child observation essay

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A guide to writing an observation paper for child development in apa format, rachel r.n..

• February 23, 2024
• How to Guides

What You'll Learn

Observation papers focusing on child development serve as invaluable tools for gaining deep insights into a child’s behavior, cognitive abilities, and social interactions. Crafting such papers in American Psychological Association (APA) format ensures a standardized and professional presentation of your findings. This comprehensive guide will provide an in-depth exploration of the steps involved in writing an observation paper for child development in APA style.(A Guide to Writing an Observation Paper for Child Development in APA Format)

Preparing for the Observation

•  Selecting the Child

Consider Developmental Stage: Choose a child whose age and developmental stage align with the objectives of your observation. A preschooler, for example, may exhibit different behaviors than an elementary school child.

Parental Consent: Obtain explicit permission from parents or guardians to observe and document the child’s behavior, ensuring ethical considerations are met.

2. Identifying the Setting:

• Relevance of Setting: Determine the appropriate setting for observation, such as a home, school, or daycare center. Ensure it is conducive to observing the specific behaviors of interest.
• Time and Duration: Consider the time and duration of the observation, allowing for a comprehensive view of the child’s behavior across various activities and situations.(A Guide to Writing an Observation Paper for Child Development in APA Format)

3. Conducting the Observation:

Establishing Objectives:

Define Clear Goals: Clearly define the goals and objectives of the observation, specifying the aspects of child development you intend to study, whether it be language development , social interactions, or emotional regulation.

Structured Plan: Develop a structured observation plan, outlining the specific behaviors and interactions you aim to observe. This plan will serve as a roadmap during the observation.

4. Note-Taking and Recording:

• Real-time Documentation: Utilize a notebook or electronic device for real-time note-taking during the observation, capturing details, quotes, and any notable behaviors.
• Event Sequencing: Record specific behaviors, interactions, and any significant events in a chronological sequence, providing a nuanced understanding of the child’s actions.(A Guide to Writing an Observation Paper for Child Development in APA Format)

5. Maintaining Objectivity:

• Neutral Tone: Maintain a neutral and objective tone throughout your notes, avoiding personal biases and interpretations that are not supported by observed behaviors.
• Avoid Assumptions: Refrain from making assumptions or interpretations that may cloud the objectivity of your observations. Stick to observable facts.

Structuring the Observation Paper in APA Format

A. Title Page

Follow APA guidelines for the title page, including the title of the paper, your name, institutional affiliation, and date. Include a running head and page number for consistency.

B. Abstract:

Write a concise abstract (150-250 words) summarizing the purpose, methods, and key findings of the observation, providing a snapshot of your study.

C. Introduction:

Provide detailed background information on the child, setting, and purpose of the observation, highlighting the significance of studying the particular developmental aspects.

Clearly state the objectives of the study, emphasizing how the observation contributes to the broader understanding of child development.(A Guide to Writing an Observation Paper for Child Development in APA Format)

D. Methodology :

Provide a detailed description of the observation methods, including the setting, duration, and any instruments used (e.g., video camera, audio recorder).

Describe ethical considerations and consent procedures, ensuring transparency in the ethical conduct of your study.

E. Results :

Organize your findings logically, using headings and subheadings to delineate different aspects of the child’s behavior and interactions.

Present observed behaviors with supporting examples, providing context and depth to your observations.

F. Discussion:

Analyze and interpret observed behaviors within the context of relevant child development theories, discussing how your findings align or diverge from existing literature.(A Guide to Writing an Observation Paper for Child Development in APA Format)

Discuss the implications of your findings on the child’s overall development, considering potential influences and factors.(A Guide to Writing an Observation Paper for Child Development in APA Format)

G. Conclusion :

Summarize the key findings of your observation, emphasizing their significance in the context of child development.

Suggest potential areas for further research or intervention based on your observations and findings.

IV. Citations and References:

A. Citations:

Cite sources using APA in-text citation guidelines, providing specific details such as author, year, and page when referencing literature or theories.

B. References:

Compile a list of references in alphabetical order, adhering to APA guidelines for formatting and citing various sources.(A Guide to Writing an Observation Paper for Child Development in APA Format)

A. Proofreading:

Review your paper for grammatical errors, clarity, and consistency, ensuring that your writing is precise and articulate.(A Guide to Writing an Observation Paper for Child Development in APA Format)

Verify that your paper adheres to APA formatting guidelines, including font size, margins, and overall presentation.

B. Submission :

Submit your observation paper in accordance with the requirements provided by your instructor or institution.

Include any necessary supporting materials, such as consent forms or additional documentation, to strengthen the credibility of your study.

