Observation of a 5-Year-Old Child in the Active Environment Essay

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Table of Contents

Introduction
Description of the setting
Objective Observation Notes (Running Records)
Conclusion
Works Cited

Introduction

Date of Observation: December 5, 2022
Child’s Name: A. J.
Gender: Male
Age: 60 months
Time: 30 minutes

Description of the setting

This article presents several findings on the playfulness of infants, many of which are supported by empirical research. Every youngster ought to be inspired to participate in some physical exercise and be allowed to cultivate a creative attitude via the study of art. The playful way I approach the harsh reality of the baby wearing a white T-shirt in the film is at the center of all artistic and creative impulses (Mark Christians). The infant illustrates a pattern that I have decided to concentrate on highlighting. Following in his footsteps, I advise that teachers put their students in the ideal locations inside the game so that their play zones cross with one another and provide an atmosphere conducive to learning for the students (Choi et al. 6). At school, a child’s playfulness is more likely to be misunderstood as aggressive or provocative conduct. However, at home, such an interpretation is more likely to be tolerated (Veldman et al. 40). In this kind of active environment, I can attest that artistic expression and creative development are both fostered by play.

Objective Observation Notes (Running Records)

A. J. is a little Caucasian youngster who was five years old when the recording was shot. A. J. lived alongside his mom and dad and had no siblings. On December 5, 2022, I witnessed A. through a video captured by his father. The video recording lasts 30 minutes. Childhood development is a critical process that occurs from birth until age five. Early childhood development areas like cognitive, emotional, physical, social, and fine motor abilities give critical developmental advantages to young children in all parts of their lives in the future. The observation study aims to get a practical grasp of child development and how it relates to young children. The observation paper will employ literature and an infant observation to collect the study’s necessary information.

From the primary research method, I affirm that everything is played during the first years of childhood except eating and emotional expressions like fear and anger. Ultimately, meeting the fundamental requirements of the kid frees them from stress. The video portrays the beginnings of A.’s playfulness, directly traced to infancy when social reference and delight in exploring new interpersonal and conceptual patterns first arise (Mark Christians). The child’s play and his earliest artistic babblings are inextricably interwoven. A. engages in any other activity, scribbling on his own. A. J.’s mood is playful; he feels secure, comfortable, and independent to lead a fulfilling life. His basic biological requirements are also fulfilled, courtesy of the biological environment in place (Veldman et al. 40). To the extent that the newborn is embedded and receptive to experiencing the environment, A. forms new patterns and mixes actions and ideas in his playful ways, underpinning pure life delight and a creative urge (Choi et al. 6). Notably, the infant effortlessly achieves high intensities or concentrations of amusement. This attribute seldom appears to adults, and he works hard to be playful.

At age five, A. J. does not have an external context, and his experience is still a process of integration that contains elements of subjectivity. In the tape, A. demonstrates an infinite ability to adjust to the world around him; an intermediate zone is not a stage exclusive to infancy. His experience lives on into a possible timeless realm of thought, culture, creative life, scientific endeavor, and effort that starts in infancy (Mark Christians). The conflict arising from his contradiction between the interiority of infants and their exteriority is an inherent quality of the human condition. This tension is the “potential space” in which human civilization might emerge.

In particular, the play by A. J. is shrouded in secrecy and otherworldliness to set it apart from the everyday world. In the same vein, his play seems to serve no particular purpose, to be entirely voluntary, to be different from the usual, to be enjoyable, and to be regulated by its own set of laws (Veldman et al. 40). Equally, the calmness of expectancy, surprise, delight, understanding, strength, and poise substantially govern my appreciation for my observation. A.’s behaviors may essentially be broken down into five categories: an internal drive, a protected setting, unique permutations, repetition, and vulnerability to surroundings. On the other hand, the film does not leave out any hilarious attitudes and demeanors that are so characteristic of newborns in general. As a consequence of this, the emotive and emotional components of the play come before the location. The newborn may be identified by their zeal, determination, and desire to participate in entertaining activities. The cheerful disposition prevalent in the set includes an element of fun play. A. seems willing to try new concepts, securely resolve conflicts and worries, and express his creative potential.

