Fundamental Movement Skills and Behavior in Early Childhood - Case Study Example

Running Head: OBSERVATIONS OF CHILDREN Observations of Children in the Preoperational Stage Name Class Date Observations of Children in the Preoperational Stage Part 1: Fundamental Movement Skills One of the fundamental motor skills that can indicate developmental progress is being able to balanace, on one foot, on the balance beam and balancing a bean bag on her head. Observing this skill meant making a game that would encourage children to participate. In order to create an opportunity for observation, the three games were developed. The object of these games was to improve on their balancing skills and to help them gain confidence and skills with physical movement and coordination. Observation Techniques The observation techniques that were selected for this opportunity were anecdotal record, checklist, and photo observation, which means antecedents, behaviours, and consequences. The 1989 United Nations Convention on the Rights of Children includes articles 12, 13, and 14 which pertain directly to the observation of children. Article 12 states that “children have the right to say what they think should happen adults are making decisions about them, and to have their opinions taken into account” (Hobert & Frankel, 2004, p. 2). Article 13 supports the right for children to have information as long as it is not harmful to them. Article 14 says that rights to privacy should be afforded to children (Hobert & Frankel, 2004, p. 2). Keeping this framework in mind, the observational techniques were used in non-invasive and inclusive methods. The advantages of using the anecdotal record is that it allows for an opportunity to use the humanistic approach in order to provide for values to be placed on the nature of what occurs. The disadvantage is that the anecdotal record can be subject to bias and might not reflect the true picture of what has been observed. The checklist provides for a series of milestones to be placed on a list and they can be checked off as they are observed has having been accomplished. The disadvantage is that a checklist does not provide for context to be placed into the checklist and it is a bit removed from the child. Antecedents, behaviours, and consequences is a comprehensive way to look at what is observed and puts the entire experience into context with the time that has passed. The Rogerian Approach provides for looking at what occurs objectively so that it can be objectively evaluated. The disadvantage is that it might be difficult to interpret progress if not enough changes before and after the event. Introduction of Child and Context The child that was chosen for this observational opportunity has been given the name ‘Alice’ for the purposes of this discussion and to protect her identity. Alice was four years and two months old at the time of observing her. She was included in a small group of four other children she played with frequently in the part. Their age range was 3 to 5. The children was included in the games and was intended to extend on the skill of balancing. Interpretation Alice was observed being able to balance using different strategies. The FMS was observed through three games in order to determine if the task was consistently possible for the child. Alice had been observed having some balance issues in the past, but it had not been decided whether or not they indicated a developmental delay, so the three gamers where developed to extend this skill. During the three games, the second game of her balancing on beam was successful as she was balancing alone however the other games disrupted by laughter and not concentrating due to her focus being on other children and not on the task. Recommendation for Planning Table The skill was broken down into a series of skills that were needed to accomplish the task. During the time period between the ages of 2 and 6 there are great strides in fundamental movement skill development and a child should be able to stand on one foot or balance by the age of three (Rathus, 2006). The skills for balancing as follows: Physically prepares for skill using arms for balance but not excessively, non-support leg bent not touching supporting leg, keeping support leg still and flat on ground, head stable and eyes focused forward, neck stable and upright, and concentrating on task. The actions for improving the skill include working on focus and learning to use arms for balance. Recommendation for planning: For Caregivers to provide opportunities for Alice to improve performance in balancing. Our Actions Strategies For caregivers to provide opportunities for Alice to improve her balance skills Strategy 1: Work on Focus. Teach Alice to focus on a point in the distance Role of Adult: To find a fixed point for her to focus on during the skill Explanation of how to use arms to create balance Strategy 2: Work on using arms for balance Role of Adult: To model the skill and encourage Alice to participate Part 2: Behaviour The use of observation techniques were used to understand how a child would behave in a moment of conflict. The child was observed using anecdotal, time sampling, and ABC. The method of time sampling requires using a framework of time in which to observe and record relevant behaviours. Once again, children observed using the anecdotal method provides an opportunity to use the humanistic approach so that observation is used and tempered with assessing the values that have been used to evaluate the behaviours. This was critical in placing his behaviours into context with his anger. The disadvantage is that the method might not give a full picture if it is not recorded correctly. Time sampling allows the observer to look at the behaviour over time and to assess the inciting incidents so that the points of change could be evaluated. The downside is that it does not allow for context to be given further than the time period that has been observed. ABC provides an opportunity to use the Adlerian Approach. In this observational period