Event Sampling
Essay by nanna1 • March 11, 2017 • Essay • 2,046 Words (9 Pages) • 1,303 Views
Observation 3 – Event Sample
Student Name: Ann E Body Student Number: 00000 |
Date of Observation: 01/01/00 Observation No.: 3 |
Observation Technique: EVENT SAMPLE |
Starting Time: 9.30 am Finishing Time: 12.00 am |
No. of Children: 12 in the nursery on this occasion No. and role of Adults: 2 (1 teacher & myself) |
Permission Sought From: Head teacher |
Signature: (Letter of permission scanned and attached with submitted observation). |
Description of Setting: a day nursery in a small town in Italy. |
Immediate Context (Playground, Art Corner etc.): In the classroom, art area & at the snack table. |
First Names of Child(ren) observed: Lucrezia |
Brief Description of Child(ren) – ie gender/age/position in family/first language (if relevant): Girl aged 3 years, 1 month old. She has two older brothers, aged 9 and 10. Lucrezia has been attending the nursery for 6 weeks. |
Rationale for Observation (if appropriate): The teacher introduced Lucrezia as a “shy and withdrawn” child. I was curious to find out how often she interacts with other children and adults in the classroom. |
Aim of Observation: To begin to establish how Lucrezia responds to interaction from the adults and the children in the classroom, and to see how she interact with them. |
EVALUATION
Socialization is “the way in which we learn to become members of groups within our society” (MCI, undated a, p39). As with many other skills, it is something that we learn, and a skill which we can and should develop throughout our lives. Not only is social interaction important for cognitive development (MCI, undated a), but it is widely recognised that social and emotional development are very closely connected (MCI, undated a).
During the initial part of the observation (events # 1 – 6), Lucrezia appeared reserved, quiet and watchful. While almost all the children were talking to each other or to the teacher, answering her questions, playing etc., Lucrezia was very quiet, barely spoke to or interacted with her friends. For the first 20 minutes she was totally silent but she did look around attentively, especially at the children on her own table (3 others girls and one boy). She seemed to pay close attention to them, and seemed to watch closely what was happening around her. Whilst she did not speak to those around her, she did not seem lost in her own thoughts or unaware of the social setting.
On two occasions, Lucrezia initiated an exchange with another child. On the first occasion (event 2), she playfully lowered the arm of Yasmine (3:9) who was seated next to her. She did this twice, whilst smiling at Yasmine, but after Yasmine’s response, Lucrezia seemed to withdraw from the interaction, crossed her arms and leaned her head on the table. After about 15 minutes Lucrezia tried another non-verbal approached (event 5): she knocked on Yasmine’s head and caressed her hand. Again, Yasmine did not look happy and pulled away from Lucrezia’s touch.
Apart from these two attempts, Lucrezia did not talk directly to any other child until she went onto the floor and started to play with the little doll’s house (event # 9).
During the later part of the session (recorded in events 9 to 16), Lucrezia played on the floor with a small dolls house and some puppets. The only kind of play she engaged in during this time was solitary and independent play (Parten in Barnes, 1995). From my record during this time, Lucrezia did not make any overt efforts to get close to or interact with other children. When (in events 11 & 12) Dustman (4:0) and Yasmine approached her and tried to play with her and to share the same toy in a sort of parallel play (Barnes, 1995), Lucrezia rejected their attempt to interact by saying “No”, and taking the toys away - almost hiding under the cloth that was covering the table.
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