Observation #1 Linda Pena

CDEV 108

Section 1: Descriptions of 2 different children on the same activity. In this section you should be using
anecdotal notes to complete your observation.

Skill to Observe Child A Child B

-Observe & Location: Inside a classroom Location: Center, outside play area
describe how 2 Child A walks around a short Child B stands without assistance,
different children circular table in a heel toe speeds up and begins walking with
walk pattern. As they approach an her right foot first. Child B holds a
empty container in their path, rattling toy in each hand next to
they attempt to lift their left their ears, they release the toys
foot as to step over the backward and begin to smoothly
container but ends up kicking it walk forward and increase their
instead. Child A holds a basket speed when approaching the open
over their head while walking door to the classroom. Pants fall
with coordination. past their heels.

-Observe & Location: Outside Play area Location: Outside Playground at a

describe how 2 school
Child A runs smoothly and can
different children maneuver around objects and Child B begins to run around the
run peers while running. Child A playground with bent elbows and
chases a ball with a group of arms pumping. With peers in a
peers, they decrease speed to small group approaching Child B
pick up the ball and continue lacks spatial awareness to
running. Child A easily runs and transition to a stop position and
jumps onto a bench landing on runs into a peer. Child B continues
both feet and continues running, starts to close fists and
running. swing arms as to gain momentum.

-Observe & Location: Neighborhood Location: Outside, recreational

describe how 2 driveway, outside park
Child A can use large leg
different children Child B easily uses pedals and leg
muscles to alternate pedals and
ride a tricycle weight. Holds onto handle bars muscles to smoothly maneuver the
tricycle forward and backward.
correctly and consistently while
Child B can pedal fast and is aware
pedaling. When called by a
of transitions from grass to
caregiver, Child A responds with cement. Knows to look behind
reflex and turns head in themselves when reversing tricycle
opposite direction of handles and is spatially aware of others
and begins to slowly steer into a near them.
small curb.
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Section 1 continued.

Skill to Observe Child A Child B

-Describe 2 Location: Center, inside a Location: Center, inside a

classroom classroom
observation
Child A engages in knock-knock Child B is playing with colored
examples of 2 game, caregiver presents hexagon shaped cylinders with
different children building blocks in a tower tiny objects of the same color
use a pincer grasp shape with a small door in the inside. Child B utilizes their
middle. Child A reaches out fingers in pincer grasp to pick up
with pointer finger and thumb the small objects and sort them
to activate pincer grasp and and a pair of small tongs which
open the small door when the requires a pincher grasp to
teacher says “knock-knock!” squeeze together to pick up the
small objects.

-Describe 2 Location: Center, inside a Location: Center, inside a

observation classroom classroom
Child A is given a small paint During meal time, child B sits at
examples of 2
brush and water color palette a short circular table with peers
different children to paint with. Child A attempts and a smock. Caregiver presents
holding & using an to run their brush through each a bowl of applesauce with a
object color on the palette and paint serving spoon on the left and
on the small circular table. Uses right. Child reaches with right
a grip comparable to a pincer arm to grab the right spoon as
grasp. Child A paints small and the caregiver directs the child to
undefinable stripes on a scoop 3 servings and counts out
lavender color paper. Child A loud to the child. Child B
uses a dark almost black color successfully uses serving and
for their first few stripes then personal spoon to eat.
uses a bright blue.

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Section 2: Specific fine & gross motor skills & abilities of many different children. In this section, you
should be using anecdotal notes to complete your observation.
Task/Skill Child A Child B