the chid was watched to see what happened before and after which gave the advantage of understanding what caused the immediate incident but once again did not allow for any broader understanding of how the progression was influenced in the first place. Introduction of Child and Context The child that was observed was given the name ‘Jared’ as a cover for his real identity. Jared and three other boys began playing with a basketball and throwing it at the hoop, although none of them yet had the skill to get it into the hoop. Jared is 5 years and 6 months old and was playing with another children were between the ages of five and six year old children. While the children were playing, some of them threw the ball several times in a row, while others threw the ball at intervals. Jared threw the ball at intervals and believed he had less time with the ball than the other children. While this was not a designed part of the play, it did help to demonstrate some of what Piaget theorized. Piaget theorized that children in the pre-operational stage, which was the stage that Jared and his friends are in, that they are only capable of seeing one side of things. As well, they are not able to see the differences between contexts where volume is concerned. A bigger glass will always be seen as having more even if the volume in two glasses of different sizes is the same (Brain, 2000, p. 86). When Jared thought he had not had the ball as often as the other boys, he got angry and confronted them saying that it was not fair. The issue was resolved when Jared walked off the court and began to cry. At this point the game was over. Interpretation Jared could not reconcile what he perceived with what had happened and felt that he was being slighted. He appeared to react as if he was rejected. The outcome was that the boys stopped playing together and the group was dismantled for the time being. The outcome of the events can be interpreted using Vygotsky’s ideas about collaborative learning. In re-instructing them to take turns, the game was resumed and they were able to play together more harmoniously. Scaffold learning techniques suggested by Vygotsky provided the boys with a means to resolve the conflict in a way that they could understand (Shaffer, 2009, p. 91). While Piaget showed that they could not see number of times throwing the ball as a way to be equal, they could reinvent their game by using new instructions in order to have more perceived equal time with the ball. Recommendation for Planning Table In order to address the issue of sharing, the adults can help children to understand taking turns. Children must also learn how to self-regulate their feelings where interactions with other children are concerned. Learning to handle their emotions in a constructive way when they think things are unfair will lead to better social interactions. Recommendation for planning: for care givers to provide opportunities for Jared to improve conflict resolution behaviours. Our Actions Learning to handle unfair situations Strategy 1: Present scenarios so that children can decide how best to handle those scenarios. The scenarios would be “what if” scenarios”. Role of the Adult: To make the suggestions and to help the define their responses towards appropriate behaviours. Learning to take turns. Strategy 2: Use a desirable item that is passed from one child to another so that they take turns Role of the Adult: To provide context for learning what it means to take turns as the item is passed from person to person. Reflection While children in the preoperational stage of development often have a hard time playing together with one item, the behaviour of Jared was a surprise. His reaction to not getting enough time with the ball was unexpected because Jared was usually a reserved child who does not cause conflict. Previous to the event of his being upset, he had been playing well with the other children, leading the observer to wonder if something else was going on with the child. In the time after the children played together, Jared fell asleep on a sofa and this made the observer wonder if maybe he had been tired and over stimulated. Part 3 Relation to Ecological Theory Discussion The Ecologist Theory about childhood development suggests that children do not learn or develop in isolation. They are acted upon and act upon the environment around them. In relationship to the observations made on children for this paper, there is definitely a correlation between this theory and the actions of the children. Alice and Jared both reacted to the environment around them in the context of their experiences during the observations. A strong example of this occurred when Alice was reduced to giggling during her third attempt to stand on one leg, her social interaction with the other children more important than the completion of the task successfully. Jared was influenced by his interactions with the other boys as he perceived an injustice. Bronfenbrenner (1979) wrote that “The ecological environment is conceived as a set of nested structures, each inside the next like a set of Russian dolls” (p. 3). This was especially relevant during the observations made of Jared. He was influenced by his own emotions, the children he was playing with, and the influence of the adults in proximity to him during the event of his period of being upset. The children became aggressive in return reinforcing that behaviour, but when the adults changed the nature of the play to something that he felt was more fair the children were able to begin to collaborate once more. The ecological theory on development creates a framework through which observation can be given context. Influences from the dynamics in an environment have a great deal of influence on outcomes to events that are part of developmental learning. One of the concepts introduced by Bronfenbrenner (1979) is that events that occur outside of the presence of the child can be influential on development. He uses as an example that of parental employment. The industrial culture that has developed