The observation
Based on this video: http://www.youtube.com/watch?v=LIjjCDBchSw
Assignment task: Observe interactions between caregiver and infant/toddler during feeding and toileting experiences. Be sure to describe briefly the setting you are observing. Use the following guidelines, but remember, you are to focus on the interaction between a caregiver and a child during a feeding event. Your observations should include a significant amount of detail regarding exactly how the feeding event occurred—what was said, what the child did, what the caregiver did, etc.
1. Look: Describe the environment. For example, is it attractive and inviting? Describe the children, staff, and dispositions of children and staff.
2. Listen: Listen to dialog, words, songs, tone of voice.
3. Connect: Connect your observations with Winnicott and the text. In addition, make connections with information from classroom discussions, where possible.
4. Focus: Focus in on assignment topic.
5. Reflect: Integrate connections with developmental models and theories where and when relevant.
Paper Write-Up
1) This part of the activity asks you to first describe the feeding event you witnessed. Then you need to discuss that event in relationship to Winnicott (http://books.google.com/books?id=SmAwSYwvB_sC&pg=PA30&lpg=PA30&dq=winnicott+infant+feeding+chapter+4&source=bl&ots=FT1l-ZO9p0&sig=BH4qVRU0JB7EaR4Lgo8dZL84W3U&hl=en&sa=X&ei=e8MhVNyEKcGnyAT55YHQBw&ved=0CDAQ6AEwAw#v=onepage&q=winnicott%20infant%20feeding%20chapter%204&f=false ( chapter 4 to chapter 8. That will be page 30 to page 57.)
Use the following format for your paper. You may deviate from this format, if you wish, but please make sure to include all the elements that are described below. I have provided you with this suggested format to help you include all necessary parts of the assessment in your paper.
I. Introduction
a. Purpose of this observation
b. Information about your observation: Where did it take place, what time, length of observation, name (first name only) of the child and caregiver you observed. Details regarding the setting should be placed here.(make it up)
II. Detailed description of the feeding event you observed.
III. Include as much information in this section as you can remember
IV. Relate your observation to the Winnicott reading at least twice. That means, you need to find two places in your observation where you can relate what you witnessed to the Winnicott reading. You may use quotes from Winnicott, but remember to cite!
V. Relate your observation to the text or to class discussion at least twice. Again, make sure to quote when necessary.
VI. Reflection
a. Write a brief summary of your experience.
b. Include any final thoughts here.
VII. Proof read your paper for spelling and grammar before handing it in.
Here are some questions to consider as you observe and record your data on children:
Physical development of infancy: How is the child demonstrating abilities in fine motor (small muscle) development? How is the child demonstrating abilities in gross motor (large muscle) development? Give some examples (kicking ball, moving blanket to face, holding a item, etc.).
Physical development of toddlers: How is the child using fine motor skills to take, hold, carry an object? How is the child using gross motor skills to kick, move from place to place, drag, climb, hold on to something? Give some examples (kick an object, carry a toy, hold a doll, hug another person).
Cognitive development of infants and toddlers: How does the child demonstrate solving a problem? Does the child seek help from others, manipulate the object, observe others for solutions, test and practice, make mistakes and tries again? Give some examples (works on a puzzle, watches another child climb the stairs, tears apart a paper).
Social development of infants and toddlers: How does the child interact with other children? How does the child interact with their parents/caregivers? How does the child interact with the adults in the program who are caregivers? Give some examples (shares, asks for help, plays next to others, smiles when smiled to).
Emotional development of infants and toddlers:How is the child responding to touches from peers and caregivers? How does the child respond to parents when dropped off or picked-up? What are the ways the child responds to problems, being hurt, when needs are met? Give some examples (during diapering, when a problem can’t be solved with ease, when a toy is taken away).
Social & Emotional development of preschool age children:How do children this age socialize in the class? With their peers?With the Teachers/Staff? Do you see sharing, use of appropriate words to enter and exit play, “Good” manners at the eating table, and when sitting together at the rug, confidence in their behavior and decisions?
How do the children regulate their emotions? Use smiling, crying, anger, sadness appropriately? Is it difficult for them to control their emotions? What behaviors do they demonstrate during emotional times? Give some examples for both (dance when happy, throw tantrums, objects, crying spells, share with others, say “please”, and “thank you”)
Cognitive and Language development of preschool age children: How do children “play” in class? Do you see evidence of problem-solving? Is language used to solve problems, in play and other areas of socialization? How do the children interact with one another, engage in group experiences, think through activities? Can they do things independently or do they still need scaffolding? Give some examples (selecting challenging puzzles, building complicated structures, drawing intricate pictures, dictating stories)
Physical development of preschool age children: What can children do in this age range that they could not do as infants and toddlers OR they can do better than when they were infants and toddlers?
How are the children manipulating objects in the classroom? With difficulty and in need of assistance?With ease and agility, independently? Give some examples (run, walk, hop, jump, ride bikes, twirl a rope, climb a ladder, slide with straight body, swing with legs pumping)
The development of Middle Childhood: In all areas of the child’s development – what can children do in this age range that they could not do as preschoolers?
Emotionally – give some examples (more regulated and controlled)
Socially – give some examples (more able to work in groups, use appropriate language)
Physically – give some examples (stronger, faster, bigger, and flexible)
Language use – give some examples (multiple word sentences, multiple syllabic words)
Intellectually – give some examples (critical thinker, concrete and judgmental)
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