as the environment. There are several
theories which have been developed by differ nth theorists to give an understanding to the stages
of development (De Grez et al., 2014). In this essay, various stages of development learned
through direct observations are described. Moreover, there various theories which have been
described to enhance and discuss child development observations.
Ethical Implications
1. Proper permission forms for observations should be obtained from the parents and
nursery before observing the child.
2. If during observation pictures, videos or audios are used it should be with proper
permission.
3. Childs and nursery’s identity should be kept confidential.
4. The aim and purposing of observing should be well defined.
5. Unnecessary collection of data should be avoided.
6. Data should be reported in ethical manner.
7. Personal opinions and judgements should not been given during observing.
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Name: Target Child (TC)
Age: 3 Years 6 Months
Date: 28-11- 2017
Gender: Female
Setting: Nursery Setting
Observation Method- Time Sample
Number of Children Present- 16
Number of Adults-3 (including me)
Start Time 10: 30 AM
Finish Time -12:30 PM
Aim of observation- TO OBSERVE EMOTIONAL FEELINGS OF TARGET CHILD
3YEARS AND 6 MONTHS, AGAINST THE EMOTIONAL MELESTONES.
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Appendix 1
AIM – To observe target child’s emotional feelings against the emotional milestones.
ABBREVIATION-
A - ADULT
B - BOY
G – GIRL
TC – TARGET CHILD
TIME ACTIVITY SOCIAL GROUP INTERACTION
10:30 AM Circle Time TC
7XB
8XG
Class is Sitting on the carpet listening to the
teacher. TC then starts singing the "good morning"
song along with the teacher and other children. TC
found a toy on the carpet raises his hand and walks
up to the teacher and gives the toy.
10:40 AM Reciting
Alphabets
TC
1XA
1XB
Teacher calls TC and tells her to pick a friend. TC
picks B and walks up to the teacher. TC is asked to
sing the alphabet song along with B. TC is shy at
the beginning but then becomes confident sings the
song does some actions and runs back to her place.
10:50 AM Worksheets TC
1XA
2XG
The teacher asks the group to trace the letter ‘S’ on
the worksheet. TC picks up a pencil with her right
hand points at the letter and says 'S' snake. Teacher
turns to TC and says good job 'S’ snake now let's
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trace it. TC follows what she is asked to do and
starts tracing the letter ‘S’. TC finishes
Tracing and asks "colour snake". The teacher says,
“yes please, colour the snake.” TC then picks up
the "brown" colour pencil and starts colouring the
snake.
11:00 AM Worksheets TC
1XA
2XG
TC says “I finished.” Teacher looks back and says
"good girl but how about we finish colouring the
snake.” TC picks the pink colour pencil and
finishes colouring the snake. Teacher says, “next
time we shall try to colour in the line”, TC says,
"OK" and smiles. TC then points at the two girls
and stays not in the line and goes to another table to
play. Teacher calls TC and says, “can we please
push our chairs inside.” TC walks back pushes
chair inside and goes back to play.
TIME ACTIVITY SOCIAL GROUP INTERACTION
11:10 AM Classroom TC
9XG
7XB
2XA
Teacher asks everyone to line up to go to the play
area. TC gets exited grabs the hand of a G and
says,” today, we will swing together.” TC then
follows the line and walks.
11:20 AM Play Area TC
1XA
TC says,” I will sit with G on the swing first.” B
replies, “no, I want to sit first, you wait.” TC gets
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1XB
1XG
upset and pushes B. Teacher says, “take turns be
nice”. TC refuses and says, “I will go first and my
friend.” Teacher says, “let B finish then you both
can sit together.” TC runs to the slide and calls G,
“come let’s slide”, putting both hands up and says
“WEEEEEE” each time she slides.
11:30 AM Play Area TC
1XA
1XB
1XG
TC is looking at the group of children who are
playing in the kitchen area of the playground. TC
watches them then slides down and says, “I want to
play too.” G refuses and says, “no we don't want
you”. TC pushes G. G starts crying. The teacher
asks TC to say sorry and be nice to other friends.
TC says,” I am sorry” and "hugs" the G.
11:40 AM Preparation for
lunch
TC
1XA
The teacher asks TC to stand in line to go inside for
lunch, TC keeps making noise. While walking
teacher asks TC to be quiet. She still carries to
make sound as other children find it funny. TC then
walks to the washroom to wash her hands. Teacher
puts the soap on TC'S hand and TC says, "rub a dub
a dub, “washy washy”. TC then washes her hands
and uses tissue to dry them.
