I observed at the ISU child observation lab in lab 2, the two and three year olds. I paid close attention to one boy and one girl.
1. Adult/Teacher Interaction
During my observation, most of time the teachers talked in infant-directed speech. One example was the teacher saying, “Let’s sit down and be quiet so we can listen to the story.” I decided that it was infant-directed speech because their voices were slower and higher pitched than normal and were also more emotionally charged. They are using this type of speech because is makes things easier to understand, it signals to children that they are being spoken to, and children actually prefer listening to it. Some things to look for when identifying infant-directed speech are exaggerated tones, repeated words, and simple grammar (Steinberg, Bornstein, Vandell, Rook, 2011, pg. 116). Another interaction was the teacher demonstrating to the child how to put together …show more content…
According to Piaget’s stages theory of cognitive development, in early infancy (preoperational stage) a child has no object permanence, but by the time they reach the age of two or three (stage 6), they develop object permanence and eventually mental representation (Steinberg, Bornstein, Vandell, Rook, 2011, pg. 126-127) (Social and Emotional Growth). For example, I saw a child drop a piece of the snack they were eating. Instead of just continuing to eat, the child looking for where it went and proceeded to pick it …show more content…
Social Interactions/Development
At the age of two or three, it is normal for children begin to interact with their peers more (Social and Emotional Growth). One example of a social development is having favorite playmates. I observed two children that seemed to play and interact with each other more than others. The both seemed to have fairly easy and happy temperaments and were not upset very easily.
6. Emotional
1. Adult/Teacher Interaction
During my observation, most of time the teachers talked in infant-directed speech. One example was the teacher saying, “Let’s sit down and be quiet so we can listen to the story.” I decided that it was infant-directed speech because their voices were slower and higher pitched than normal and were also more emotionally charged. They are using this type of speech because is makes things easier to understand, it signals to children that they are being spoken to, and children actually prefer listening to it. Some things to look for when identifying infant-directed speech are exaggerated tones, repeated words, and simple grammar (Steinberg, Bornstein, Vandell, Rook, 2011, pg. 116). Another interaction was the teacher demonstrating to the child how to put together …show more content…
According to Piaget’s stages theory of cognitive development, in early infancy (preoperational stage) a child has no object permanence, but by the time they reach the age of two or three (stage 6), they develop object permanence and eventually mental representation (Steinberg, Bornstein, Vandell, Rook, 2011, pg. 126-127) (Social and Emotional Growth). For example, I saw a child drop a piece of the snack they were eating. Instead of just continuing to eat, the child looking for where it went and proceeded to pick it …show more content…
Social Interactions/Development
At the age of two or three, it is normal for children begin to interact with their peers more (Social and Emotional Growth). One example of a social development is having favorite playmates. I observed two children that seemed to play and interact with each other more than others. The both seemed to have fairly easy and happy temperaments and were not upset very easily.
6. Emotional