'Narrative Observation of a Child Essay\r'

' father enters the live with takeaway from KFC and rest homes it on the dining carry over. Subhaan (3:5) is the prototypic child to approach the table and sit ware on the s eject. While aunty takes out victuals from the carrier bags, she asks Subhaan, â€Å"Is that your plate?” Subhaan replies â€Å"Yeah” and right in the first place the aunt is about to put the food on his plate he immediately says”No, is that mine?. aunt replies, â€Å"Yes” and places his meal on the plate. Subhaan sat on his knees and started gamy on them as he picked ii French fries to eat. While the aunt is drop mutilateing the bags, Subhaan stands on his knees and peeks into the carrier bags consequently sits back overthrow to eat his food. Aunt ignores him as she continues talking to Subhaan’s fuck moody.\r\nSubhaan attempts to gimmick out a writing form from the dope and whence hold it in both his hands. Ayesha (5:0) asks Subhaan, â€Å"Do you want water?” to which Subhaan holds up his empty paper cup and replies, â€Å"No, this is mine”. He starts flirting with his cup as he tries to hold it to his babble out and so placed it on his eye, pretending it was a range, Subhaan started scan the mode from side to side. Subhaan puts his empty cup stilt and grabs anformer(a) bite. He then makes a untoughened high pitched noise that grabbed his aunt’s precaution who bill stickerd he was pointing at his empty cup. The aunt poured the drink half full in the cup. He takes a sip and watches Ayesha eat her meal happily. Subhaan continues his meal bouncing while sit down on his knees and then swaying from side to side as he eats.\r\nSubhaan notices a sealed stalk on the table, picks it and points it at his mother chinchyly saying, ” Mama.. mama, please open”. During the purpose the mother and aunt are continuously manifold in a table converse. His mother takes the drinking stalk and starts unw rapping when Ayesha asks, â€Å"Mama, what does he film that for?”. Mother ignores Ayesha as she continues the conversation with the aunt.\r\nSubhaan starts chewing his food slowly and sits back in a lazy manner. He then sits up and starts reading the children’s meal box in front of him. He sits up on his knees again to be able to drink directly from the shuck fixed in his cup to his mouth victimization just the index finger and thumb of his ascertainling hand (right-hand). He sits back ingest, shakes his head a some successions then starts looking at a lower place the table. He sits back up and starts slapping the groin on his left.\r\nHe pauses to look at anyone else at the table still busy with their conversation, then returns back to his meal box and peaks inside it. He pushes away the meal box and looks at his mother to key out if she noticed. nevertheless the mother is still occupied socially with his aunt. Subhaan makes a random loud noise, â€Å" Tadaaaaaa!” which made his aunt notice him and puts his meal box infront of him again saying, â€Å"Subhaan, you prolongn’t immaculate”. Subhaan does not reply instead he sinks back in his go. After a fewer seconds he sits back up and drinks directly from the straw without using his hands or fingers to touch the cup.\r\nSubhaan rotates on the chair turning his back towards the table and confront towards the tv lounge. Soon he starts to gem the chair s conflagrately from side to side. He turns back nearly and get off his vest to approach his mother and say,” Mama, mama” Mother replied,” Yes, son?”\r\nSubhaan answered shyly, â€Å"Toilet” and ran off towards the door and takes a glance back to influence if his mother is following him or not.\r\nMeanwhile everyone has finished their dinner and settle down in the tv lounge. Subhaan enters the room followed by his mother. He quickly runs up to the sofa to join Ayesha who is runn ing up and down the two joined sofas while singing, â€Å"I equivalent you- I standardised you- I love you-I like you”. Subhaan follows Ayesha jumping behind her while repeating what Ayesha is singing. Ayesha comes down from the sofa and starts dancing and singing on the floor. Subhaan stands on the sofa leaning slightly on the wall behind to watch what ayesha was doing next and then runs off to his mother sitting on the chair. Mother looks up at ayesha and says, ” Ayesha take him up and change, I’m approach”. Subhaan walks towards the door and waits there for Ayesha but notices ayesha subjugate her mothers orders, instead shows off a paper sailboat to her aunt. Aunt smiles and replies, â€Å"Thats nice! come on lets go upstair now.” Subhaan watches as ayesha ends her symbolize by arc down to the audience and says, ” Thank you for listening to my form”. Subhaan grabs their attention by walking up to his aunt and saying, ” I want something from upstairs, come”. He then open the door and runs off towards the stairs as his Aunt and Ayesha followed him. Subhaan stopped at the entrance of the room to look upto the light switch but Ayesha pushes him thinly to push the button on herself. At the identical moment he says, â€Å"Put the lights on” and when the light switches on he expresses by saying, â€Å"Ahhhh, yes”. He then walks towards the end of his bed while Ayesha invites their aunt in bowing down once again to say, ” bright…..umm dexterous gentlemen and, and ladies. Subhaan stands in the corner and looks at her carefully. At this time the utterance came to its end at 8:25 pm.\r\nEvaluation:\r\nDuring the 25 minute observation Subhaan (3:6) showed almost continuous play activity demonstrating his material information and fine motor skills like a normal child of his age.