In conclusion, writing an observation paper for child development in APA format is a meticulous process that requires careful planning, detailed observation, and strict adherence to APA guidelines. By following this comprehensive guide, you can craft a well-structured, professional paper that contributes valuable insights to the field of child development. This approach ensures your work is not only academically rigorous but also ethically sound, promoting a holistic understanding of a child’s developmental journey.(A Guide to Writing an Observation Paper for Child Development in APA Format)

Trawick-Smith, J. (2022).  Early childhood development: A multicultural perspective . Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. https://eric.ed.gov/?id=ED633607

Whitebread, D., & Neale, D. (2020). Metacognition in early child development.  Translational Issues in Psychological Science ,  6 (1), 8. https://psycnet.apa.org/journals/tps/6/1/8/

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Child Observation, Essay Example

Pages: 3

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Ann is three years and two months old Caucasian girl. She goes to preschool at a local church. Ann is the only child in the family, thus getting all the parents’ attention. She is cute little girl with dark hair and wonderful green eyes. One would say she is too skinny, but I would say that it is just for now, because she is growing and is pretty tall for her age. Ann is actually 41 inches tall. I was observing the child in a preschool room of a church, and during my observation Ann was listening to a story, playing and interacting with her peers and her teacher Mrs. Harnett.

When Mrs. Harnett starts reading the story “A Trip to the Zoo” and all the children sit around and listen. However, Ann is not interested in the story, thus she is looking around the classroom, fidgeting, and playing with her pigtails. Ann is exploring the environment around her to better understand it and her peers. She definitely is I need for movement. When the kids are playing the “centers” game, in which everybody gets a chance to become a “leader”, Ann does not want to work in a team. She picks her own puzzle and starts working on it by herself. She is a “can do” child, though she cannot accomplish the task completely, she does it with the help of Mrs. Harnett. Ann is a quick learner, for after Mrs. Harnett advices her to try turning the pieces, she does it correctly right away and completes the puzzle.  Ann is developing her motor skills through interaction with small pieces of the puzzle. Ann is more interested in learning about other areas of physical development rather than simple interaction with her peers, thus she keeps working on her puzzle ignoring them. Ann grabs another puzzle and tries to solve it. When one of the girls starts playing cashier and yells: “Anyone coming to pay?” Ann overhears it and sharply says “No”. She demonstrates she does not want to interact with her peers and keeps working on her own. She also shows a great understanding of spoken language, and responds with an intonation expressing emotions. However, Ann does not refuse another child Kelsey trying to help her with a puzzle. After they successfully complete it, Ann suggests cleaning up, thus demonstrating she had learned a habit of not leaving a mess behind. Ann is very happy about completing a puzzle.

Another activity she gets enrolled in is working with dough. She is developing her fine motor skills when squeezing the dough and squishing it into a sheet of paper trying to make a star. She makes a remarkable comment on the good smell of dough, thus proving to intensely develop her sense of smell at the age of three. Mrs. Harnett tells all the children to clean up, and Ann looks at other kids first, and then starts cleaning up. Thus, she demonstrates she is aware of peers surrounding her. Also Ann cleans her hands after that, showing she has developed a sense of cleanliness. Again, Ann was very cheerful after she succeeded to make a star out of dough. Mrs. Harnett gathers all the children for another story and Ann sits down and listens attentively. After the story, the teacher asks questions about the story and Ann is the only one who does not say anything. She feels inferior towards her peers in the classroom because she is the youngest one in this class. However, Ann demonstrates clear understanding of questions and spoken language in whole, for she does not look confused on this one.

For her age of three years and two months Ann is very capable child comparing to other peers. She has demonstrated good learning ability, when following Mrs. Harnett’s advices and successfully completing the assignments. Ann did not frequently express her emotions, being inferior and intimidated by her peers because of the fact that she was the youngest in the group. However, she was very happy and cheerful after succeeding in any of the assignments, like solving puzzles and working with dough. Her physical development is on relatively high level, for she is relatively tall comparing to other children of her age, and possesses great motor skills, when interacting with the environment. I think the child is highly influenced by the environment for she is always aware, thus studying things and people that surround her.

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Reflection on Child Observation and Its Effectiveness

Table of contents, introduction, tavistock model, relevant theories, child observation presentation, relevance of observation in social work, attachment theory.

• Secure attachment: The child trusts that its needs will always be met as it consistently receives protection, care and comfort from its primary care giver.
• Avoidant attachment: The child minimises attachment behaviour and tends to pull away or ignore its primary care giver.
• Ambivalent attachment: Child maximises attachment behaviour by staying close to the care giver.
• Disorganised attachment: Child cannot organise their behaviour to achieve proximity or anxiety due to inconsistent care being received from mother or care giver.

