Early Childhood Observation Paper

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The location of the observation was at the Southwestern Community Center (Early Childhood Education program) at 9:00 to 10:00 am on July 3, 2017. The significant experiences in early childhood education can positively aspect in children's development. With a teacher’s advice and directions can educate children’s to improve young students' learning abilities, encourage positive attitudes toward others, and more importantly, learn to interact with people around them. This experience is designed to help to learn more about the normal developmental differences of young children of various ages. Psychologists have different views and perspectives when it comes to analyzing theories on human development. For the purposes of this observation, …show more content…
I moved closer so that I could see and hear her better. I was getting desperate, but the child looked up and then smiled at me. I was surprised because I thought she was going to start screaming and crying. I did not know whether the kid talks or not, but to my ignorance I expected three and half years olds to speak at this stage. On this point, I was not completely informed what child development was. I asked myself whether the kid is in mutism mode or whether she is uncomfortable with my intervention. To my surprise at 9:30 am I heard and saw the child saying something. When the teacher said “it’s playtime” the kid scream and said something, I understood as “break” Unfortunately, the kid did not say anything at all, not a single word for the rest of the half an hour. I ask a teacher about the kid capacity to speak. The kid has a delayed speech She replied. The kid is three and half years old and still is not talking, she says very few words and she seemed to be way behind compared with her friends. what is normal in child development? Sigmund Freud’s psychosexual theory suggests that children develop through series of stages, he named them as oral, anal, phallic, latent and genital stages. (CDEV, Ch.1, p.g. 5) Freud believed that normal childhood development is subject to successful completion of these stages. He believed a child turn in ‘fixated’ if any of these stages are not concluded (CDEV, Ch.1, p. g. 5,6). He also believed that three parts of personality; id, ego, and superego ‘become integrated during the stages’ (CDEV, Ch.1 p.5). This perspective, therefore, suggests that ‘the process of desire and gratification in each stage defines the basis of personality formation’ and paves the way for the type of adult such personality would be later in life. (CDEV, Ch.1, p. 6). According to this perspective the child didn’t know how to talk, or speak is caused by the unsuccessful
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