11:50 AM Lunch TC
1XA
TC grabs a plate her lunch box and sits. TC opens
her bag with a lot of excitement. TC first puts the
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2XB
1XG
juice and crisps on the table. Teacher asks TC to eat
her food first and then you can have her juice. TC
says "OK" with a sad face opens her lunch box and
very loudly says "Pastaaa" YUMMY' 'YUMMY'
TC then grabs a fork and starts eating.
12:00 PM Lunch TC
1XA
2XB
1XG
G says, “I LOVE MY BREAD.” TC ignores her
and continues eating. TC opens her juice while
eating, the teacher takes it away and says, “food
first.” TC makes a face. TC tells the teacher,
‘please’. The teacher still says, “finish your pasta
and you can have your
12:10 PM Packing up
lunch
TC
1XA
2XB
1XG
TC says, “I finished now, tidy up time.” Teacher
says, “yes please pack, your lunch box and put
them in your cabby.” TC gets distracted by the
bottle next to her. TC says "ELSAA" and starts
singing the "let it go song". Teacher asks TC to
keep her things in her cabby, TC gets up and takes
her things and puts them in her cabby.
12:20 PM Story Time TC
2XA
9XG
7XB
Teacher starts reading the story of Red Riding
Hood. TC is sitting and listening to the story as the
teacher reads .TC loves the story and is doing
actions. TC changes her expression as the teacher
reads the story. TC is now hiding behind the B next
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to her because teacher is talking about the wolf in
the story. TC says, “the wolf is scary and has big
teeth.” B says, “yes he has big sharp teeth to eat the
granny."
12:30 PM Group Play
Time
TC
2XA
9XG
7XB
Teacher makes 5 groups and gives each group a set
of toy. TC walks up to the teacher and says, "I want
to play with G on that table. I don't like the train."
Teacher replies, “yes honey, how about we play
with the train for a bit and then play on Lego
Table." TC says. “ok” and joins the group quietly.
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Emotional milestone1: According to EYFS (Development matters in Early Years
Foundation Stage, 2013, pg 13) a emotional, milestone states that a child (30 -50 months) can,
‘usually tolerate delay when needs are not met and understands wishes cannot always be met.’
Behaviour/Language depicting the milestone: as shown in the observation 11:50AM, the
Target child is able to wait when asked by the teacher ‘to first finish her food and then have her
juice’ TC replies ‘OK miss and continues to eat’. (Appendix 1)
Theory: Abraham Maslow (1943), theory of hierchy is a motivational theory found in
psychology and is made up of five tiers. These tiers are based on the human needs that arise in
the course development. This theorist mentions that people are motivated to achieve some needs
which appear in different orders. The order in which each people’s need comes depends on its
significance for survival since some needs can be quite crucial for survival while others are not
very important (Healy, 2016). For those that are necessary for survival, these comes first while
the rest follows later. Therefore, after one level of human needs is fulfilled, the next level
proceeds in the same order. Maslow indicates that deficiency needs develops when deprivation
occurs and hence motivates a person to when they remain unmet. A asks TC to finish her food
and then have her drink TC replies ok and finishes her food first.
Suggestion:
It would therefore be important that for future the teacher encourages the child, shows them
healthy eating videos and praise them to make good choices regarding food. Discuss healthy and
unhealthy food choices using flash cards, videos or games in class.
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Emotional Milestone 2
According to EYFS (Development matters in Early Years Foundation Stage, 2013, pg 13) a
social, milestone states that a child (30 -50 months) is ‘Aware of own feelings and knows that
some actions and words can hurt other feelings’
Behaviour/Language depicting the milestone: as shown in the Observation, the Target Child is
able to understand that her actions can hurt and she should apologize when something wrong is
done.
As seen in the observation when TC pushes G and is not letting her play, G starts crying, and the
teacher asks TC to say ‘sorry’ and TC “says sorry” Appendix 1 (11:30AM)
Theory: (Jhon Bowlby,1907) developed the theory of attachment which develops in children as
they grow. Bowlby believed that problems in behaviors as well as mental health are related to
early childhood. Biologically, children are born with attachment nature with other children
because these would in turn help them to live well through social interactions (2015). Thus the
behaviors of attachments are facilitated by any occurrences which may seem to threaten
togetherness such as insecurity, fear and becoming annoyed. Therefore, as children grow, they
display some characteristics like crying and laughing which facilitate their relations with other
people. TC pushes G and when asked by the teacher does apologize realizing that her action has
hurt G.
