Since he is a new arrival in the school, he was not provided with a riding car yet. The data collection was gathered inside the classroom during circle time. The observation lasted for about 15 minutes which included the child’s emotional and social development. Body On observation, Marco was seated in one corner of the classroom reading a book and singing with his teacher. However, when one of his friends tried to get his book, he hit him with an attempt to protest. It seems that at this stage, Marco starts to recognize his own power by demonstrating “no” attitude. When his teacher handed him his book and told him to return to his chair, he was observed to be cooperative. He also followed the spider story very well together with the singing and actions of some words from the song. Marco appears to easily follow instructions very well as they started counting 1 to 10 however he was able to count from 1 to 5 only. The above observation indicates that Marco is demonstrating independence and is showing he is successfully entering the stage of autonomy vs shame and doubt of Erik Erikson. With him coming back and forth to show me his awesome puzzle shows he trust strangers other than his parents. This observation indicates he successfully surpassed the first stage of Erikson’s stage of trust vs mistrust by being comfortable with strangers like me. When it was cleaning time, Marco was also seen cleaning his puzzle and just like any other kids, he gave his fixed puzzle
to his teacher. Although he does not exactly know the meaning of clean up time since he is not yet accustomed to the schedule of his class, he emulated what other children his age is doing. This observation suggests that he demonstrate Bandura’s idea. His actions of putting back and removing the pieces of the puzzle game and giving it to me to do the same shoes he learns from observing others and imitating their actions, also a concept of Bandura of social learning ( Santrock & Yussen, 47). Soon after he finished fixing his puzzle, he gave it to his teacher and came to me with a smiling face and start jumping up and down. This characteristic demonstrates his pride and pleasure in accomplishing something which is another milestone for a toddler. When it was time to change the diaper, Marco seemed confused what to do but his teacher told him he needs to wait for his turn as others are still using the bathroom. As he finished his turn, he went back to his seat and waited again for some minutes for his teacher to spread antibacterial jell on his palm. In this situation, it seems Marco does not know the use of antibacterial jell as he is observed trying to put it on one of his classmate’s face. As he was pushed, he came to realize the antibacterial jell was not meant for the face but for the hands. This behavior demonstrates Vygotsky’s concept of guided participation which the teacher seemed to have guided Marco through. As the children started their counting and singing again, Marco keeps on looking at me as if he wanted me to stay with him while he does his thing inside the classroom. This behavior demonstrates the attachment theory of Bowlby where the child wishes to be close to the person he trusts. Such a concept of Bowlby was still demonstrated when Marco got hold of a coloring paper and crayon and seem to say “look I am coloring”.