Observation 2 of a Preschooler’s Cognitive and Language Development I observed a 43 month-old child whose name is Maddy and her birthdate is 3/30/12. I observed Maddy at the Child Development Lab (CDL) on October 15, 2015, from 9:20-10:30 a.m. The child wore a light brown shirt and jeans. She has blonde hair, brown eyes, and is Caucasian. She seems to be average height and weight compared to the other children in the classroom. I used a running record type of observation.
¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬Observations/Data Interpretations/Analyses
1. While Maddy played with playdough, she pouted and said, “She didn’t ask to touch my playdough.” She looked at the assistant with a sad look on …show more content…
Maddy sang, “Hot potato, hot potato,” while she passed the potato to her classmate. 1. Language Development: Maddy delivers a message to the teacher; “delivers one part verbal message” (C&A, 2003, p. 341).
2. Cognitive Development: Maddy identifies shapes and colors with playdough; “sorts into different colors” (C&A, 2003, p341).
3. Cognitive Development: Maddy shows that she know the bag is empty; “knows the concept of empty” (C&A, 2003, p. 332)
4. Language Development: Maddy expresses that she wants the clay back when her friend is done; “Sentences at least 3-4 words express need and wants” (G&E, 2001, p. 39)
5. Language Development: Maddy uses a complete sentence to let her teacher know she doesn’t want to play with playdough anymore; “Uses complete sentences consistently” (C&A, 2003, p. 333).
6. Language Development: Maddy displayed the ability to follow directions; “Follows two step commands” (C&A, 2003, p334).
7. Language Development: Maddy told her teacher what she wanted to do; “Sentence at least 3-4 words express needs and wants” (G&E, 2001, p. …show more content…
Language Development: Maddy looked at the print in the environment and tried to read it to her friend; “curious about print in the environment” (G&E, 2001, p.41)
13. Language development: Maddy said the past tense of go incorrectly; “Overgeneralization of grammatical rules” (Santrock, 2013, p. 28).
14. Language Development: Maddy was able to follow the teacher commands; “follows two step commands”(C&A, 2003, p. 275)
15. Language Development: Maddy delivered a verbal message to her friend; “delivers one part verbal message” (C&A, 2003, p. 341).
16. Language Development: Maddy tells her friend that she wants her to pick a popsicle; “Sentence at least 3-4 words express needs and wants” (G&E, 2001, p. 39).
17. Language Development: Maddy understood her teacher and she replied in a sentence; “Begins listening and attend to others” (G&E, 2001, p.39)
18. Cognitive Development: Maddy thought that the potato was a tomato; “Overgeneralization of objects” (Santrock, 2013, p. 275)
19. Cognitive Development: Maddy was touching the potato as she passed it around; “actively explores the world around her” (G&E, 2001, p. 37)
20. Cognitive Development: Maddy displayed the ability to sing a simple song; “sings simple songs” (C&A, 2003, p.
¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬Observations/Data Interpretations/Analyses
1. While Maddy played with playdough, she pouted and said, “She didn’t ask to touch my playdough.” She looked at the assistant with a sad look on …show more content…
Maddy sang, “Hot potato, hot potato,” while she passed the potato to her classmate. 1. Language Development: Maddy delivers a message to the teacher; “delivers one part verbal message” (C&A, 2003, p. 341).
2. Cognitive Development: Maddy identifies shapes and colors with playdough; “sorts into different colors” (C&A, 2003, p341).
3. Cognitive Development: Maddy shows that she know the bag is empty; “knows the concept of empty” (C&A, 2003, p. 332)
4. Language Development: Maddy expresses that she wants the clay back when her friend is done; “Sentences at least 3-4 words express need and wants” (G&E, 2001, p. 39)
5. Language Development: Maddy uses a complete sentence to let her teacher know she doesn’t want to play with playdough anymore; “Uses complete sentences consistently” (C&A, 2003, p. 333).
6. Language Development: Maddy displayed the ability to follow directions; “Follows two step commands” (C&A, 2003, p334).
7. Language Development: Maddy told her teacher what she wanted to do; “Sentence at least 3-4 words express needs and wants” (G&E, 2001, p. …show more content…
Language Development: Maddy looked at the print in the environment and tried to read it to her friend; “curious about print in the environment” (G&E, 2001, p.41)
13. Language development: Maddy said the past tense of go incorrectly; “Overgeneralization of grammatical rules” (Santrock, 2013, p. 28).
14. Language Development: Maddy was able to follow the teacher commands; “follows two step commands”(C&A, 2003, p. 275)
15. Language Development: Maddy delivered a verbal message to her friend; “delivers one part verbal message” (C&A, 2003, p. 341).
16. Language Development: Maddy tells her friend that she wants her to pick a popsicle; “Sentence at least 3-4 words express needs and wants” (G&E, 2001, p. 39).
17. Language Development: Maddy understood her teacher and she replied in a sentence; “Begins listening and attend to others” (G&E, 2001, p.39)
18. Cognitive Development: Maddy thought that the potato was a tomato; “Overgeneralization of objects” (Santrock, 2013, p. 275)
19. Cognitive Development: Maddy was touching the potato as she passed it around; “actively explores the world around her” (G&E, 2001, p. 37)
20. Cognitive Development: Maddy displayed the ability to sing a simple song; “sings simple songs” (C&A, 2003, p.