Observation of Children
Each child is an individual and develops at his or her own pace. However, children's development can also be determined due to age because, in general, children's individual development can be averaged to create general guidelines as to how children develop. While developmental theories or milestones, therefore, may fail to fit each child perfectly, they do provide guidelines as to what those dealing with children, whether as pediatricians or as educators, can expect to see. Any observation of children in a setting, therefore, should begin with the understanding that the ages of the children being observed will provide information about what the children can be expected to understand or do as well how it is best to approach those children.
In this case the setting is Mrs. Lewis' kindergarten classroom containing eighteen students. The classroom is organized so that the children sit at tables with no more than five students per table. The teacher has two desks in the classroom: one is at the front of the classroom and the other is along a side wall of the classroom. The desk at the front of the room is the one primarily used by the teacher to accept and provide school work or assessments. The desk at the side of the room is used only occasionally as the lesson for the day or other factors demand. The classroom also has a large rub at the back of the room. The rug is used for story time and it is large enough to allow all students and the teacher to comfortably sit on the rug in a large circle. The classroom was fairly diverse, with an equal number of males and females, and including Hispanics (Puerto Ricans and Mexicans), Whites, and African Americans. The classroom included readers that included stories about diverse people and also objects, such as masks and musical instruments from diverse cultures.
The children in this classroom were between the ages of 5 and 6 years of age. Their cognitive and social development can be found in Erik Erikson’s Theory of Psychosocial Development. This theory suggests that children in these age groups are in the "initiative versus guilt" stage which occurs between ages 3 and 6 and the "industry versus inferiority" stage which occurs during age 6 until about puberty (Hefner, 2004; Niolan, n.d.). At these stages normal development would indicate that those in the initiative versus guilt stage would begin to assert themselves more frequently than a preschooler and, cognitively, begin to plan activities, invent games, and initiate activities with peers around them (Hefner, 2004; Niolan, n.d.). Those who are age six in the classroom and are in the industry versus inferiority stage are beginning to develop a sense of pride in their accomplishments(Hefner, 2004; Niolan, n.d.).They will not only begin to initiate and plan games, but may also begin to initiate projects and even be able to see them through and complete them (Hefner, 2004; Niolan, n.d.). Children at this stage will also feel good about their accomplishments at this stage and teachers and others outside the family will begin to become more important in their lives (Hefner, 2004; Niolan, n.d.). Emotionally, children at this stage feel the need to be independent, but remain closely attached to their families (Developmental, n.d.). Physically, children at this stage have good gross motor skill control and are improving their fine motor skills (Developmental, n.d.).
Children who are not developing normally may isolate themselves, have difficulty getting along with peers, or be unable to learn basic kindergarten skills, such as the alphabet or beginning reading (Developmental, n.d.). They may have trouble organizing information or being able to follow directions as other children can (Developmental, n.d.). Emotionally children who are not developing properly may also be unable to identify the feelings of others or to respond appropriately to their feelings or those of others (Developmental, n.d.). Physically, children who are not developing properly may have trouble sitting properly, hopping or completing other physical movements, and holding or using objects properly, among other things (Developmental, n.d.).
The experience of observing the classroom was very interesting. It was fascinating to see children only slightly older than my four year old who were less developed in cognition and social/emotional areas but there were also children who were far more developed. This made it clear that an educator has to be able to manage children who are in very different stages of development even when they are the same age as their peers. It is something I will remember in my career for two reasons. First, children need to be treated like individuals and educated at the level they need and in the manner that is best for them. Second, children need not meet specific guidelines or stages just to be normal. Only when they dip below a specific need or milestone, may it be necessary to review the child's development level or consider the child to have abnormal development. However, that does not mean that Erikson's Theory of Psychosocial Development is unnecessary or fails to offer important guidance. This theory, perhaps more than any other, makes valid points about the importance of children progressing through the stages of development and how each stage will help, in the end, an individual to develop more fully and completely.
References
Developmental milestones ages 5 to 8. (n.d.). Retrieved January 23, 2012 from
Hefner, C. (2004). Erikson’s stages of psychosocial development. Retrieved January 23, 2012 from
Niolan, R. (n.d.). Erikson’s psychosocial stages of development. Retrieved January 23, 2012 from