EAR 20 Observation Paper Online Video List
Use the videos below to complete your assignment. The list is long so that you will have plenty of material to work with. Once you have observed AT LEAST 15 different concepts, you do not need to keep watching videos. You are able to pick the age group of toddlers or preschoolers (or both if you want). Please feel free to make up names for the children in the videos for your paper. You need to break up your paper by paragraphs for each clip that you use (clip 1, clip 2, etc.).
Toddlers:
Preschool:
Mrs. Kilmer’s 4yr old class Playtime
At the beginning of the video, Elizabeth is seated on the floor during playtime. She effortlessly responds to the questions posed to her with so much familiarity while pounding on the mat with her toy (fine motor, biosocial domain). On the other side of the classroom, Jacob and Elizabeth are having a picnic. Elizabeth has shared the roles; equally, Jacob is cooking the picnic meal and is seen vigorously shaking a toylike grill to cook faster (cooperative play, biosocial domain). When Elizabeth is asked if Jacob cooks well, she responds with a weak yes that shows dissatisfaction (emotional regulation, biosocial). Suddenly Elizabeth switches her theme for playtime and requests the teacher to give her the baby bed, and Jacob goes to the back of the class to pick the baby bed (fine motor, cognitive). The video ends while Elizabeth is rocking a toylike baby (fine motor, biosocial)
Day Care Observation Video #1
When I started watching Harper, he was in a classroom sitting down in the presence of the daycare teacher, assistant teacher, and his peers, some of whom were standing. The teacher is conducting a question and answers session; she has a card in hand with a black circle in the middle and often rotates around for all the children to see and respond correctly to answer the question correctly. When it is Harper’s turn, she asks him what kind of color it is, but he blindly stares at the teacher with no answer (cooperative play, cognitive). In the following question, Harper shouts the response across the class, and the teacher congratulates him. Next, she asks Oria whether she knows the color, sitting on her knees. Oria does not respond but continues pushing up and down while in a squatting position (cooperative play, cognitive). Suddenly one of the kids in the room shouts Harper, and the teacher notices Harper hitting the ground with his feet and with his arms stretched behind his back and asks whether he knows the color. Within seconds Harper replies that he has purple. In affirmation, the teacher replies, yes, you are wearing purple (cooperative play, cognitive). The teacher continues shuffling the cards showing around the class, and Harper shouts pink, chuckling. The teacher said,” you guys, Harper is answering all the questions and continuous to chuckle when Harper says that he has pink on his shirt (cooperative play, cognitive). At this point, Harper is seen looking down to see his sweater (cooperative play, cognitive). In the next card, one of the kids shouts yellow the teacher asks Harper, who is now seated with crisscrossed legs on who is wearing yellow and the session ends. Immediately the teacher starts singing. She brings her hands together and moves them from one side to another in a swinging mother. Harper immediately starts imitating all the teachers’ movements (cooperative play, biosocial).
Clip# 1418 Negotiating Use of Bottle Clix
The film begins with a Zayda saying how tall her bottle Clix is than her peers (emotional intelligence, cognitive). She grabs from her peers to maintain her tall toy and refuses to give it back (emotional intelligence, cognitive). But no sooner than the other girl offers to give the girl on the floor the toy sticks and she writes a thank you bill, Zayda throws some toy sticks at the girl who lands beyond her arms stretch, which prompts her to push them with her legs (emotional intelligence, psychosocial domain) (Clip# 1418 Negotiating Use Of Bottle Clix, 2020).
3rd Observation part 1
When the video commenced, Selah is sitting alone with her legs crisscrossed, rubbing and peering through a camera like a toy the girl in the other end corner of the classroom (emotional intelligence, psychosocial domain). She seemed delusional and expressed little regard for what was going on in the classroom. When another child approached, she did not show any interest in playing with her but gave the child a sad demeaning look and continued stroking her toy with her head down, often peering through it(emotional intelligence, psychosocial domain) (3rd observation part 1, 2018). Eventually, she put the toy down and moved slightly towards the child standing on the chart board, and straightened her legs but faced towards the corner of the room. However, Selah continued playing with her toy on her lap and regained her crisscross leg position (emotional intelligence, psychosocial domain). She occasionally put the toy up looked across the room a couple of times (emotional regulation, psychosocial domain). When the child standing on the chart board sat down beside her, she did not acknowledge her presence but remained fixated on her toy.
