The purpose of the essay is to write the observations made after observing James Smith (alias name) for slightly more than two hours. The observations were made after obtaining consent from the parents. The child was in a Park with his parents and other children. The essay will also involve the analysis of the observation and make connections with the major themes from the learning materials. The paper will conclude by providing a personal reflection on my experiences and what I learned.
Date and Time of Observation : 4 st , March, 2018, 10:00AM-12:15 PM
Location of Observation : Caldwell Idaho, United States, at a Park
General Description of a Child
Name: James Smith
Gender: Male
Age: 9 years
Nationality: American
Observation
Smith is a very active child. He is jovial, talkative, and not afraid to express himself. His primary focus was interacting with other children at the Park. Some of the children were his colleagues at school. Smith seemed to love soccer so much. Apart from playing, I heard him discuss with his friends about the famous soccer players that he liked . He specifically singled out Cristiano Ronaldo, Lionel Messi, and Neymar Jr. He did not just know the names of the players, but he also the clubs they played for, the approximate salaries they earned, the trophies they had won, and their general contributions to the club. Smith seemed to be very assertive and knew what he was sharing with his friends. He also wanted to make sure that his friends were listening to him.
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After about twenty minutes of playing soccer, Smith and his friends, sat for some refreshments. They were sweating from running all over the field but seemed to be happy about it. The parents observed from a distance. I noted that the children rarely went to interact with their parents unless they were asked or had some pressing needs. They seemed to value their interactions more and did everything to enjoy their time. Friendship meant everything to them. Smith was very generous. He shared his beverages and doughnuts with his friends. Likewise, the other children also shared their fruits and water with him.
Ten minutes later, Smith and his friends were on a nature walk. As they walked, I realized that they had changed the topic. They were now discussing the environmental matters, particularly, issues of conservation. Smith was telling his friends about a documentary he had watched at National Geographic channel, which demonstrated how some animals were adversely affected by global warming. One thing amazed me at this period. Almost every child had some information about global warming and was willing to share. While they did not know how to connect the global warming to the adverse environmental effects, it was apparent they had an idea of what it was. Smith seemed to respect the opinions of his friends, even when did not agree with what they were saying. He listened carefully, interjected when it was necessary, and yielded to the arguments when he realized that it was becoming a bit heated. I noted that every child appreciated approval and acceptance. They all wanted to contribute and to feel like an integral part of the group. Smith loved nature. He took time to observe the different types of birds in the park and seemed to have some information about each time. He talked about reproduction, hibernation, and feeding behavior of some of the birds. Again, he informed his friends that he had obtained the informed from his favorite channel.
About 45 minutes later, Smith bid his friends goodbye. It was family time. He joined his dad and mom. They had lunch together and seemed happy. From time to time, I had his parents praise him for his accomplishments at school and in the field. His father, in particular, encouraged him to join a community soccer team. He told him, Smith, how crucial it was for him to develop his football skills by playing for a local club . He promised to support. His mother also endorsed the move, saying they will be going to watch him play. Smith was delighted . He felt loved and appreciated.
After the lunch, his mother suggested that they play scrabble. Everyone agreed , with Smith promising to beat both of them. As they played, his parents reminded him of the value of being responsible, hardworking, and disciplined. Smith was not afraid to ask questions and to express his emotions. His parents created an enabling environment for him to talk. They paid attention and were ready to respond when necessary. They encouraged him and promised to give him every support that he needed to realize his full potential.
At about 2:15 PM, Smith and his parents were done for the day. As they were leaving, Smith made sure that they did not leave any litter behind. He also helped his parents to carry some items they had come with . The whole family was smiling as they entered their vehicle and left.
Connections
The observation demonstrated the importance of environment in enhancing the physical , emotional, and cognitive development of a child. Parents encourage the emotional development of their children through empathy. Smith’s parents were good listeners, loving, and very supportive. They urged him to express his emotions and responded appropriately. Children, like adults, experience stress and anxiety (Fiore, 2011). At the middle adulthood, children begin to value education and to realize the need for excellent performance. Children want to excel, mainly because there is a belief that good performance will make the parents and teachers happy. Most children will feel being under pressure to perform, not just in academics, but in sports and other extra-curriculum activities. It is the responsibility of the parents to help the child by encouraging them.
The physical activities play a huge role in promoting good health in children. Exercises help to reduce weight, which prevents obesity in children (Fiore, 2011). Physical activities also help children to have a strong immune system to fight diseases. In countries such as the United States, obesity among children has been on the rise due to inactivity and eating foods high in sugars and fats. Eating together as a family helps to ensure that children eat a balanced diet (Fiore, 2011). Smith’s parents encouraged him to play because they understood the importance of physical exercises.
The cognitive development in middle-childhood is apparent. According to Jean Piaget theory of cognitive development , children in middle-childhood are in concrete operational stage (Fiore, 2011). The cognitive development stage is characterized by logical thinking and being open to others’ point of view (Fiore, 2011). Smith demonstrated his ability to think critically, especially when he was addressing the environmental issues. His behavior of collecting the litter also indicated that he was applying the knowledge on environmental conservation. Smith was also past the egocentric stage. He was ready to listen and respect his colleagues’ point of view even when he disagreed with their claims. At middle-childhood, the goal is also to maintain a friendship . Children will do everything possible to avoid the intragroup conflicts. This explains why egocentrism is discouraged. Children also learn to share whatever they have with one another.
According to Albert Bandura’s social cognitive learning theory, children tend to learn from models in their environment (Fiore, 2011). Parents are immediate role models and play a vital role in what the children become. If they show love, care, and respect, the children learn to respond to other’s emotions in a kind way . Children tend to ape the behavior they observe from the people they consider to be models. Bronfenbrenner’s ecological systems theory indicates the importance of the immediate child’s environment (microsystem) in fostering the emotional and cognitive development. The nuclear family is essential in molding the child and preparing him for the future.
Conclusion
The observation helped me to put into practice the theories and other concepts I had learned in the human development course. It was an excellent opportunity for me to test the validity and reliability of those concepts. Most of the theories, especially the learning, ecological systems, and the cognitive developmental, made more sense to me in the field. I learned the importance of play in middle-childhood and why friendship was vital for the children at this stage. The observation also gave me an opportunity to understand my strengths and limitations when observing behavior. For instance, I knew what I was supposed to observe and make inferences. The information I had obtained from class helped me to draw logical conclusions.
Reference
Fiore, L. (2011). LifeSmart: Exploring human development . New York, NY: McGraw-Hill.
