U3.14 Observation Skills Task Assignment Sample

Introduction to Observation Skills Task Assignment Sample

Observation task is essential because it helps and supports to properly observe anything and make a clear statement on it. The task was mainly conducted by properly observing a scenario of individual children and making an evaluation for the next step. Most importantly, the task has included 18 children, and I observe their daily work, play, and other things that help to understand how a child significantly plays and work in different areas, such as indoor and outdoor. Playing is the most appropriate way to make them healthier and educate them in a proper way. Additionally, in this task, I include four different types of observations on children.

Observation 1

4.1a) Observation on Child F

As per the first observation, I understand that child “F” is standing at a gender and F was looking at three different types of vehicles, such as trucks, bikes, and tricycles. However, the child selects the tricycle and starts paddling and playing with it. However, sometime later, the child notices an ambulance passing with the sound of “Nin Nio”. Therefore, after that, the child ran home and started playing in the kitchen with two other children. During the time I significantly observed that the child “F” snatched a cup from the child “A”. After that, the “F” child again started raiding on the cycle. However, to properly observe this scenario, I effectively use the “attention to detail” observation framework, which helps to observe and understand every detail regarding the child and the scenario. Because, through this observation framework, it was easy to properly analyses any single detail regarding the scenario and the child’s behaviour (Hammerton and Munafò, 2021).

4.2a) Outcome from the observation

During the observation, I have significantly understood that the child “F” is very aggressive because in the kitchen, this child plays with two other children. However, the child “F” snatched the playing cup from the child “A”. Additionally, I observe that child F need to politely communicate with child A and ask for a cup and take it and say thank you to that child or take another cup for playing.

4.3a) Evolution and Plan for Next Step

During the evolution, I observe that the child “F” plays alone in the garden, which means this child likes to stay and play alone. Moreover, I think the child is not that socially active, and he doesn't get scared of the sound of the ambulance. Additionally, during the playing time, he switched his game with different types of things, such as sometimes he played with a cycle outdoors and sometimes indoors with a cup. However, as per the observation, I understand that his language is not that much of sharp at this stage, he can say small sentences such as “ I want more, please”. I also observe that he can respond quickly when he wants the cup during play with the child “A”; he effectively snatched the cup from his hand and started playing with his cycle. As per the next step in evolution, I think language learning, sentence making, and engaging with other children socially can help to properly grow in this stage.

Observation 2

4.1b) Observation of a student's group

In this observation, I mainly observed 18 students who are aged between 2 and 3 years. The observation is also dependent on the “Sociogram observation framework”. As per this observation, I effectively understand that all students are creative and active. Regardless, each student is appropriately different from the others. Additionally, during the observation, I see the student “M” snatch the sand bucket from the “Th” while playing. However, the “Th” student says no to the student “M” throughout the overall observation. It was easy to understand that these students are protective and take a stand for themselves. In the beach play, it has also been recognised that during the fight between student’s “M” and “Th”. Student “A” thought there was another sand bucket, which is why she could play with that on the beach side. This student does not even say anything to those students who are fighting with each other for a sand bucket. The student “A” took another sand bucket and started playing alone on the beach. After all of these scenarios, other students effectively asked student “A” Do you want to join us and want to play in the sand”. In return, “A” simply smiled, nodding his head negatively, meaning he was not interested in playing with the other students, and he effectively preferred to play alone in the sand. Additionally, during the playing time, the student “T” switched to play on and said to the other students I have one of these at my home. After that, student “H” said Where is my spoon? However, student “T” found the spoon and gave it to “H”, after that “, H” said thank you. Moreover, the student “M” shouted and said, “Look at me!” I made a sand cake. Then “M” also said Now I want to make a panacota.

4.2b) Outcome from the Observation

Based on the overall observation, I can understand that the student “A” was not that much of an active student. She just wants to play alone, and she also has a problem saying anything. Most importantly, during the observation, I recognise that she has barriers in her communication, also other students are not very interested in playing with her. Additionally, she can say a few words; however, most of the time she keeps quiet and talks to herself. These scenes highlight that communication is the most appropriate way to be involved socially with different types of individuals (Higgins, 2022).

4.3b) Evolution and Plan for Next Step

Throughout the overall analysis, it is decided that some potential steps to take to comfort the child “A”. However, through the help of the Sociogram observation framework, I decided to arrange a one-to-one meeting with student “A” and create a small group to allow her to express herself. Additionally, reading books with puppets can make her comfortable, asking open-ended questions, and singing musical moments to involve her more effectively.

