Children observation in Restaurant, Store, Library

Childrenobservation in Restaurant, Store, Library

Childrenobservation in Restaurant, Store, Library

Thispaper outlines the observations that were made on two children infour different locations. The locations include a restaurant, a playarea, toy area and library. During the one hour visit, the first tenminutes entailed intense observations made on each child. Fortyminutes of the time is spent on general note-taking regarding theenvironment, other interactions and additional information that isrelevant to note on the two children that were selected.

Notesand Logs


Child1(5 years)

1130hrs-Grabs the cutlery that is used for serving and calls everything aspoon

Child2 (3 years)

1132hours- Cries aloud upon realizing that he could not be served in hisusual home cup


1517hours- Child 1 (3 years) runs and grabs the ball from the group ofchidren playing next to the mall.

1518hours- Child 2 (3 years) responds immediately by crying out loud uponrealizing that their ball has been picked.


1623hours-Child 1 (3 years) picks every other toy and when stopped by themother he cries out aloud while hold what he has picked firmly.

1635hours- Child 2 (4 years) Giggles while touches on almost every toyand talks happily with the mum.


1412hours- Child 1 (5 years) is reading out the book loudly whileassisted by the mother. The child seems to be enjoying the read

1443hours-Child 2 (4 years) is pulling a seat while in company of a mother. Hefeels disappointed, as he cannot seat without the help of the mother.

Discussionsof Questions



Atthe restaurant the child, apparently aged five years got hold of thefork and started calling it “spoon, spoon, mummy see the spoon.”The mother corrected the child and told him that it was a fork. Themother also showed him a knife. The child apparently wasoverextending in the language by calling every cutlery a spoon(Bjorklund, 2013).


Atthe Millennium Library, physical development was evident when thechild aged four years insisted on pulling the chair and having aseat. The child responded by saying: “I cannot get the chairbecause I am short.” This shows that the child can identify thephysical attributes such as short or tall. This is an affirmation ofsocial identity theory as the child identifies with the group ofshort people(Smith, 2014).


Achild aged five years in the toy store in the company of the motherkept on giggling and touching every toy despite being sick. Whenasked he said, “Today, I’m happy.” This shows that the childcan identify his mood, which in fact is a socio-emotional aspect. Atthe play area, there was a child aged three years who joined the restin playing, grabbed the ball, and started walking away. When theother child started crying because his ball was snatched away, hereturned it. This means that he is sensitive to emotions of othersand has developed the art of cooperation. This affirms the theory ofemotional development and shows the development of the third stage(Smith, 2014).


Inthe library, I noticed that a parent was helping his child to readaloud. This was quite interesting as the library is always quite andthe children who read aloud read on their own. This form of readingis very positive in the development process of a child. Throughreading aloud, the foundational skills of the child are established.Vocabulary is also introduced to the child.

Bythe parent helping the child to read, the child becomes fluent in hisreading. Through the parent assistance to the child by reading outloudly, there is the building of word-sound awareness, which willensure that there is reading success. The child at the endappreciates that reading is a pleasure. The parent, for instance,read out loudly while pointing at the book images and said, “Thisis a cat.” The child repeated the exact words with equal precision.


Atthe toy store, a child and a mother got in, surprisingly the childwas touching on almost every toy and wanted them. The mother had toresist. The parent tried convincing the child that he would bearrested but no avail. The child instead screamed and held some ofthe toys tightly. It took the parent a lot of time to convince thechild that he will be bought the rest on their next visit to thestore. The child looked so angry that only one toy was bought for himout of the several that were in the store.


Bjorklund,D. F. (Ed.). (2013).&nbspChildren`sstrategies: Contemporary views of cognitive development.Psychology Press.

Smith,E. R. (2014). Social Identity and Social Emotions: Toward NewConcepitualizations of Prejudice.&nbspAffect,cognition and stereotyping: Interactive processes in groupperception,&nbsp297.