Observation essay

Name of Student

Name of Institution



Place:Inside the Classroom

Age:9 Years Old


Note: child A is using Lego to make a salad plate. The child next toher is imitating her. Child A doesn`t like it and tells the otherchild, &quotStop copying me. I don`t like it.&quot The other childretorts, &quotI am not copying you.” Child A responded by saying,&quotyou are making a salad, just like am doing.&quot &quotI amsorry,&quot the other child apologizes.&quot I don`t want to playwith you.&quot Child A replies as the other child continues toapologize. &quotI am sorry,&quot The other child continues .ChildA answers back and says, &quotI don`t like it when you copy what Ido”, as she walks away to sell the salad to her classmates.Meanwhile, the other child tries to make a new salad. Shortly after,child A comes back as the other one makes an effort to demonstratethat she is not copying her this time. However, child A is not amusedand is not willing to listen.

Physicalappearance: The child observed is tall, slim, with black hair thatfalls over the shoulders.

Cognitivedevelopment: She demonstrates independence in her thinking which isevidenced by the fact that she is complaining that the other child iscopying what she is doing (Bjorklund, 2005). She can be able toanalyze situations and to be creative as depicted by the salad thatshe is making on her own. She can assert her authority in everythingthat she does as shown by all the activities she performsindependently.

Languagedevelopment: Child A can describe and articulate what she exactlyfeels about the situation therefore her language development isquite advanced and hence she can express herself adequately.

Social-emotionaldevelopment: child A can express her thoughts and feelings whilecommunicating entirely with her peers (Bjorklund, 2005). She caninteract and also make use of the resources available within theenvironment. She socializes with the peers as she makes the salad tosell to them. She is quite in control of the environment around her,and she seems to know exactly what she wants (Bjorklund, 2005). Shealso does not fear to express her mind which is demonstrated as shetells the other child that she is not amused by her habit of copyingher.






Note: Child D was playing with a child until another child showed up.The child doesn`t want to play with child D anymore, leaving her onthe playground. Child D plays alone for a while as she watches wherethey had just been playing. She doesn`t find anyone else to play withand is happy when the pair comes back. Child D asks if they couldplay together but there is no response as they stand next to eachother. Suddenly there was a conversation before they resumed theplay.

Physicalappearance: The observed child is average in size, with a pony-tailhairstyle.

Cognitivedevelopment: She fully expresses herself and knows exactly what shewants as demonstrated when she asks her peers if they could playtogether.

Languagedevelopment: She can express herself and speaks in complete sentencesthat are grammatically correct.

Socialdevelopment: Child D knows how to express her feelings adequately.Although she is easily swayed by the choice of others, she is firm(Bjorklund, 2005). She is open to all as demonstrated by herwillingness to play with whoever is available even if they are nother friends. It’s obvious she is still learning how to gain controlof the environment around her.

Child T


Place:Inside the Classroom



Note: Child T brought iPad to school and was playing games with allthe children are around him. He was surrounded by boys, with someplaying with the device. Not everyone in the group gets a chance toplay with the device and hence some are just watching. Communicationis minimal as they take turns to play with the iPad.

Physicalappearance: The child observed is medium sized, well built and withBlack short hair.

Cognitivedevelopment: The child is quite advanced in cognitive skills.Communication still continues even with minimum verbal exchangesbetween the child and his peers (Bjorklund, 2005).

Languagedevelopment: The child observed doesn`t speak to his peers probablydue to the attention paid on the iPad. The child seems to know whatis happening around, and although not much communication is takingplace, it could be assumed that the child has achieved high levels ofcommunication and language development informed by the ability todeal with technological gadgets such as the iPad.

Social-emotionaldevelopment: Child T is friendly to peers, and is willing tointeract, share and exchange with the peers (Bjorklund, 2005). Thechild can adequately communicate with the peers while expressing theemotions in tandem with resources in the environment.


Bjorklund, D. F. (2005).Children`s thinking:Cognitive development and individual differences.Wadsworth Publishing Company.