Suggestion: The action of being pushed away by TC made G feel annoyed and threatened and
this resulted in crying. This means that there was some level in detachment between TC and G
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hence the teacher can talk in class about friendship, read stories which demonstrate positive
behavior encourage playing in a group.
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Name: Target Child (TC)
Age: 3 Years 7 Months
Date: 28-11- 2017
Gender: Female
Setting: Nursery Setting
Observation Method- Narrative
Number of Children Present- 16
Number of Adults -3 (including me)
Start Time -10: 00 AM
Finish Time-10:30 AM
Aim of observation - TO OBSERVE LISTENING AND UNDERSTANDING OF THE TARGET
CHILD, OF 3 YEARS AND 7 MONTHS, AGAINST THE COMMUNICATION AND
LANGUAGE MILESTONES
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Appendix 2
Aim of observation: To observe listening and understanding of TARGET CHILD against the
communication and language milestones.
ABBREVIATION:
TC- TARGET CHILD
G- GIRL
B-BOY
A-ADULT
TC is sitting on the chair along with a G and B on either side. TC is looking around observing
the stickers on the wall. TC is a bit distracted but at the same time very observant towards the
surroundings. Teacher then asks the class do you like my new stickers on the wall? The class
replies “yes”. Teacher then says, who can sing the good morning song alone? TC says “I can”
TC then sings with confidence and the class follows.Well done TC says A.“Let’s all sing the
good morning song”, TC and all the children hold hands and start singing. TC is participating
and singing "good morning" "good morning" "good morning how are you”, while singing TC
grabs the letter 'O' from; the teachers table and show it to the B next to her. Teacher then asks the
class, “How are you all today?” TC replies with the class "Fine Thank You". Teacher sits with
TC and asks "what is your mother's name?” TC replies "MOMMA” “oh well!” The teacher says
and “what is your favourite colour, TC says, “showing 4 fingers” "Red Pink and Yellow"
Teacher replies “I love pink too” TC says "yes pink is for girls" TC gives the letter O to the
teacher and says “o" “o” and forgets what is O for? G next to TC says, "O for octopus” TC says
octopus. Teacher says, “let's see if we know our numbers song class Lets sing the number song
and count up to 10”. TC starts counting 1, 2,3,4,5 and starts playing with G next to her Teacher
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calls TC and says “we need help! Can you tell us what number is this?” showing Number 2. TC
says “number 2". The class claps for TC and she becomes very happy. TC is back on her chair
and asks the teacher "miss will you give us stars today?” Teacher replies “yes why not but we all
have to be good children to get the stars.” TC says “ok miss.” TC adds, “I want a pink star
please.” Teacher writes the letter "S" on the board and asks, “What letter is this?” TC puts her
hand up teacher says “yes TC?”, she says "s" "s" "s" Snake, TC then makes a snake with her
hand. Teacher gives TC a, pin star and says "good girl". Please put your chairs back and stand on
the carpet. Let's sing ‘Humpty Dumpty”. TC pushed her chair back and stood beside the teacher.
TC said, “I want to hold your hand miss”, teacher says "ok" TC. TC sings along with the class,
jumps and Dances TC then walks away pulls a chair out and sits on it. TC keeps watching the
Teacher playing and puts her head down and yawns. Teacher looks at TC and Tells the class "oh
I am tired, let's all put our head down and rest for 2 minutes”. TC quietly puts her head down and
watches the teacher. Teacher pulls out paint and art Material along with some papers, TC with
excitement says, “Art Time', the teacher says "SHHH" we are resting. “Okayyy, its art time” the
teacher says picks TC and 3 more G to sit at the table with her as her first group. TC picks the
worksheet with the "B balloon" Teacher tells TC “Ok now I want you to paint the balloon and
then we will paste these pieces on it” TC says "ok miss" ,TC sits on the chair and follows what
she is asked to do. TC independently completes the tasks and follows all her instructions. TC
then brings the paper to the teacher and says, “Look miss,"1 am done". Teacher says, “Well done
I am so proud of you.” Teacher then asks TC to hang the paper on the art wire and TC
Independently completes the task and gets a star from A.