-Jumps rope Location: Outside, pathway Location: Outside, School

playground
As 2 other children swing a long As 2 other children swing a long
rope, Child A easily jumps into rope, Child B begins jumping with
the rhythm of the rope. Child A ease and can alternate directions as
can jump rope with out without they are jumping. As peers count the
shoes, spin and jump, lift arms number of jumps out loud, Child B’s
body language begins to change.
straight up while jumping, and
Their arms begin jolting in and out
alternate from both feet
slightly to help fight their muscles
jumping to one after the other.
fatigue, gain momentum, and
maintain balance. Child B
successfully jumps 100 times over
the rope as peers cheer them on.
-Manipulates Location: Inside, home possibly? Location: Center, inside a classroom
playdough Child A uses a noodle making Child B sits at short circular table
materials object to manipulate playdough. with a caregiver and peers. Child B
Child A flattens out pink stacks yellow playdough by
flattening out a chunk of dough and
playdough by patting it in her
using a shape cutter to manipulate it
hands and then by placing it on
into a pancake like shape. Child B
lower chest with both hands.
rolls the playdough into a ball,
Child A pinches and pushes stretches it apart, and molds it using
dough into object to produce a cupping hand motion. They even
playdough noodles, they grab a share a large chunk of playdough
play knife and begin to cut the with a peer that didn’t have any.
noodles.
-Builds tower of Location:Center, inside a classroom Location: Indoor play area
3 blocks Child B is presented with multiple
Child A stacks blocks 10+ high and shapes and sizes of blocks to play
uses her whole body to reach for with. Choosing the larger rectangles,
the top until she needs assistance they construct a tower by placing 2
from nearby shelves that she steps blocks vertically with space in
on to stack the blocks higher. Once between for another block to be
they can no longer reach, Child A placed on top horizontally (like a
looks at their tower with a sense of doorway). The child continues this
pride. pattern 3 levels high and a begins
another next to it only 2 levels high.

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Section 3: Outside activity. In this section, you will use a running record to complete your
observation.
Length of Observation: 20 minutes
Describe 1. Opportunities are given to the children to explore their outdoor
activity environments such as dirt and snow. During a warmer day, children
enjoy scooping dry dirt, wet mud, and mulch. Mulch is scooped up by
a child with a shovel at the playground step and placed elsewhere.
Mulch seems to be favored because it is easier to manipulate and
lighter to shovel. In giant snowsuits and warm mittens, they grab
their snow shovels and begin digging, sometimes aimlessly and other
times very determined. Digging requires the use of all major muscle
groups especially the upper body and depending on what the child is
shoveling requires skillful balance and coordination.
2. A small group of children stand, crouch, and hop on the edges of a
small man-made creek with flowers and green grass around it. One
child is barefoot and hops along each small rock before wandering
into the trickle of the creek. Another child is laying on their stomach
while reaching their hand out to feel for the rocks and place their
fingers in the refreshing water. This area stimulated many of the
children’s senses for touch, sound, and exploration. A very peaceful
way to spend their free play time especially for children that don’t
favor a normal outside play setting.
3. While playing in the outdoor play kitchen, children are encouraged
to make “meals” out of the mud. Teachers will bring out water and
create muddy areas, enticing the children to use the mud in pretend
play. Children are stimulated through the feeling of the squishy mud
sliding through their hands and splashes down into real kitchenware.
The mud “heats up” and is served to teachers and peers. Smocks and
an extra pair of clothes are provided for cleanup. Manipulating the
mud either in their hands or into a kitchen object can benefit fine
Describe motor
-shovelsdevelopment
-sleds in the hands and-dirt
-rocks wrist. -rake
-water -buckets -pine cones -wood -cones
materials -crayons -creek -snow -sheets -bird preserve
used -trail
-outdoor play kitchen
-outdoor instruments

Section 4: Teacher-Child Interaction. In this section, you should be using anecdotal notes to complete
your observation.

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Describe how the teacher is facilitating the child’s gross motor development:

A teacher and student engage in a game similar to hopscotch. A large foam dice
is rolled, and the teacher asks, “what number did you get?” the child shouts “one!”. The
child appears slightly defeated as they hop one step forward, the teacher suggests “try
again!” this time landing a larger number on the dice and quickly moves their body to
hop past their teachers position on the hopscotch path. This teacher provided quality
opportunities for their student to practice gross motor development skills by providing a
diverse activity that combines math and physical ability to accomplish. The teacher
models participation and cooperation by giving the child a second chance when they
appeared defeated about their low dice number, this also improved the students' self-
esteem and was visible in the energy they had.

