Name: Ashlie Bray
Date: Tuesday May 3 & Thursday May 5, 2011
Name of child observed: Valentina
Age of child observed: First Grade
Location of observation: Mrs. McGettigan’s Classroom, Ox Ridge Elementary School, Darien, CT
General Observation Characteristic:
- Describe objectively the child’s physical appearance. Give physical characteristics that are unique to that child.
The child I chose to observe was a first grade girl named Valentina. She has full long honey brown hair and big brown eyes. She has and olive skin tone, a round face and it appeared to be a full set of teeth inside her mouth. Valentina had both of her ears pierced with gold earrings and a small brown birthmark on the right hand side of her lips. She was taller and more full in body proportion than most of her other female classmates.
- Describe an example of the child’s fine motor skills observed
Valentina was holding her book with her left hand while turning the pages with her right. She was writing with a pencil in her right hand. Valentina was clapping and raising her arms to ask questions. She was also twirling her hair in between her right index and middle fingers and thumb.
- Describe an example of the child’s gross motor skills observed
Valentina was walking all around the class room appearing without any loss of balance or wobbling walking. She sitting on the floor rocking back and forth during the morning meeting. Valentina also was pulling the velcro off her velcro sneakers pulling them tighter then placing them back down.
- Describe examples of the child’s cognitive skills observed
1.Valentina was always reading a book in her spare time. One of the tasks for the class (days before I was there observing) was to write their own story. Valentina’s story was 6 pages long and about how to be a great best friend. During Reading Workshop on Tuesday Mrs. McGettigan was reading “Charlie the Caterpillar”, she had only read half and before finishing the story on Thursday she had asked the class what we had read about already. Valentina recalled almost every detail from the first 6 pages that Mrs. McGettigan had read on Tuesday.
2. Thursday’s morning work sheet was to unscramble the “bossy R” words. Valentina was one of the first students to unscramble all 5 words plus the 2 bonus words and hand in her sheet.
- Describe an example of the child’s receptive language skills observed
While Mrs. McGettingan was going over the bonus words from Thursday mornings “bossy R” worksheet Mrs. McGettigan corrected one of the words to the class was “snorkel” and Valentina stood up and said “I went snorkeling once!” When Mrs. McGettigan was reading “Charlie the Caterpillar” to the class Thursday she had asked the class a question and Valentina responded saying, “you need to give someone an apology for teasing them”, talking about the monkeys in the story that were being mean to Charlie.
- Describe an example of the child’s expressive language skills observed
Valentina had interrupted Mrs. McGettigan to tell her that her group was supposed to be the next group to pick new books and she was confused why she didn’t get to yesterday. She had also apologized to Mrs. McGettigan for interrupting her. While trying to pick out new books Valentina expressed to Mrs. McGettigan that she couldn’t find a certain book.
- Describe examples of the child’s social skills observed
1. Valentina and another girl classmate of her, Josephine, were hugging and putting their arms around each other multiple times during Morning Meeting. Valentina was very involved in class discussions and she always raised her hand when Mrs. McGettigan would ask a question. During morning work on Tuesday she and two other classmates worked together.
2. Every time I looked at her or around the classroom Valentina was looking at me and when I would make eye contact with her she would smile at me.
- Describe an example of the child’s emotional skills observed
Valentina had a smile on her face both days I had observed her. She was very social and happy with the students around her. There was only one incident which made Valentina a little upset; another girl in her class had asked Valentina for help with her unfinished “bossy R” worksheet. When Valentina was getting ready to walk over and help her the other girl turned to the boy sitting next to her and had him help her instead. Valentina said to her, “I thought that you wanted me to help me” in a sad monotone voice.
Is there any adult interaction with the newborn? What behavioral states affect the infant-caregiver relationship?
Ryon is sitting on the floor with his toys around him. His mother sits on the floor next to him, and he begins to hand his mother a series of toys. He is interested in the reaction of his mother as he hands her his blocks, one by one. Ryon leans forward, grabs a block, and gives it to his mother. He watches her face and sort of drops his mouth open as he waits for her reaction. She then tells him the letter and color on the block. He nods his head forward, reaches his arm out, and proceeds to pick up another block. After picking up five blocks and handing them to his mother, he then crawls across the floor to a toy car and pushes it for a moment. He looks up at his mother to see what she is doing and pushes the car toward her. He smiles at her, and she smiles back and says, “Is that your car?” He smiles again and nods his head forward. Ryon is very interested in his mother’s reaction to him. She continues to watch him even when he is interested in a toy or moving away from her. He does check to see if she is paying attention to him as he plays. His mother starts picking up toys and organizing the room, and he periodically goes over to her and becomes interested in what she is doing. Ryon seems very dependent on his mother's mood. He smiles when she smiles, and if she is distracted, he wants to obtain her attention and appears to gauge and react to her facial expressions. It seems that their relationship is positive, and his mother is very attentive.