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Communication and Language Milestone 1: According to EYFS (Development matters in
Early Years Foundation Stage, 2013, pg 16) a social, milestone states that a child (30 -50
months) can “listen to stories with increasing attention and can recall”
Behaviour/Language depicting milestone as shown in the observation,TC was able to sing
“Good Morning “song with confidence and the class followed her. (Appendix 2)
Theory: (Vygotsky,1978) social development theory
In this case, this theorist mentions that social developments are affected by development,
cognition and consciousness of a person. Social interaction plays a profound role in in the
development of cognition. To explain the process of social behavior learning in children, this
theorist states that all the functions in the development of a child appears in two steps; one on the
individual level and second on the social level (Clara, 2017). TC was able to sing the good
morning with confidence and the class followed her. Additionally, learning in children at certain
ages occurs first inside the child and again between the child and other people. This then creates
a long lasting connection in the mind leading to positive process in the course of child
development. In this case, TC was able to sing the good morning song alone very well. After
being complemented by B, TC was able to answer the question about her mother’s name.
Suggestion:
In this case, the target child can sing the song ‘good morning’ during circle time. Encourage
children to sing along the class as this will boost their self-confidence. Children will be more
confident.
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Communication and Language Milestone 2: According to EYFS (Development matters in
Early Years Foundation Stage, 2013, pg 18), the communication and language milestone states
that a child (30-50 months) can “Respond to simple instructions, e.g. to get or put away”
Behaviour/Language depicting milestone: as shown in the Observation, TC was able to follow
instructions given by the teacher as to paint then stick the papers on the balloon independently.
As seen in the observation TC independently paints and then sticks the paper pieces on the
balloons and when asked hangs her paper on the art wire and gets a star from the teacher.
Appendix 2
Theory: According to (Chomsky, 1959; Skinner, 1957)
These theorists emphasize much on the language acquisition theories. In this case, they argue
that the children acquire language and ability to communicate step by step as they grow. With
the ability to understand, children can still perform task without speaking. According to Skinner,
if a child has developmental delays, the best method to teach this child is using words whose
meanings are found in their functions. This is termed as verbal because children can recognize
words when they observe them physically (Glen, 2016). TC was able to follow instructions and
asked by the teacher and TC managed to complete the task with great independence. According
to Chomsky, the brain has a language acquisition tool which enables children to learn and
understand languages. In this case, TC followed the instructions of the teacher and was also able
to make her own wall prints, and hence received star shape from the teacher.
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Suggestions: Teachers can reward the children who follow instructions as this will encourage
other children to follow. Positive conditioning of work to be done can lead to increasing
motivation.
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Name: Target Child (TC)
Age: 3 Years 8 Months
Date: 22-02- 2018
Gender: Female
Setting: Nursery Setting
Observation Method- Narrative
Number of Children Present- 16
Number of Adults -3 (including me)
Start Time -10: 00 AM
Finish Time-10:30 AM
Aim of observation - TO OBSERVE THE COOPERATIVE BEHAVIOUR OF THE
TARGET CHILD, OF 3 YEARS AND 8 MONTHS, AGAINST THE SOCIAL
MILESTONES
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Appendix 3
Aim- To observe the cooperative behavior of TC against the social milestone.
Abbreviations:
TC –TARGET CHILD
G –GIRL
B- BOY
A – ADULT
Narrative Observations
TC is eating her food.TC is done eating and so she packs her bag and calls the teacher “miss I
finished my food “Teacher replies ‘good job’ so now can we pack and put our bags in the cabby?
