Background Information

Person Age: Preschooler – 3 to 5 years
Name: “Sam” (name changed for protection and privacy reasons)
Location: Childcare facility
Description: Video observation of a child between the ages of 3-5 within a childcare facility

Biological Development:

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As I observe “Sam” I begin to notice his features and acknowledge that he appears to be a healthy young man, between the ages of 3-5 years old possibly even 6 years old. There are major differences in comparison from when I did my observation of “Alex” the toddler. “Sam” is taller than “Alex” and it is apparent that he is proportionate and has outgrown his “baby weight” or “chunkier” features. “The average body mass index (BMI, a ratio of weight to height) is lower at ages 5 and 6 than at any other time of life. Gone are the infant’s protruding belly, round face, short limbs, and large head” (Berger, 2019, pg. 158). 

With “Sam’s” biological development it is apparent that he is very balanced, has movement control and can regulate his motor and fine motor skills. He is able to go up the stairs with no assistance, has passed his sensorimotor stage. He is no longer attached to being what Piaget called the “little scientist” and has passed the trial and error phase. At the childcare facility, “Sam” played with one particular toy throughout the observation. The toy he plays with looks like a long plastic horn. Within one part of the observation he lifts the toy high above his head to the point where it touches the ceiling. It takes a matter of balance to achieve the actions he was doing. If we were to look at this same example with our previous child observed “Alex” who would have fallen over if he tried to do the same thing and would have definitely not been able to reach the ceiling with the toy. “The center of gravity moves from the breast to the belly, enabling cartwheels, somersaults, rhythmic dancing, and pumping legs on a swing: Changing proportions enable new achievements” (Berger, 2019, pg. 158).

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Cognitive Development:

Moving on to “Sam’s” cognitive development it is apparent that the maturity level he is currently expressing is a somewhat unbalanced impulse control but not from any wrong- doing but more because of his age were this behavior is expected. “Sam” shows signs of perseverance. “...children may be captivated by one task, finding it hard to notice anything else or stop whatever they are doing. That is perseveration: They may play with one toy, hold one fantasy for hours, repeat a phrase or question again and again” (Berger, 2019, pg 163). As I mentioned in the previous Biological Development, “Sam” was consistently playing with this one particular toy throughout the entire observation. On top of that he was also consistently making this loud, somewhat obnoxious sound as if he were in a sense playing the horn. He shows signs of Piaget’s Preoperational Intelligence, “...it includes language and imagination (which involve symbolic thought), but logical, operational thinking is not yet possible at this stage (Berger, 2019, pg. 165).    

 During many times he is seen playing in an imaginary game with one child to pretending to be in some kind of marching band in another scene. Secondly, it was also very apparent that “Sam” has a diverse vocabulary and expressed cognitive awareness. He was speaking clearly to his peers and adults around him. In a conversation with another child “Sam” asks for the other child to give him a particular color when that child is done playing with it. Throughout the video “Sam” also mentions another child’s name which shows signs of memory. “As with many averages in development, the range is vast: The number of root words… that 5-year-olds know ranges from 2,000 to 6,000” (Berger, 2019, pg. 176).

Psychosocial Development:

In observance of “Sam’s” psychosocial development it is clear that he is comfortable in his own environment. He is familiar with his surroundings and familiar with the children in his age group. A little more complex than “Alex” was, “Sam” with his peers he is active, calm, social, and imaginative. “Although infants are intrigued by other children, babies play only with toys or adults because peer play requires some social maturation. Gradually, from age 2 to 6, most children learn how to join a peer group, manage conflict, take turns, find friends, and keep the action going (Berger, 2019, pg. 198). 

It is apparent that throughout the observation that he experiences social play. From one moment to the next “Sam” plays with one child or many together. In one particular time there is a moment were “Sam” and another child begin to shout with one another. The one child he speaks with during the play time gets offended because “Sam” said the other child was being ‘naughty’ if you will. They continued to go back and forth on who said what but overall there emotions are kept at somewhat maintained level and tantrums do not occur. “As they become better playmates, children learn emotional regulation, empathy, and cultural understanding. Specifics vary, but “Play with peers is one of the most important areas in which children develop positive social skills” (Berger, 2019, pg. 200). It also appears that “Sam” and his peers also experience sociodramatic play, “Pretend play in which children act out various roles and themes in plots or roles that they create” (Berger, 2109, pg. 201).. Multiple times as well throughout the observation it can be seen that “Sam” “explains his ideas” to “persuade” his friends on what game they should play and how they should play it.

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Reference:

Berger, K. S. (2019). Invitation to The Life Span (4th ed.) New York, NY: Worth Publishers.