\r\nFor the most part Subhaan was happy playing by himself showing both physiological and imagi native skills in solitary play. According to Parten ‘ sole(a) Play’ (Hughes, 1991) is when a child plays by himself. often in this form of play children develop play and activities generating from their imagination as children in the pre-operational stage have vast imagination that helps them revise, repeat or functioning their knowledge and skills into a playful activity (Sheridan, 1997).\r\nAs I observe Subhaan invest time and cleverness in play I can see him learn and develop concepts about bear uponment, noises and skills. Most of the time Subhaan was involved in ‘Locomotor Play’, including cipher play (e.g bouncing, running, etc) (Hughes, 1991). His qualification to be engaged in continous exercise play supports the muscular and motor schooling of children his age as they are able to move freely with pleasure and confidence in a range of ways ( L.Dryden et al, 2007).For example, Subhaan sits with his feet up on the seat and elevates himself by sitting on his knees and bouncing up and down and moving from side to side during his meal.\r\nâ€Å"The rocking, bouncing, dangling upside-down, skipping and hopping with which young children often express their excitement and enthusiasm- stimulates the idea and has a role to play in its development” ( Elliot(1991) in L.Dryden, 2007).\r\nFor children 2 to 4 years of age, empyrean (1994) reports physical activity play accounting for 10% of all day-care behaviour.\r\nChildren his age as well run skilfully and negotiate space successfully adjusting their speed or direction to avoid obstacles (L.Dryden et al, 2007). This was identified when in posterior part of the observation Subhaan followed his sister running up and down the sofa. He was seen carefully balancing himself and slow down down while negotiating space to pass by when he would face an intersection from his sister coming from the opposite direction in a speciate space to cross. At an another occasion I observe d Subhaan’s the moving and handling skills equal to children his age when he jumps of the chair and land fittingly balanced on his two feet.\r\nSubhaan attempts to sit on the chair with his back towards the dining table change surface his legs against the back of the chair. At this time he attempts to rock the chair and succeeds to balance the chair while sitting backwards. Once he has attempted and achieved the action two to three clock,he no longer felt the need or urge to perform it again. Bateson’s (1976) see of such(prenominal) play is â€Å"scaffolding”: Play functions in skill assembly, and then is disassembled when the skill is mastered.\r\nThis could also be relevant to the observation. In the initial part of the meal Subhaan used his right hand fingers to stabilise the straw so that he could put it in his mouth; however towards the end of the meal he manages to place the straw in his mouth and drink without using his hand and fingers to touch the cup or straw. thus the initial play helped Subhaan gain more control of his activity and action once its assembled.\r\nI also observed exercise play affect Subhaan’s cognitive performance as it lead to heightened rousing and hyper-activity as he experiments with different ways of moving. Without a break Subhaan was rocking, bouncing, looking under the table, peeking into the boxes. According to the â€Å"In-verted-U supposal (Easterbrook, 1959) moderate levels of arousal lead to better performance than highly increased arousals that may lead to constrictive of attention to the core tasks. In Subhaan’s consequence this can be eating and finishing his meal.\r\n moreover I observed that by breaking up cognitive tasks while exercise play, Subhaan found the specifically playfully nature of the break to be considered more important than the meal, table conversation or any(prenominal) other activity that was taking place or so him. The effects on his cognitive behavi our intercede by breaks and enhanced attention seemed to depend on enhanced feelings of mastery, well-being, after exercise play. This was noticed when every time Subhaan would master a movement he would return to his meal and find satisfaction and disport in eating once again.\r\nOn the other hand Subhaan also showed interest in play with sounds as he slaps the walls beside him a few times to register the noise/sound it made (L.Dryden, 2007). in that respect was some evidence of ‘Symbolic Play’ (Piaget in Macleod-Brudenell & Kay, 2008) when Subhaan uses the paper cup as a microphone when he puts it over his mouth and then later as a pretend telescope when he places it on on of his eyes and scans the room around him from left to right.\r\nApart from these observation I also noticed another very leafy vegetable attribute in Subhaan of children his age. He likes to get attention and often he made a loud sound or noise to attract an bragging(a)’s attention w hen he feels neglected. For example when he shouts, â€Å"Tadaaaa” or at other occasion he would resort to calling his mother a few times until she listens or approach an adult physically to grab their attention by touch; such as Subhaan approaching his aunt to convince her to go upstairs by saying, â€Å"I want something from upstairs”.However in a different time and reach , for example at the dining table during the meal, Subhaan showed the ability to distract himself when neglected or upset by engaing in new play activity (Lindon, 1996)\r\nI would conclude by saying that Subhaan is showing typical normative motor skills and level of play regular(a) if some behaviour towards the adults can be interruptive, it aptitude be a way to seek attention or an attempt to engage in interactional form of play.\r\n'