Observation 3

4.1c) Observation of the indoor

Based on the indoor observation, it was easy to find out that children play with the doll house. Additionally, it is also considered an indoor activity for the children. It helps and supports them to develop properly (Barron et al., 2021). During the observation, it was observed that children were attracted to the doll house. Moreover, they started playing with the toy and doll house furniture, which gives them a joyful place. However, during the playing time, they only found out two different types of things, one is a chair and the other is a bed. After that, the child “A” said, “It’s a chair. I want to sit on it”. After that, she tried to sit on it, but she realised she was very big, which is why she could not fit on it. Therefore, the child “B” came and joined the child “A” and took some more toys and said, “no doll” and left. Then the child “A” followed the child “B”.

4.2c) Outcome from the Observation

Throughout the overall observation, it was found that child A is very interested in playing with a doll house and the child found a chair and bad during the play. However, the child wants to sit on the chair, but the “A” realised she can't fit on it. Most importantly, the child starts playing at the time of 3:00 pm and just spends 4 minutes. Additionally, during the observation time, I realised there was an adult present. I also observed that the children are not getting that much of resources to play with a doll house indoors. However, during the observation, it was also found out that when child “B” joined child A for play, but after that the child B realised there was no doll, which is why B left the place, and also followed the child (Lundström et al., 2022).

Observation Evaluation

During the observation period, I realised that the doll house needs to be filled with a wide range of toys and furniture. That can help children develop their imagination and creativity, also they can properly communicate with their friends during play (Livingstone and Pothong, 2022). Additionally, this kind of indoor activity helps to raise a child and increase their imagination. Most importantly, different types of roles play help to collaborate with different types of children. However, I thought it was essential to fill the doll house with lots of furniture such as a dining room, a living room, a bathroom, a kitchen and others.

Observation 4

4.1d) Observation of the outdoors

In the indoor observation, I significantly used the “time-sampling framework”; through this framework, it was observed that the child “R” was effectively interested in properly playing in the mud kitchen. During the observation, it was discovered that the child shut the drawer of the unit she also found a pan which is lying nearby. After seeing the pan child put it into the tap in the sink and pretend to wash the dishes. However, during this child’s playing time, the child “W” joined “R” open and shat the drawer and said “Cup” when she can’t find that thing the child was left the kitchen. After that child “R” followed her and left the kitchen.

4.2d) Outcome from the Observation

Based on the overall observation, it was found that the children start playing at 10:30 am and spend just 3 minutes in the mud kitchen. Additionally, during those children's playing time, an adult is present there, as per my observation. Moreover, through observation, it was found that the child “R” is basically very interested in playing in the mud kitchen, and she left the kitchen because when the child “W” came in, the kitchen was occupied. She did not find a cup, and so she left the kitchen after that. The child “R” also left the kitchen with “W”.

Observation Evaluation

Based on the evaluation analysis, it was found that these two children do not have that much of resources to play. The resources, such as bowls, spoons, etc., additionally, they also do not have access to water and mud, so they can't enjoy playing with mud. Because most of the children really like to play with mud and they enjoy the overall process, although it is unhygienic, it is the most joyful thing for children (Menezes, 2022).

4.4 Reflection

In this observation task, I play the role of an observer, effectively observed different types of children by various observation frameworks. During the observation, I learn many things that help and support me to understand how to raise a child by giving them full liberty to increase their creativity in their interested thing. Observing each thing (e.g., every movement of children) highlight its importance that further expand my interest in additional observation and meeting the criteria that contribute to the next step in each observation.

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Conclusion

Based on the overall analysis, it was found that different types of children have different thoughts and interests. However, it is essential to properly encourage and guide them to develop their communication, collaboration, creativity, and imagination power which help them in their career progress and being a successful person.

Reference

• Barron, C., Emmett, M.J., Patte, M.M., Higham, S. and Bulgarelli, D., 2021. Indoor play during a global pandemic: Commonalities and diversities during a unique snapshot in time. International Journal of Play, 10(4), pp.365-386.
• Hammerton, G. and Munafò, M.R., 2021. Causal inference with observational data: the need for triangulation of evidence. Psychological medicine, 51(4), pp.563-578.
• Higgins, E.T., 2022. The “communication game”: Implications for social cognition and persuasion. In Social cognition (pp. 343-392). Routledge.
• Livingstone, S. and Pothong, K., 2022. Imaginative play in digital environments: designing social and creative opportunities for identity formation. Information, Communication & Society, 25(4), pp.485-501.
• Lundström, S., Donner, P. and Heikkilä, M., 2022. Children excluding other children from play through passive resistance. Journal of Early Childhood Education Research, 11(2), pp.223-242.
• Menezes, A.M., 2022. Reflections on the Art of Muddy Play: The Mud Kitchen. YU-WRITE: Journal of Graduate Student Research in Education, 1(1).