Section 5: Connecting to DRDP Physical Development Measures

1. Perceptual-Motor Skills and Movement Concepts
Child A: Building (Later)- While playing in a group of peers, a yellow bouncy ball is tossed
across the ground. The child runs with a small group that is chasing the ball, the child is aware
of their peers that are in near proximity and accelerates to the front of the group. The child easily
transitions from a leave-covered ground to grass and as they run are spatially aware of children
that are swinging in the nearby playground as to avoid any accidents.

Child B: Integrating (Earlier)-As the child begins to stack rectangular blocks they simultaneously
straighten the blocks to keep their tower straight and prevent any swaying movement. As the
child stacks the blocks at a height above their head, the straightening of the blocks continues as
they build a tower almost 4 feet tall. The child anticipates and prevents the blocks from falling by
utilizing a nearby cubby to stand and balance on while reaching toward the top slowly and
steadily.

2. Gross Locomotor Movement Skills

Child A: Integrating (Earlier)- The child runs with a ball in their arm as they approach a log
bench. Using their right leg for stability, they plant it into the ground just shy of the bench
landing with their left leg on the bench. With the momentum, the child hops down to the ground
on one foot and easily continues walking while still maintaining the ball in their arms.

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Child B: Building (Later)- While building a tower of blocks, the child begins in a kneeling
position on the floor. As the tower grows in height the child effortlessly uses larger lower body
muscles to transition into a standing position. The child walks around the play area freely and
without any obstructions in their way. After walking away from the tower to retrieve more
blocks, the child returns by walking in a straight line to the tower and coming to a complete stop
with spatial awareness of their surroundings as to not tip over the tower.
3. Gross Motor Manipulative Skills
Child A: Integrating (Earlier)- The child chases a ball with a small group of peers, they speed up
to the head of the group and approaches the ball first. Using their large muscle group combined
with coordination the child continuously lowers themselves and reaches out with their arms and
hands to grasp the ball. With the ball securely tucked into their torso, they advance their stride to
maintain possession of the ball.

Child B: Integrating (Earlier)- While building a tower with blocks the child builds past their
height, to continue stacking the child realizes they will need something to assist them to get to
the top of the tower. In search of a tool to help reach those heights, they utilize a nearby cubby to
step on for more height. The child uses their left arm to grasp onto the top of the cubby for
stability then leans their body slightly as they fully extend their right arm, clutch a block steadily
in their hand, and gently place it at the top of their tower without disturbing it.
4. Fine Motor Manipulative Skills
Child A: Building (Later)- During outdoor playtime, the child engages in a game of chase with a
bouncy ball. In the attempt to gain control of the ball the child begins rough-and-tumble play
with a peer who has possession of the ball. The child attempts to reach out and grab the ball at
first but then uses their hands and great manipulation of their fingers to maneuver and untangle
their peers' hands and wrists from grasping the ball.

Child B: Integrating (Earlier)- While building with blocks the child grasps with their whole hand.
The child understands that in order for the tower to grow the blocks must be balanced. The child
meticulously places each block on top of the other and pays close attention to when the blocks
are not aligned. The child places both hands on each side of the tower to balance the blocks into
a straight and stable position.

Section 6: Your Experience. Your opportunity to interpret what you have observed.

Before beginning this assignment, I had an inaccurate interpretation of what an

Observation was and how DRDP’s were to be conducted. I used to be an Office Manager for a
child development program that conducted Observation paired with DRDP’s every year on every
child, ranging from infants to preschool age. I witnessed how much the teachers struggled and
seemed almost unaware of why this must be done every year. When taking on this assignment I
made it my goal to understand and execute each step to better understand why teachers seemed
so overwhelmed.
During this observation, I realized that key factors had been missing from the teacher’s
everyday routine. Utilizing class logs, anecdotal notes, running notes, proper use and upkeep of
student’s portfolios can seem tedious at first but I learned that these can be used as crucial
evidence when tackling an observation. Proper use and understanding of terminology when
describing the development of a child, as well as age-appropriate skills, can cut out the confusion

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of what to observe and record. Observing and documenting students on a constant basis with the
implementation of these resources allows for teachers to make proper and educated responses
specific to each child. Knowledge gained from observation and evidence collected most
importantly provides for overall safety and early intervention that may be critical in a child’s
later years.