TC says “yes my blue cabby” Teacher replies yes please. Teacher asks TC to wash her hands and
come to the blue table. TC follows doing as she is told to.TC “yes miss I am here” teacher replies
ok so now what I want you to do is grab a toy box which you would like to share with your
friends and take it to the free play area.TC says “ any toy?” Teacher replies yes any toy could be
what you like or what your friends like as well. TC walks to the toy cabby and says “I would like
Thomas the Train” I love it and my friends also. Teacher says ok the train it is let’s put in on the
carpet and as your friends finish they can join you and remember what is important when playing
in groups? TC replies “sharing with your friends and taking turns” Teacher says I am so proud of
you TC that’s right.TC now begins to play with B and G.TC is pretending to be the captain B
and G follow her and make the noise of a train “chuu chuu” “chuu chuu”. G then tells TC I do
not like Thomas train. TC asks “why I love him” G tells TC Thomas is only for boys girls don’t
play with boy’s toys.TC makes a sad face and says ‘no’ “my mom said we can play with Thomas
Train” G says at my home only brother has Thomas train not me I have girl toys.TC tells G “my
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mom reads me Thomas the train story at night it is not for girls” TC runs to the teacher and says
“miss Thomas is only for boys”?Teacher replies Thomas is a train and I know it’s for boys and
girls both so we can all share him.TC goes to G “ see miss said he is for all” G says I still don’t
like him.TC ignores G and starts playing with B.TC and B talk about their favorite stories.TC
tells B “My mom reads me bed time story everyday 100 stories” B says I also love stories and ‘I
love that big bad wolf story’ TC replies “big bad wolf?” B says yes he eats the grandma and
then.. Teacher says are we here talking about ‘Little Red Riding Hood’ B says yes big bad wolf
did not eat her TC asks the teacher “miss can you read us riding hood story” Teacher says yes
TC sure today during the story time we will read that. TC gives teacher a hug and says ok.
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Social Milestone 1:
According to EYFS (Development matters in Early Years Foundation Stage, 2013, pg 11) a
social, milestone states that a child (30 -50 months) is confident to talk to other children when
playing, and will communicate freely about own home and community.
Behaviour/Language depicting the milestone- As portrayed in the Observation, the Target
child was able to express what she felt and supported it with an example.
As seen in the Observation “During playing with the train TC told G my mom reads me Thomas
the train story and it is for both boys and girls.” Appendix 3
Theory: (Piaget 1986) This theorist developed the theory of cognitive development by observing
his children and how these children were able to make sense of the world around them. This
theory is made up of four stages based on the manner in which the brain is able to process new
information that it encounters. Initially, a child develops an understanding concerning
themselves and the reality around them by interacting with the environment (Lourenço, 2016).
This is termed as the sensorimotor stage because a child differentiates themselves from all other
objects. Then the preoperational stage follows whereby the child is able to classify things in a
simple way. The concrete operations follow where children think in an abstract manner and can
explain physical experiences well; finally the formal operation stage comes in where the child
does not require any object to make judgements and thinks like an adult.. According to the
observation TC comes under the Formal Operation Stage as TC was able to tell G that the
character Thomas the train is for both boys and girls because her mom reads her the story every
night.
Suggestions:
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Social Milestone 2: According to EYFS (Development matters in Early Years Foundation Stage,
2013, pg 9) a social, milestone states that a child (30 -50 months) can play in a group, extending
and elaborating play ideas, E.G. building up a role-play activity with other children.
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Behaviour/Language depicting the milestone- As portrayed in the Observation, the Target
child was leading a role play. Appendix 3
As seen in the Observation, During free play time TC was playing as a captain of the train G and
B followed her and they all after TC made the sound ‘chu’ ‘chu’ pretending to be an actual train
cabins.
Theory: Sara Smilansky this theorist developed the four stages of play as a result of the
importance laid on the significance of the spontaneous play in child development. This is
because children are believed to learn best by use of plays since these leads to the involvement of
all parts of the child. According to this theorist, the four stages of play are functional,
constructive, and dramatic games with rules (Lobman and Clark, 2015). The plays, once
practiced frequently indicate the cognitive abilities of the respective child. According to this
theorist, as children grow older, so do they engage in more complicated kind of games because
their rates of cognition and creativity also expand (Lindon, J. and Brodie, K., 2016). TC was
able to lead the play making the sound of a train, which made mentioning the manner in which
this sound is made by an actual train.
Suggestion:
This is the case observed with these children when they were playing the train game and the
utterance of a certain sound related to a train made these children to act as actual trains because
they could create a connection between the noise made by a train and the train itself. This
indicates that these children had high cognitive skills. They should be encouraged to role play or
host puppet shows this could also help them develop cognitive skills.
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Name: Target Child (TC)
Age: 3 Years 8 Months
Date: 25-02- 2018
Gender: Female
Setting: Nursery Setting
Observation Method- Checklist
Number of Children Present- 16
Number of Adults -3 (including me)
Start Time -11:00 AM
Finish Time-12:00 AM
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Aim of observation - TO OBSERVE THE MOVING AND HANDLING OF THE
TARGET CHILD, OF 3 YEARS AND 8 MONTHS, AGAINST THE PHYSICAL
MILESTONES
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Appendix 4
Aim of Observation: To observe the gross and fine motor skills of the Target child against the
physical milestones.
