Observation report

A. Establishing Positive Relationships with Infants and Toddlers
Interact with a baby (from birth to 12 months of age) who is in one of the waking states for at least 15 minutes.
a. Describe the baby’s vocalizations, hand motions, gaze activity, and facial expressions.
b. Describe how you responded.
c. What did you learn about infant communication?
d. How comfortable were you in this situation and why?
(OR)
Find a toddler (between 12 and 30 months old). This could be a child in a family or in an early childhood program. Assist the child during a meal or snack.
a. What does the family or program expect of children in terms of eating behavior?
b. Describe messages the child conveyed during the meal, to you or to others.
c. Describe how you responded.
d. Describe how you interacted with the child and how the child responded to you.
B. Building Positive Relationships through Nonverbal Communication
Observe an adult in your field placement as he or she interacts with a child. Watch the adult’s nonverbal behavior carefully. Describe the nonverbal behaviors you observe and the emotional tone the adult is conveying to the child. Include a description of the setting, position in space of both the adult and the child, as well as their body motions, gestures, and facial expressions.
C. Promoting Children’s Self-Awareness and Self-Esteem through Verbal Communication
Keep a record of some of the conversation extenders you use in your field placement.
Describe one situation in which you used or could have used a comment, such as, “Tell me more,” to prolong a conversation with a child. Describe how the child responded. In addition, describe one situation in which you used silence to promote a positive verbal environment.
D. Enhancing Children’s Play
Describe a play episode you observed. Include details about the situation, materials, and the children’s interaction (or lack of it). How did the play episode contribute to the child’s (children’s) social competence?
E. Supporting Children’s Emotional Development and Learning
Report on how you witnessed an adult address a child’s emotions in the early childhood program.
a. What was the child doing or saying?
b. How did you or the adult respond?
c. How did the child or children react?
d. If this situation were to come up again, would you recommend that it be handled in the same way or that the approach be changed?
e. Why?

(OR)
Observe closely one situation in which an adult worked with a child experiencing a strong emotion. Evaluate whether the adult’s response toward the child had a calming or stress- heightening effect and why.
a. What was the child saying or doing?
b. How did you or the adult respond?
c. How did the child or children react?
d. If this situation were to come up again, would you recommend that it be handled in the same way or that the approach be changed?
e. Why?

F. Influencing Children’s Social Development by Structuring the Physical Environment
Describe one way in which the adults in your classroom have structured the environment to minimize conflict. (e.g., when getting ready for group time, to clean up, or to go outside or to go home) Report on the results. Describe how children reacted.
G. Promoting Prosocial Behavior
Watch a children’s television show you think has prosocial content. What did you discover?
What recommendations do you have for early childhood programs/professionals based on your findings?
a. Name of the program you watched:
b. Time of day and channel on which it aired:
c. Findings:
d. Recommendations:

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