around the nature of employment influences the way in which children are exposed to one another, other adults outside of the family, and to periods of time away from their parents that previous cultural constructs did not typically experience. This can change the nature of relationships within society. This will in turn re-define the way in which developmental milestones are reached as exposure to other influences creates other outcomes. As in the example of Jared, his expression of anger could have come from influences at home, from pre-school, or from an influence that has not been discovered. In many ways, the current culture creates a larger complexity about how to behave and how behaviours develop. Appendix 1 Observation 1: Anecdotal Observation Name Alice (Pseudonym used) Child’s Age: 4years, 2 months Date: 21 February 2013 Time: 11:00am Fundamental Movement Skill Observed – Balancing Context: During a game that was called ‘cranes’ children were encouraged to stand on one foot and compete to see who could do so for the longest time period. The role of the Educator was to supervise the game and to keep record of the time. The adult modelled the behaviour for the children and provided an example of how to perform the skill. Observation: Analysis: Before the educator said go, Alice put her arms out slightly to the side. She focused and smiled before at the word ‘go’ she lifted right leg, keeping it slightly bent. During the duration she used her arms by lifting them to various levels in order to keep her balance. In the first attempt, she lasted 21 seconds before dropping her foot. She was neither the first nor the last to drop her foot. In the second attempt she lasted for 20 seconds but had to swing her arms to keep her balance. In the third attempt she only lasted for ten seconds, but her focus was broken by laughter. Alice prepared for balance by putting her arms out slightly to each side Alice lifted one leg and used her arms to adjust her balance. Lifted right foot and left flat on ground During the process she lifted and lowered her arms to keep her balance The last attempt was disrupted because she began to laugh Demonstrated her ability to keep her balance using one foot Interpretation – Alice was able to perform the skill effectively in two of three tries. She demonstrated an ability to balance on one foot for 21 seconds and use her arms to aid in balancing. The last try was interrupted by her laughter, which does not indicate any problems with accomplishing her task from a developmental perspective. Observation 2: Checklist Name Alice (Pseudonym used) Child’s Age: 4years, 2 months Date: 22 February 2013 Time: 11:30am Fundamental Movement Skill Observed – Balancing Context: The balance beam was set up outside where children were encouraged to use as a game. Alice was observed in three attempts trying to balance on balance beam and walk to other side Role of the adult is to encourage children to balance by modelling the behaviour for the children and provided an example of how to perform the skill. Objective: To balance to the other side and not fall in record time. Skill Observed Demonstrated = Skill Observed X = Skill not evident Physically prepares for skill using arms for balance Attempt 1 Demonstrated Attempt 2 Demonstrated Attempt 3 Demonstrated Successfully balances to the other side Attempt 1 X Attempt 2 X Attempt 3 Demonstrated Stands for more than 5 seconds Attempt 1 X Attempt 2 Demonstrated Attempt 3 Demonstrated Uses arms as a method for balance Attempt 1 Demonstrated Attempt 2 Demonstrated Attempt 3 Demonstrated Places other foot in front and retains overall balance Attempt 1 X Attempt 2 Demonstrated Attempt 3 Demonstrated Interpretation: Alice demonstrated that she was able to balance to the other side in third attempt. She used her arms to maintain her balance and her head was stable and eyes focused forward. Her time was 10 Seconds to make it to the other side coming in at second place. Alice was able to complete the skill when she was able to maintain focus. Observation 3: Photo Observation Name: Alice (Pseudonym used) Child’s Age: 4years, 2 months Date: 23 February 2013 Time: 12:00pm Fundamental Movement Skill Observed – Balancing Context: The children loved the balance beam game so we decided to extend their interest and do a beanbag Balance game, Each child got a beanbag to put on their head walking quickly to the white line and then walking backwards to where they started and not let the bean bag fall off their head. The educator role modeled the game and allowed time for the children to practice balancing the beanbag individually before beginning the group game. Figure 1 Figure 2 Figure 3 Figure 4 Alice placed the bean bag on her head. She began walking lifting both arms to balance Alice then began walking quickly to the end of line with the bean bag on head trying to concentrate and keep her balance She then stopped at the line and began walking backwards turning her head to look back. Her bean bag fell. She then picked it up and put it on her head and kept looking back making her bean bag fall. She then picked up the bag in her hand and walked to the line Interpretation: Alice demonstrated she was able to balance the bean bag on her head while walking forward and used her arms to balance as she was walking to the line keeping her head stable. Her bean bag fell when walking backwards as she kept on losing focus keeping concentrating more on the other children then herself and gave up when bean bag fell second time. Alice enjoys these games however at times looses concentration when playing these games becoming too excited with other children. It would be beneficial to follow the activity up and provide opportunities to do this with the educator one on one. Appendix 2 Observation 1: Anecdotal Observation Name “Jared” (Pseudonym) Child’s Age: 5 years 6 months Date: 28 February 2013 Time: 2:00pm Behaviour – Confronting Conflict Context: The outdoor playground was set for of a game of basketball in which Jared and his three friends began to play. Educator