Child Observation: Life Span Development

1030 Words 4 Pages
Child Observation Report Two For the Life-Span Development course at Dordt College, a child with his parents and grandparents were observed and recorded for the purpose of students to study the actions of the child. I watch this recording on March 19th, 2016. With the approval of the mother and with the consent form signed, Dr. Christians began interacting with the child, Jonas. Jonas is four years old. The first thing Dr. Christians had Jonas do was to draw himself. Jonas picked out his colors and then drew his house with many specifics including his bed, bathroom, and some of his toys. After this he drew himself along with his brothers, parents, and pets. this simple activity shows much developmental improvement. Jonas was able to pick …show more content…
Christians asked Jonas to run to one side of the room and back. Jonas was happy to do this and did it with no problem at all. By the age of four children still enjoy running purely to show that they can do it (Santrock 2014, p. 135-136). This activity shows Jonas’s development in gross motor skills. He also would jump onto his chair when it was time to sit, which also shows this development. Piaget’s preoperational theory states that between the ages of two and seven children represent the world with words and drawings (Santrock 2014, p. 140). It was clear that Jonas was in this stage due to his ability to draw his house, family, and nature. He was even able to represent lightning with his drawings and sound effects. This shows that Jonas is in the symbolic stage in which two to four year olds mentally represent what is physically not present (Santrock 2014, p. …show more content…
Conservation is “awareness that altering an object’s or a substance’s appearance does not change its basic properties” (Santrock 2014, p. 141). To test this Dr. Christians lined up two identical rows of pennies. He asked Jonas if they were the same and Jonas said “yes”. However, then Dr. Christians spread one row of pennies out but still keeping the same amount of coins. He then asked which row had more and Jonas pointed to the spread out one. Jonas was not able to understand that even though one row was longer than the other, both rows had the same amount of pennies. This shows that Jonas does not understand the concept of

Related Documents