Watching the youngster play and observing how his joy coexists with his seriousness and attention is a paradox. His inherent playfulness fosters a safe and attentive environment in which the child’s creative mind can blossom, grasp, lead comfortably, and make decisions, choices, and control over childhood play. The enormous latitude afforded by A.’s playfulness, however, gives it a unique pedagogical relevance. He feels more in control, accompanied, and valued in practicing his artistic control (Mark Christians). Equally, his playful mind exhibits an alert and concentrated attribute unique to youngsters. During my investigation and aesthetic sense, A. will gain self-confidence and tenacity in the future, evidence of his current attributes dominant in his actions (Mark Christians). Furthermore, his lively mind fosters freedom of action, often associated with his confidence and care. Such a unique attribute paves the way for a condition of inventive focus. Significantly, c children’s play should be considered credible and done to foster the tenacity and discovery inherent in the creative process.

Observation	Interpretation/Justification
1. Social Development	A. appears to possess social skills, which is evident in his actions and creativity. He appears at the beginning as a very assured, softly spoken little child, with the teenage male peer directing A. to line up the objects in the scene (Mark Christians). Consequently, he exhibits enthusiasm and the urge to participate from the outset. Essentially, A.’s loudness grows considerably higher as he enjoys the game. Equally, he replies to inquiries in reference and is willing to respond without hesitation. He appears to be delighted in engaging with other peers and is neither bashful nor silent throughout the activity. Consequently, he gets along happily with his classmates and feels at ease. The growth of 4–5-year-old youngsters includes a developing grasp of rules, which Finn exhibits in participating in these activities (Mark Christians). Additionally, A. receives parental supervision when engaging with the young male friend and assistance with social understanding, which is typical for youngsters around 4-5 years old. Typically, essential stages of social development entail the creation of imaginary situations and innovation, manifested through A.’s negotiation with peers and comprehension of basic rules. The scene features A. as an infant with great ability, demonstrating his ability to play cooperatively.
2. Language skills	Notably, A.’s language is simple and easy to grasp. His interaction with his peers proves straightforward for friends to comprehend (Iverson & Jana 180). Essentially, he understands and follows practically all direct commands perfectly. He speaks reasonably in the scene and has a diverse language repertoire. He perfectly numbers M&Ms quite clearly, precisely, and quickly (LeBarton et al. 41). Similarly, A. creates phrases and offers extensive explanations through his games, demanding discriminatory abilities. Notably, A.’s unique language skills flawlessly dominate the scene (Harding et al. 185). Researchers claim that a child’s pronunciation roughly approaches that of adults at around five years old. A. features a straightforward, easy-to-understand, and non-misconstrued pronunciation. He holds a good conversation when the young male peer initiates the activities. Children’s ability to hold a conversation progresses around the age of four and encompasses an established control of language components like repletion. At A.’s age, stories develop in size and feature a significant character, item, or setting. A. acts out the novel’s events from beginning to end.
3. Emotional Development	A. strictly complies with the instructions directed by his peer, who attempts to explain the instructions several times. However, he seems to encounter difficulties comprehending the directives of his peers but quickly understands his father’s explanations. Ultimately, he tends to handle disappointments well, and he is not enraged by the inability to complete the assignment. A. seems more comfortable and joyful at the end of the watch than at the start, expressing his feelings and thoughts. He equally features high emotions and exhibits the attributes of a happy youngster. Emotional development is incorporated within the structure of the human brain, and as young infants develop, initial emotional experiences get imprinted in their brain architecture. The interconnected evolution of sentiments and intelligence depends on the formation, maturity, and integration of sophisticated neural circuits in many brain parts. These functions are inextricably linked to the formation of problem-solving abilities, which A. would have utilized during both liquid tests. A. utilized emotional experiences to improve his grasp of problem management and reasoning with uncertainties, as he kept his emotions in check when he struggled.
4. Fine Motor Skills	Fine Motor Ability A. consequently sketches more numerous three and six-part creatures when asked to create an image of his family (LeBarton et al. 37). He uses various colors for every individual; ironically, details feature hair, nose, ears, and eyes. Details the names and appearance at the end of the scene. Similarly, A. exhibits a solid grip toward the conclusion, an important feature that would offer him more control in the future. His agility to draw circles and lines and connect them, indicating no problem making a straight line, also portrays his confidence in skills such as art, an element of fine motor skills. A.’s fine motor abilities, examined by observation, reveal that his sketching skills and excitement are incredibly standard. Arts disciplines provide robust methods for young kids to ‘be in their environment’ – experiencing, discovering, expressing, and sharing. A. features habits and understandings of the universe and daily life evident in his artwork. Conversely, drawing improves fine motor abilities and lets them know about perceptions, emotions, and ideas. Creative learning in the Arts, such as sketching, which A. adores, gives children space to move by allowing them to make decisions, solve issues, manage individual interpretations, and express their views, ideas, and thoughts.
5. Gross motor skills	A. rests on his stomach, wiggling his limbs and stretching out with both palms. He taps on the little green ball ahead of him (LeBarton et al. 39). Similarly, he uses his left hand to grab the ball and his dominant thumb to stabilize it. A. consequently looks aside as the ball bounces around, maintaining the stare in the direction it travels. He equally lowers his knees and pushes himself forward with his toes, succeeding in sliding ahead a little distance before reaching out with his hand and knocking at another toy nearby.
6. Cognitive Skills	James’ cognitive growth is tracked in all the exercises using his thinking and problem-solving abilities. He offers incorrect guesses to the questions but typically attempts to predict possible alternatives (Veldman et al. 40). He consequently utilizes problem-solving abilities to answer why or how to respond to the questions based on the liquid test and the general questions in the scene. Finn appears to appreciate problem-solving and in-depth analytical thought. The preoperational phase of cognitive development is depicted to be between 4 and 5 years old. At this stage, a preoperative youngster learns from firsthand life experiences (Iverson & Jana 177). Consequently, teaching infants something is less successful than finding a means to assist them in thinking through an issue; this is evident when observing A A. Typically, preoperative children who cannot distinguish between height and age will claim that the tallest individual is the eldest.