Social Learning Theory

Piaget’s theory.

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Early Childhood Observation Analytical Essay

In order to conduct the investigation based on the known Piaget experiments, one child is chosen. For the purpose of confidentiality, the name of this child is changed to Jenny. She is a five-year-old girl, the elder one among her two brothers. There are only two people in this room: the girl herself, and me, an observer and experimenter.

It is the afternoon of Saturday, May 16, 2009. The experiment does not take much time, as the girl demonstrates her interest and desire to communicate with a new person. The very experiment takes about 30 – 40 minutes. Before the experiment, her parents told that she could easy talk with unknown people, but only being in her room; this is why the place for this observation was obvious – Jenny’s room.

The first experiment is connected with conservation of volume. Piaget tells a lot about the abilities of children of five and six years and admits that their abilities to conserve are not perfectly developed. “Their thought processes are dominated by the appearances of things, and they do not realize that the volume of an object may not change just because the appearance changes.” (Hobart, 155)

Piaget points out that children at this age use rather primitive reasoning to answer any question and are not able to follow and think about the actions other people do. This is why Jenny does not pay attention to the volume of water, compare the forms of the glasses, or concentrate on the level of water; all she does is make conclusion visually.

Jenny sees two absolutely identical glasses of water. I ask her which glass has more water; she surely answers that none, as both of them has the same volume of water. I take another, thinner and taller glass and pour water of one glass to it. The girl smiles and admits that now, there is more water in the thinner glass. I ask her to explain why she thinks so; her answer is rather clear, because the second glass is taller.

The second experiment lies in conservation of mass. I present two equal balls of clay and ask her whether they are of the same shape. The girl touches both of them in order to play a bit and puts them on the table. In several seconds, she admits that they are of the same size.

However, when I roll one of them and change its form into the shape of a sausage, the child looks at them attentively and tells that the sausage is bigger than a ball because it takes more place on the table. Jenny does not take into consideration that the sausage was made of the same material, get them up in order to find out which one is harder, or pay attention that nothing is added or deleted, and, finally, she does concentrate only on its general view.

This experiment, as the previous one, proves the facts, offered by Piaget: a child at the age of 5 is disable to analyze the events, does react only on some visual changes, becomes very curious and tries to participate in everything, and cannot grasp how the objects with different forms may be equal in their weight .

The third experiment helps to analyze child’s awareness of length. Piaget mentions that a child is able to notices certain changes, however, does not concentrates on details, and can easily make fast decisions. I show her two similar straws; they lie parallel to each other.

After I ask whether these straws are similar, she looks at them and, in a second, gives a positive answer. Then, I put one of the straws a bit higher, and ask the same question. She tells that the end on one straw is far than the end of another straw, this is why the higher straw is longer. Her answer proves that a she concentrates on one end of the straw only and does not take any actions to compare the sizes.

It does not take much time to give the answer and follow the first impressions only. This experiment shows that Jenny is not able to conserve length and still trust her vision skills only. She may find enough reasons to prove that she is right and is ready to explain her choice. This is why it is necessary to remember one more fact regarding early childhood development: egocentric thinking, when a child is ready to tell why he/she make such choice or give such answer.

The next experiment deals with number conservation. Many children, who may count, pass this test in different ways, and it is rather interesting to me how Jenny passes it. There are two rows of pennies; each of these rows contains five coins. I ask Jenny whether the number of coins is similar in both rows; Jenny counts them carefully. Her counting is certain and correct.

She answers that there are 5 coins in each row, this is why she states that these rows are equal. Then, I change the space between each coin in own row, and it become longer. I pose the same question. According to Piaget, many children, who face some problems with conservation, give answers without counting and say that the row, where the coins are far from each other, have more coins.

His experiments still prove that 50% of children may demonstrate their perfect ability to conserve. Jenny is one of those who like to count guests in her house, toys she like, etc.

This is why in order to answer my question, she does not pay attention that one row in longer than another, but does start counting the coins, and gives the right answer. The facts by Piaget that children don’t use logical thinking and ground on their visual abilities to answer are proved again.

Object grouping is one more experiment, Jenny is eager to participate in. We use several toys in her room. There are 2 dolls, 4 animals, 1 big car, and 5 flowers. I ask her to unite these toys into some groups, her division impressed me a bit. She unites 2 dolls and a big car, because she thinks that these dolls can be transferred on it.

Flowers and animals create two more groups; she explains her division this way “Animals have legs, and flowers do not.” She explains everything, and her explanations sound properly. It proves one more time that fact that 5-year-old children are able to give some explanations to their answers.

There is no concrete task to divide toys according their size or functions, so, she demonstrates interesting approach to this experiment. Classification may be done according to one of the following criteria: association, colour, or mobility. Piaget says that children classify objects by one single feature. To my mind, Jenny uses personal associations to each subject.