In contrast, the other children laid his toys on the ground (emotional intelligence, psychosocial domain). At this point, Selah dropped her toy and started picking her fingernails. Eventually, she stood when two boys began making noise, joined them, and participated in the activity (cooperative play, psychosocial). Shortly afterward, she resumed her position on the playing mat, picked her toy, and crisscrossed her legs, and continued staring at it while often peering through it and placing it on her chin (emotional intelligence, psychosocial domain). However, she started stroking the toys faster with time, placing them on the ground, placing them on her chin repetitively while smiling (emotional intelligence, psychosocial domain). After some time, she stood and sat in front of the chart board, facing her peers, and participated in the building competition with the cheerful boys (cooperative play, psychosocial). Suddenly, she gained momentum and became active in the game; she kept swinging from right to left, scratching her eyes, and looking away (cooperative play, psychosocial). However, she was not aggressive in the game, and the other children knocked down her toys (cooperative play, psychosocial). With time she became competitive and started picking toys from the ground to participate; she matched a rail up and clapped for herself (cooperative play, psychosocial). Standing on her tiptoes, she tried to stretch above the huge toy they had built. At the same time, she turns her face towards the class and tries to show off her tall toy (cooperative play, psychosocial).
Clip #1401 – Building a Tower with Long Blocks
When I started watching the clip, Patrick actively picked up blocks and requested the girl and the boy on the ground to give a long brick (fine motor, cognitive). He is pretty exquisite and fast; after installing the single brick, he had found he quickly goes back to the storage area, searching for another long block (cooperative play, cognitive). Patrick is quite aggressive and dismisses his peers’ thoughts and ideas (cooperative play, psychosocial domain). As soon as the other boy finds the ideal block, he quickly grabs all the blocks from him and hurriedly rushes to finish the tall tower, which causes the remaining connecting block to fall on the ground (emotional regulation, psychosocial domain) (Clip #1401 Buildiing a Tower with Long Blocks, 2017). However, he does not stop acknowledging his help and even goes forward to tell him that he does not help to build the long blocks (emotional regulation, psychosocial domain). As soon as the tall tower is complete, Patrick is quick to take all the credit by loudly announcing that he built it all by himself (emotional regulation, psychosocial domain). He adds decorations to the presentation and compares them to an existing building (emotional regulation, psychological domain).
Clip #1032 – Asking for Measuring Spoons
At the beginning of this video, Tiffany takes the loop holding all the measuring spoons and puts them into her wrist. She picks and toylike bottle and starts adjusting the lid (fine motor, biosocial). After this, the child standing next to the teacher requests Tiffany to give her the measuring spoons and says no while shaking her head. When the teacher inquiries why Tiffany refuses to share, she responds by saying that she has them and proceeds to tell that she is using them (emotional regulation, cognitive). Eventually, the teacher intervenes and requests the girl to ask Tiffany politely to give her the measuring cups; once she finishes, Tiffany changes her mind says yes while shaking her head in agreement(emotional regulation, psychosocial domain).
Preschool Observation Part 1
In this film, Elijah is seated on the floor with his legs crisscrossed as he faces the teacher. In the space between the teacher and the study group, books are lying on the floor. After a brief interaction with the students, the teacher asks Elijah which books he likes. Although he rejects the book the teacher offered him, he picks one of his preferences from the floor and starts perusing through the pages (fine motor, biosocial). As the teacher engages the other students, Elijah keeps staring at the book and occasionally stares up at the teacher. Elijah pays attention to the teacher throughout the session and follows her gaze and instructions (fine motor, biosocial). When the teacher prompts Elijah to state what the book is about, he stares down at the characters in the book, and before he could answer, the teacher tells him to name an image in the book. Elijah quickly identifies the picture as the ‘mom’ and stares at her classmate’s books. Elijah is further intrigued by the book’s contents and peruses further while occasionally holding down the book for a long gaze (fine motor, biosocial). While the teachers engage other students, Elijah flip-flaps his book while sometimes looking at the teacher and his fellow students (fine motor, biosocial). During this period, he slowly peruses the book’s pages and continues pausing to look until the end of the page, and then he started swinging the pages from left to right (fine motor, biosocial). Immediately after the teacher is done with other kids in the group, she asks Elijah questions which he replies correctly while shaking his head (fine motor, biosocial). After some time, Elijah started biting his fingers and occasionally looked away from the teacher when faced with a tough question (fine motor, biosocial). As the teacher engages Elijah with the questions, he leans forward and is seen sternly studying the book’s contents while placing his hand on the ground and popping out his tongue (fine motor, biosocial). The session ends with Elijah stretching his hands backward, popping his tongue out, and frantically reading the cover of the book, and as he reaches for another book on the floor (fine motor, biosocial).
References
3rd observation part 1 (2018). [Motion Picture].
Clip #1401 Buildiing a Tower with Long Blocks (2017). [Motion Picture].
Clip# 1418 Negotiating Use Of Bottle Clix (2020). [Motion Picture].