Conclusion

In conclusion, A. appears to be on a fair trajectory of social, linguistic, and fine motor skills, as well as artistic, emotional, and cognitive development, when evaluated in the scene. During the inspection, all areas covered concerning A.’s development seemed to operate within the level appropriate for a five-year-old infant. A. features powerful interests in actively interacting with grownups, the tests, art, and props and is quite descriptive of the drawings in precise detail. He perfectly speaks fluent English that adults can easily accept and has no difficulties conversing with adults or individuals his age. His management of emotions, even when confronted with more challenging activities in the scene, is an essential feature in human life.

Works Cited

Mark Christians “Infant Observation.” 2022, Web.

Choi, Boin, et al. “Development of fine motor skills is associated with expressive language outcomes in infants at high and low risk for autism spectrum disorder.” Journal of neurodevelopmental disorders 10.1, 2018, pp. 1-11.

Harding, C., et al. “Effects of early communication intervention on speech and communication skills of preterm infants in the neonatal intensive care unit (NICU): a systematic review.” Journal of Neonatal Nursing 25.4, 2019, pp. 177-188.

Iverson, Jana M. “Early motor and communicative development in infants with an older sibling with autism spectrum disorder.” Journal of Speech, Language, and Hearing Research 61.11, 2018, pp. 2673-2684.

LeBarton, Eve Sauer, and Rebecca J. Landa. “Infant motor skill predicts later expressive language and autism spectrum disorder diagnosis.” Infant Behavior and Development 54, 2019, pp. 37-47.

Veldman, Sanne LC, et al. “Associations between gross motor skills and cognitive development in toddlers.” Early human development 132, 2019, pp. 39-44.

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