was supervising game as she observed Jared getting into a conflict with the other boys during the game. Observation Analysis Jared was running after one of the other children and grabbing for the ball. He began to cry and stomped his foot when the other child would not give him the ball. The boy was one of the six year olds so was older than Jared. The other two boys began to grab for the ball. All four of the children began to get upset. The boy with the ball ran off the court and Jared went and sat down, making a big demonstration of crossing his arms as he began to angrily cry. Jared wanted to grad the ball of his friend He began to get aggressive in grabbing for the ball The other two boys without the ball began to mirror Jared’s feelings and behaviour The boy did not give Jared the ball and he ran away with the ball Jared was angry and displayed his anger with tears and acts of frustration Interpretation – Jared was playing a nice game of basket ball with his friends and wanted to snatch the ball of his friend. What triggered this reaction by Jared is unclear. When he did not have access to what he wanted, the ball, he became aggressive in trying to get the ball. When this was not successful he began to cry and exhibit signs of frustration. When he perceived that things were unfair, he became aggressive and tried to force others to do what he wanted. When this did not work he isolated himself and acted out. Observation 1: Time Sampling Name “Jared” (Pseudonym) Child’s Age: 5 years 6 months Date: 29 February 2013 Time: 10:30 – 11.30am Behaviour – Confronting Conflict Context: To follow up on jareds behaviour the day before another game of basket ball was set up with different peers. Jared was observed over a period of time with observations written down during 15 minute intervals. Time Observation 10am Jared saw two other boys playing with a basketball and trying to throw it into the basket. They could not throw it high enough, but kept trying. 10:15am One boy would try several times before letting the other boys try, but he would give them about equal time with the ball. He would throw four times then the other two boys would go back and forth throwing once at a time for four turns between the two before the other boy took back the ball. 10:30am Another boy joined the play and he would take a few throws just like the first boy before letting another take their turn, but also allowed them about equal turns before taking the ball back. The first boy was the alpha of the group and was directing the play. 10:45am The boys continued to throw the ball with no conflicts as they were each very interested in their ball. Jared skips one of his turns when he sits down and seems to be tired. 11am Jared drinks some water. He gets up and runs around the court until someone lets him have the ball. 11:15pm Jared gets angry when another boy throws the ball several times and will not give him the ball. He tries to pull the ball out of the other’s grip. The other boys try to pull the ball out of his grip. The boy runs away with the ball. 11:30:am Jared sits down on a chair and crosses his arms. He soon begins to cry. Interpretation: Jared became tired and when he felt that he had been treated unfairly, he became angry and aggressive, then finally just frustrated and angry. This behaviour is triggered when Jared feels he has been treated unfairly or wants to doesn’t get what he wants. The carer should follow up on childrens behavior during sport games and strategies on how to play fairly. Observation 1: ABC Name “Jared” (Pseudonym) Child’s Age: 5 years 6 months Date: 04 March 2013 Time: 2:00pm Behaviour – Confronting Conflict Context: The educator set out a game of soccer with goals and Jared was observed while playing with three other boys who were close to his age. The three other boys were ages 5, 6, and 6. Jareds mother was present while they were playing. The events before and after the conflict were recorded as the educator was supervising and guiding the children in their game. Observation Analysis Antecedent: Jared had become upset once before he entered into the game. He had whined and become angry when his mother tried to get him to sit with her for a moment. It is unclear what he was angry about at that time. Jared was already upset Jared seemed tired Jared was aggressive in his play on the court Behaviour: Jared becomes angry when he does not feel he has had a fair amount of time with the ball. He becomes aggressive and angry with the boy who has the ball. Jared sees unfairness Jared acts out against unfair treatment Jared becomes aggressive Consequences: Jared and the other boys end their play. Jared is upset and crying. He does not get to play anymore. The play ends Jared has no opportunity to get the ball Jared is overly stressed and upset. Interpretation: Jared was tired and prone to angry behaviour before he started playing with the ball. He was unable to understand the variation with which the turns were being taken. He believed he had less time with the ball, but actually had about the same amount of time that was at different intervals. Because of his perceptions and his fatigue, Jared acted inappropriately and expressed anger instead of cooperation. The prologue is that after things settled down, an adult suggested that they take turns and guided the play so that they all felt equal in the experience. References Bambara, L. M., & Kern, L. (2005). Individualized supports for students with problem behaviors: Designing positive behavior plans. New York: Guilford Press. Brain, C. (2000). Advanced subsidiary psychology: Approaches and methods. Cheltenham: Nelson Thornes. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, Mass: Harvard University Press. Hobart, C., & Frankel, J. (2004). A practical guide to child observation and assessment. Cheltenham: NelsonThornes. Rathus, S. A. (2011). Childhood and adolescence: Voyages in development. Belmont, CA: Cengage Learning. Shaffer, D. R. (2009). Social and personality development. Australia: Wadsworth/Cengage Learning. Read More