Abbreviation:
TC – Target Child
G – Girl
B – Boy
Checklist
NO. MILESTONE YES NO BEHAVIOUR OBSERVED
1 Moves freely and with pleasure
and confidence in a range of
ways, such as slithering,
shuffling, rolling, crawling,
walking, running, jumping,
skipping, sliding and hopping
 TC is playing in the outside area and
enjoying with 2G and B they are sliding,
jumping on the number puzzle on the
floor and catching each other.
2 Mounts stairs, steps or climbing
equipment using alternate feet
 In the playground TC climbs up the
frame and is ready to slide TC then
looks back at the B and says its ok come
on B then climbs too and they slide TC
immediately runs back to climb the
frame again.
3 Walks downstairs, two feet to
each step while carrying a
 The teacher asks TC to help her take the
water bottle basket downstairs and TC
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small object carried the small basket and walked
down the stairs.
4 Runs skillfully and negotiates
space successfully, adjusting
speed or directions to avoid
obstacles
 While playing hide and seek TC was
running behind G to catch her and was
aware of other children playing and
swinging in the playground.
5 Can stand momentarily on one
foot when shown
 In the playground the teacher shows
them some stretches and asks if anyone
can follow me TC takes part and as
shown stands on one foot then quickly
changes to the other one.
6 Can catch a large ball  TC was playing pass the ball with 2B
and when the ball was thrown towards
her she couldn’t catch it.
7 Draws lines and circles using
gross motor movements
 In the playground on the green board
teacher drew some shapes with the chalk
and asked can any one copy this TC
picked a chalk and drew a circle.
Teacher said ‘Well done’ how about a
square TC quickly drew a square.
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8 Uses one-handed tools and
equipment, e.g. makes snips in
paper with child scissors
 She should inconsistency in using
scissors was asking help from A.
9 Holds pencil between thumb
and two fingers, no longer
using while-hand grasp
 ‘NOT OBSERVED’ as the children
were in the playground.
10 Holds pencil near point
between first two fingers and
thumb and uses it with good
control
 When teacher asked the class who can
draw a circle TC stepped forward and
she held the chalk in the correct way and
drew a circle and square with good
control.
11 Can copy some letters, e.g.
letters from their name
 While writing on the green board on the
playground TC also copied some letters
written by her teacher and she was able
to write them correctly.
Physical Milestone 1: According to EYFS (Development matters in Early Years
Foundation Stage, 2013, pg 24) states that a child (30-50 months), mounts stairs, steps or
climbing equipment using alternate feet.
Behaviour/Language depicting the milestone- In the playground TC climbs up the frame and
is ready to slide TC then looks back at the B and says ‘its ok come on’ B then climbs too and
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they slide TC immediately runs back to climb the frame again using alternative feet and control.
(Appendix 4)
Theory: Arnold Gesell (1880-1961)
This theory is also known as the maturational and developmental theory of development (Gesell,
2016). Thus the physical development of a person is affected by the surrounding and the genetic
make up. The steps of development are nodding the head, controlling the legs, and the stepwise
developments. Therefore, TC was able to consult B on sliding on this sinstrrument but manages
to take another route to the swing before her colleague.
Suggestions:
Provide activities that help children master their gross motor skills which will help them with
their fine motor movement such as holding a pencil to write. A Graffiti wall can be set
that allows children to practice their motor skills through scribbling, doodling on it. To
support fine motor development, provide activities like threading beads and Lego.
Suggestion:
The children should develop skills that give them total confidence in all that they do. TC seems
quite trusted because upon telling B that the frame was okay, B followed the same protocol.
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Physical Milestone 1: According to EYFS (Development matters in Early Years
Foundation Stage, 2013, pg 24) states that a child (30-50) months, Draws lines and circle
using gross motor movement.
Behaviour/Language depicting the milestone- As shown in the observation TC was able to
copy the circle and square on the green board when asked to. (Appendix 4)
Theory: Erik Erikson (1963) developed a psychosocial theory to make an understanding of the
psychosocial development in children. This theory argues that children initiate plays on their
own and hence feel quite confident. In this case, TC initiated play with G in sliding game.
Suggestion:
Following a proper observation, the children can comfortably redo what the teacher has already
done. The drawing of the shapes has been successfully achieved following the close observation
by TC on how the teacher has drawn these shapes.
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