Cheyenne Ramirez (observer) observed two preschool-aged girls on Saturday, February 24, 2018. The observations took place in the homes of each child, not in any formal school settings. During the observations, 2 adults were always present. The preschool-aged observations were conducted between 10 am and 12:30 pm. Child A (Age 3, Female) had her parents present and her mother Gabriela Hurtado can be contacted at (559) 350-6797. Child B also had her parents present and they provided the contact information for Stephen Gutierrez at (559) 853-8191. On Friday evening around 6 pm to 7 pm, the first school-age child was interviewed in his home. His older brother was also present for the interview as well as his mother. Child A’s (Age 11, Male) mother
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She is angsty to be let outside, getting fidgety and focused only on her goal of play time. She actively ran around and climbed all over any play structure that she could. She also played with some dolls and toys, only she actually played pretend with them. She was more imaginative with her time with the dolls, whereas Child A was simply feeling out how the toys felt in her hands and the way she could make them move. When climbing and playing, Child B was more coordinated, putting her hands and fingers to more use than Child A who would mostly just clasp things in her fist, whether it was too rough for the object of her attention or …show more content…
For instance, she was able to play pretend and likened the play structures to be buildings, like a castle and home. Her dolls became subjects and friends. This is her using and displaying symbolic thought and animism. She is climbing up and ‘living inside’ the play structure, but calls it a castle/house. Her dolls have feeling like her, and express thoughts like she does as well. In Piaget’s theory, (Berger, 2015, p. 278), symbolic thought is very useful and helpful to better understand why children use and default to animism. For instance many childrens cartoons and books teach this practice, and then children mimic it. “Pretense is an active transformation of the here and now… involves a living agent who is aware that he or she is pretending, a reality that is pretended… and a mental representation that is projected onto reality,”(Smith, 2012, p. 525). Child B was a classic showcase of PIaget’s symbolic play during these observations. She gave classic examples of early childhood pretend
She is angsty to be let outside, getting fidgety and focused only on her goal of play time. She actively ran around and climbed all over any play structure that she could. She also played with some dolls and toys, only she actually played pretend with them. She was more imaginative with her time with the dolls, whereas Child A was simply feeling out how the toys felt in her hands and the way she could make them move. When climbing and playing, Child B was more coordinated, putting her hands and fingers to more use than Child A who would mostly just clasp things in her fist, whether it was too rough for the object of her attention or …show more content…
For instance, she was able to play pretend and likened the play structures to be buildings, like a castle and home. Her dolls became subjects and friends. This is her using and displaying symbolic thought and animism. She is climbing up and ‘living inside’ the play structure, but calls it a castle/house. Her dolls have feeling like her, and express thoughts like she does as well. In Piaget’s theory, (Berger, 2015, p. 278), symbolic thought is very useful and helpful to better understand why children use and default to animism. For instance many childrens cartoons and books teach this practice, and then children mimic it. “Pretense is an active transformation of the here and now… involves a living agent who is aware that he or she is pretending, a reality that is pretended… and a mental representation that is projected onto reality,”(Smith, 2012, p. 525). Child B was a classic showcase of PIaget’s symbolic play during these observations. She gave classic examples of early childhood pretend