For my next experiment, I choose a story and read it to Jenny. It is crucially important to pick out not too long and boring story. I create something on my own: about mother, daughter’s duties to put all her toys at their places, candies, and encouragement. While I am reading the story, I try to observe Jenny’s reaction to the events, described in the story. She listens carefully to each word and looks around, maybe, in order to check whether all her toys are on their places.

After I finish reading, I ask how she finds the story. She says that she likes more the stories about adventures and sailors, she events wants to tell me another story of her own. I make an attempt to stop her and develop the conversation about my story. She says that the mother is too strict and mentions that her mother also gives her candies, when she cleans her room.

Then, she starts talking about chocolate and other sweets. Of course, she does not get the very essence of the story. She remembers only some final words and the major characters, the mother and daughter. She comprehends each of my word (I try to use simple English), however, she concentrates only on those words, she is interested in. Candies turn out to be the major theme in the story.

Her discussion about candies impresses me: of course, she does not use too complicated words and tenses, however, her mimicry is great. I even think she expects that I present you another candy. Vygotsky, Piaget, and Donaldson presented absolutely different approaches to language development in children, however, each of them are connected to children language development as a social phenomenon and their talks to themselves.

Jenny is eager to communicate, and her language seems to be properly developed. Piaget’s facts regarding early childhood development are easy to track during this experiment: ability to count, awareness about tenses (today, tomorrow, yesterday), ability to pronounce long sentences, the use of more or less correct grammar, awareness of antonyms – big-small, high-tall, and comprehension of the question and proper answer.

All these experiments show that Jenny’s development is good in some sphere, counting for example. However, as lots of children, Jenny demonstrates that her visual perception of information is more important than other abilities.

Approaches, offered by Piaget, help to analyze and even predict some Jenny’s reactions and admit that she turns out to be a normal child with all skills, inherent to the children at the age of five. In general, my experiment was successful; and the necessary results were achieved. Conversation with Jenny on her ‘territory’ was not complicated; and each of us was satisfied.

Works Cited

Hobart, Christine and Frankel. Jill. A Practical Guide to Child Observation and Assessment. Nelson Thrones, 2004.

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IvyPanda. (2018, June 25). Early Childhood Observation. https://ivypanda.com/essays/early-childhood-observation/

"Early Childhood Observation." IvyPanda , 25 June 2018, ivypanda.com/essays/early-childhood-observation/.

IvyPanda . (2018) 'Early Childhood Observation'. 25 June.

IvyPanda . 2018. "Early Childhood Observation." June 25, 2018. https://ivypanda.com/essays/early-childhood-observation/.

1. IvyPanda . "Early Childhood Observation." June 25, 2018. https://ivypanda.com/essays/early-childhood-observation/.

Bibliography

IvyPanda . "Early Childhood Observation." June 25, 2018. https://ivypanda.com/essays/early-childhood-observation/.

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Home — Essay Samples — Philosophy — Child Observation — Children Observation Paper: A Preschool Child In Natural Environment

Children Observation Paper: a Preschool Child in Natural Environment

• Categories: Child Observation Childhood Development

About this sample

Words: 1310 |

Published: Jan 28, 2021

Words: 1310 | Pages: 3 | 7 min read

Table of contents

Description, motor skills, social/emotional, references:, gross motor skills:, fine motor skills:.

• Berger, K. S. (2018). Developing Person Through Childhood and Adolescence (11th ed.).
• Boeree, C.G (2006). Erik Erikson: Personality Theories. Psychology Department Shippensburg University, pp. 9-10.
• McLeod, S. A. (2018, Aug 05).Lev Vygotsky. Simply Psychology. https://www.simplypsychology.org/vygotsky.html
• Nath, B.K (2010, November). Theories of Language and Learning. University of Calicut. Jean Piaget (pp. 6).

Should follow an “upside down” triangle format, meaning, the writer should start off broad and introduce the text and author or topic being discussed, and then get more specific to the thesis statement.

Provides a foundational overview, outlining the historical context and introducing key information that will be further explored in the essay, setting the stage for the argument to follow.

Cornerstone of the essay, presenting the central argument that will be elaborated upon and supported with evidence and analysis throughout the rest of the paper.

The body of each paragraph builds an argument in support of the topic sentence, citing information from sources as evidence.

After each piece of evidence is provided, the author should explain HOW and WHY the evidence supports the claim.

Should follow a right side up triangle format, meaning, specifics should be mentioned first such as restating the thesis, and then get more broad about the topic at hand. Lastly, leave the reader with something to think about and ponder once they are done reading.

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