Observation summary
Psychological analysis of the child’s behavior should be based on the cognitive and psychodynamic issues expressed in the process of observation. Taking into account Erikson’s theory of psychological development, it is important to underline the fact that Quinn is observed to have problems with attention in class especially when instructions are being given. According to theoretical conceptions of cognitive world perception developed by Erikson, a child is to get right understanding of family and learning norms. (Almeida & Woods, 1998) In case with Quinn, the child is observed to be inquisitive, when he questions the teacher concerning putting toys away. Erikson states that a child is to express interest in communication process and contact with people; Quinn is observed to be friendly when he is seen shaking hands with the other children. He is observed to interrupt the teacher. (Psychodynamic Theories Continued; n.d.)
Being focused on Freud’s theory of Ego in the process of child’s interaction with external world, one should underline the fact that the child participates in the activity but during questioning he only repeats what other learners say. (Szasz, n.d.) There is another activity concerning reporting on a bear and it is Quinn’s turn. He shows some good imagination as he explains chasing the bear and sleeping with it. When it comes to passing over the bear Quinn, seems to be having a particular student in mind. The teacher reinforces the behavior by telling him to pick the new student from the bowl. The next task observed concerns security and Quinn does not participate. His attention shifts to shaking hands with other students. At one time he is observed copying the behavior of another student who was playing with the hood on his shirt. He is also fond of making race car noises during story time, safety exercise time and snack time until when he is redirected and stopped by the teacher.
Quinn is noted making many hand movements. When the teacher asks him to stop his noises, he is unable to sit still as required by the teacher. In the next activity he is seen to participate fully by picking the boys to go and pick their snacks first in the circle bin. He is observed not to be engaging other students during snack time at the table and he has to be instructed several times. Quinn is observed making several faces at the table and repeating video game noises and putting his fingers in the mouth and has to be directed to clean up. As the other students are observed asking questions, Quinn remains quiet but makes funny jokes. This is a disruptive behavior. Overall he is observed to be one student in the class who deserves more of the teacher’s attention than the rest.
Theory application
From a psychodynamic perspective Quinn has demonstrated confidence in being able to complete some tasks in the classroom. This is evident when he narrates to the class his imaginative story with the bear. (Berzoff et al, 2008) He can be viewed to be at the stage of initiative v guilt and that is why he is able to demonstrate creativity and imagination in his behavior in class. In the observation, what comes out is that the psychological task of learning to love and be loved presents it self in Quinn’s behavior. When it is time to pass the Bear to another student, it is clear that he has another student in mind who is outside the class. Had the student been inside the class, Quinn would have demonstrated his love by passing the bear to his preferred successor. The fact that the teacher intervenes for Quinn to follow the instructions by picking a new name form the bowl shows that Quinn had his mind elsewhere on another student because of his love towards that particular student. (Davies, 2004)
From a self psychology point of view, there are a number of things that have been observed in Quinn’s behavior. First of all the social environment at home has played a very significant role in shaping the values of this child. At home is it evident that the child is exposed to video games as objects of play. This is demonstrated in class when Quinn makes race car noises all the time especially during story time and snack time. This shows skewed values in Quinn’s behavior resulting form the social environment that is present at home. Another instance of skewed values is shown when he overdoes some activities in class for instance when he is told to clean up, he spends more time in water that the teacher has to stop him. (Lytton, 2000)
The teacher is instrumental in identity development of this child by ensuring that he follows the instructions in class and maintains discipline. The pre school environment is important in shaping identity of the student though the situations in class and how he is able to adapt to them. (Berzoff et al, 2008) The peers also contribute to the development of self identity as shown by the behavior of Quinn to prefer a certain student to joke with and even pass over the Bear during the class activities. The theory of object relations features in class where Piaget s permanence is shown when Quinn is able to remember s particular student he likes joking with. (Johnson, 2004)
Cognitively Quinn can be considered to be undergoing growth through the support of the teacher and the other students. However his ability to grasp concepts like the sign language proves to be a bit difficult form him. Otherwise his participation is essential in cognitive development even though he seems only to be repeating what the rest of the class has said. (Davies, 2004)
Culture plays a significant role during child development. Children come from different racial backgrounds and this can be depicted from their behavior. (Sparks, 1980) There are a number of things in culture that have influenced the life of Quinn. Quinn is a student who has been influenced so much with the urban culture which is characterized by video and T.V exposure. These objects are used for play by Quinn while at home. They are part of the culture of the family from which he comes from. It is clear that this child has been exposed so much to these media that they tend to affect his learning. From the observation where the child makes race car noises during important class activities, it means that culture is a hindrance to learning since it has led to development of disruptive behavior. This has been indicated when he is disengaged in class only to be found making the race car noises. This shows how the socio-cultural environment can affect the child’s learning and development. (Gonzalez, 2001)
Cognitive development as a concept has not been well captured in the observation of Quinn’s behavior.Important concepts like synthesis and application of knowledge have not been mentioned in the observation. (Johnson, 2004)This is because there are no clear activities that link to the cognitive development process. It is important to point out that in the child that was observed the theme of cognitive development does not fit well. His behavior lacks essential aspects of cognitive development. Therefore the observed child cannot be viewed to be achieving much in terms of cognitive development.
References
Almeida, R. & Woods, R. (1998). Child Development: Intersectionality of Race, Gender, Class, and Culture. The Haworth Press, Inc. p. 25.
Berzoff, J., Flanagan, L., & Hertz, P. (2008). Inside out and outside in: Psychodynamic clinical theory and practice in contemporary multicultural contexts (2nd ed.). Lanham, MD: Jason Aronson/Rowman & Littlefield. (This book is also used in the clinical practice courses).
Bremner, J., & Vermetten, E.(2001). Stress and development: Behavioral and biological consequences. Development and Psychopathology. Special Issue: Stress and development: Biological and psychological consequences, 13(3), 473-489.
Davies, D. (2004). Child development: A practitioner’s guide (2nd ed.). New York, NY: Guilford Press.
Gonzalez, V. (2001). The role of socioeconomic and sociocultural factors in language minority children’s development: An ecological research view. Bilingual Research Journal, 25 (1-2). 1-30.
Johnson, C Harriette, (2004)Psyche and Synapse Expanding Worlds, Deerfield Valley Publishing.
Harkness, S., Raeff, C., & Super, C. (2000) Variability in the social construction of the child. New Directions for Child and Adolescent Development, No. 87. San Francisco, CA: Jossey-Bass.
Lytton, H. (2000). Toward of model of family-environmental and child-biological influences on development. Developmental Review, 20 (1). 150-179.
Nelson, C. (2003). Can We Develop a Neurobiological Model of Human Social-Emotional Development? Integrative Thoughts on the effects of Separation on Parent-Child Interactions. New York Academy of Sciences. (1008). 48-54.
Psychodynamic Theories Continued: Erikson’s Life Stage Theory and Object Relations Theory. (n.d.) Session III.
Robbins, S., Chatterjee, P., & Canda, E. (2006). Contemporary human behavior theory: A critical perspective for Social Work (2nd ed.)
Sparks Derman Louise , Carol Tanaka and Bill Sparks, Children, Race and Racism, Council of Interracial Books For children, 1980.
Szasz, Th. (n.d.) The Communication of Distress Between Child and Parent. Part III. Vol. XXXII.