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.
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.