Works Cited
Section 1:
Walk
CCDMD. (2010, March 24). Filling and emptying - Infants & Toddlers - CCDMD. Retrieved
September 16, 2020, from http://toddlers.ccdmd.qc.ca/video/show/Filling-and-emptying

3C Media Solutions. (2020). Inside/Outside. Retrieved September 17, 2020, from

https://www.3cmediasolutions.org/f/5d808c72bc1da0eaf6d07f725b587a0228d5ff01?i=19

Run
ECA Learning Hub. (2012, July 31). Negotiating in the outdoor play space[Video].
YouTube. https://youtu.be/WjI4m7TXIhg

RedleafPress. (2013, March 29). Focused Observations Chapter 8 Video 18g [Video].
YouTube. https://youtu.be/QypEx91iwiQ

Riding a Tricycle

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Playtime with Dylan. (2017, July 18) BEST TODDLER CHANNEL! TODDLER
LEARNS TO RIDE A TRICYCLE! Radio Flyer Ready-To-Ride Bike! [Video].
YouTube. https://youtu.be/7WPQ_itvkJk

MyVlog. (2016, May 13) Baby Riding Tricycle [Video]. YouTube.

https://youtu.be/P47K7_yxig4

Pincer Grasp

DRAccess. (2015). Severina Plays Knock Knock. Retrieved September 17, 2020, from
https://www.draccess.org/videolibrary/SeverinaPlaysKnockKnock

St. Laurent Academy. (2016, January 13) Sorting, Matching & Pincer Grip: Toddler
Class OAC [Video]. YouTube. https://youtu.be/XVuSiwk8d70

Hold & Use an Object

Painting - Infants & Toddlers - CCDMD. (2010, March 17). Retrieved October 02, 2020,
from http://toddlers.ccdmd.qc.ca/video/show/Painting

Three scoops - plus one more! - Infants & Toddlers - CCDMD. (2010, March 12).
Retrieved September 20, 2020, from http://toddlers.ccdmd.qc.ca/video/show/Three-
scoops-plus-one-more

Section 2:

Min Kids TV (2018, July 3). Kids Plays with Classic Games Jump Rope in the Outdoors
Song for children [Video]. YouTube. https://youtu.be/Y5unVCDQ0FE
Bluffton Icon (2016, May 11). Jumping rope 100 times [Video]. YouTube.
https://youtu.be/h6y43RmkaGg

Suitt, Robin. [Robin Suitt]. (2015, March 12). CDE103 Observation Block Building
Towers [Video]. YouTube. https://youtu.be/nIXbHFn6Sfw

Early Education (2013, October 7). Block Play [Video]. YouTube.

https://youtu.be/mv57f8NWCgM

Fun with Sophie Toys (2019, March 13). CUTEST TODDLER PLAY DOH VIDEO
[Video]. YouTube. https://youtu.be/uiQFJlResnM

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HighScopeUS (2010, March 10). Building play dough towers [Video]. YouTube.
https://youtu.be/R18w3AlDGtU

Section 3:

STARNET: Early Childhood (2018, August 24). Discovering Nature Classrooms in Early
Childhood (Video #191) [Video]. YouTube. https://youtu.be/sh9hZ4XJHSs

Section 4:

Start Early (2011, August 25). Quality Preschool Teacher-Child Interaction [Video].
YouTube. https://youtu.be/82wIKsW8tfo

Section 5:

ECA Learning Hub. (2012, July 31). Negotiating in the outdoor play space[Video].
YouTube. https://youtu.be/WjI4m7TXIhg

Suitt, Robin. [Robin Suitt]. (2015, March 12). CDE103 Observation Block Building
Towers [Video]. YouTube. https://youtu.be/nIXbHFn6Sfw

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