“Naturalistic Assessment
The life cycle of a child is filled with various unpredictable discoveries reactions and levels of energy among other things based on the environment (Lieberman Van Horn Grandison & Pekarsky 1997). This paper will cover naturalistic assessment of preschool children and toddlers in a playground and home care scenarios respectively.
In regards to preschool children the assessment will be based on the playground environment in the presence of their teacher. I observed the child playing on the slide and jungle gym with other preschoolers. I observed that preschoolers have a high tendency of mimicking each other. They like repeating or copying from one another. On the slide the children slide down it. However when one of them decided to walk up the slide instead of sliding the others followed suit. The children that accomplished walking up the slide felt proud of themselves. In addition they looked for appreciation or praise for their accomplishment from their teacher. Next preschoolers are very social and like making friends. Several preschoolers stuck with their newly formed friends throughout different activities in the playground. They were always connected to each other. For instance on the slide they were sliding down in pairs following one another like a train. Furthermore preschoolers like to explore (Hockenberry & Wilson 2011). This was observed mostly on the jungle gym (a round metallic object having a ladder). Several preschoolers explored and tried independently to climb the jungle gym. Those who did not manage were discouraged and quickly left going back to sliding. However with the assistance they managed to climb. Those who managed to climb portrayed good eye to hand coordination that enabled them to climb effectively. This indicated normal growth and development. Relative to Ericksons development theory preschoolers are portrayed as highly initiative and experience guilt easily. They take the initiative to enhance their ability in the task/situation by copying those around them. On the contrary if they fail to fulfill their goals and desires they are easily frustrated and feel guilty (Lieberman Van Horn Grandison & Pekarsky 1997).
With respect to toddlers they were curious active and reacted appropriately to a different situation throughout my observation time. The toddlers were always in a good mood and smiled frequently which signaled good health. Their movement and manipulation of objects was significantly evident (Hockenberry & Wilson 2011). Toddlers who did not walk primarily by themselves crawled and could walk through support of the caregiver or stationary objects like the table. Whilst for those who could walk freely they could lift one leg sway or wiggle and in the possibility of danger they could seek for support. They would seek support by either waiving or crying. In the manipulation of objects the toddlers portrayed various motor skills. These include holding milk/juice bottle to drink; picking and transferring objects; chewing and biting objects; banging objects together and waiving or pointing out for the objects they wanted or could not reach. Additionally I observed that toddlers are excited and happy about sounds or music. When a radio was put on they started to clap and wiggle. Banging of objects was common to them due to the sound produced. During my acquaintance with the toddlers I received suspicious looks accompanied by crying whereas others ran to hide. This indicates cognition development where they could differentiate people and situations and seek for protection. Lastly the toddlers were acquainted to the reaction of the caregiver (approval or disapproval) regarding their behavior or demands. Ericksons development theory describes this stage as the stage when the child develops autonomy of learning new skills and differentiating right from wrong. This builds the self image of the child (Lieberman Van Horn Grandison & Pekarsky 1997). On the contrary it may lead to low self image and feeling of shame in case of poor care.
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