Running Head: DEVELOPMENTAL OBSERVATION

Health Promotion Across the Lifespan:

Observation of Early Childhood Development
Aja Laine Elmore
Kapiolani Community College

DEVELOPMENTAL OBSERVATION
Psychologists have long studied human development. Most famous for their
developmental theories are psychologists Erikson, Kohlberg, and Piaget. Developmental theories
provide the framework for what normal behaviors are ideally expressed at different stages across
the lifespan. Typical child development is easily observable in the classroom environment where
students are actively exercising their cognitive and social development as well as gross and fine
motor skills. Developmental stages are necessary to keep in mind in the classroom environment
when trying to effectively educate and discipline children. The focus of this observation are
students in kindergarten and the first grade that I observed at Ahuimanu Elementary School on
January 28, 2015.
I was first introduced to the kindergarten class which included 16 students and their
substitute teacher. The students had activities planned around the 100th day of school theme,
including making a trail mix using snacks each child was asked to bring in. Learning activities
followed with the students using blocks to count to 100 and doing individual presentations on
their 100th day projects. Later in the day, students had a Hawaiian language lesson and lunch.
Lunchtime was a good measure of students social development with students getting the
opportunity to talk amongst each other and also provided a time to observe nutrition. School
wide, children were provided with a pastrami sandwich on a wheat bun, fries, fruit, and tossed
salad. Drinks included chocolate milk and orange juice. Nutrition guidelines posted in each
classroom explained the DOE Wellness Policy which regulates the type of foods that are served
by the school as well as snacks students can bring in to share with their peers.
Although just a year apart, the first graders were visibly more mature than the
kindergarteners. Posters in the class outlined the desired outcomes for students and behavioral
expectations. One poster highlighted the students ability to use sequential words and various

DEVELOPMENTAL OBSERVATION
visual aids were placed around the class for students to better understand what they were reading.
Classroom activities included a morning assembly in which students were told to act like
adults, and sit quietly to respect the award recipients. Educational exercises included a writing
activity that encouraged students to use sequential thinking to recall the days events with little
assistance from the teacher. The goal of this activity was to encourage independent thinking.
Students demonstrated proficiency in mental math by answering the teachers drills on double
digit addition and subtraction as well as counting to 100 by tens. In a class of 25 students, the
teacher and her aid motivated the students to behave by giving them praise. Good behavior was
encouraged and unwanted behavior was corrected without shaming the student. Cooperation
amongst peers was established through group activities in which students were given roles and
were required to finish together.
Erik Eriksons theory of psychosocial development places children in this age group in
the initiative versus guilt stage. Children in this stage are highly imaginative and use play and
exploration as their primary method for growth. Frustration and guilt are experienced when
children are limited by their own abilities or the rules of authority figures (Potter, Perry, Stockert,
& Hall, 2012). An example of psychosocial development was that in one instance, a few students
were selected to assist their teacher in making trail mix. When it came time to distribute the
portions, one student became frustrated because he was not able to distribute since the teacher
deemed the action too difficult. Another observation was that while presenting their 100th day
projects, students were eager to assume the role of their teacher and address the class. These two
situations emphasize the idea that children in the initiative versus guilt stage use play to try to act
like adults and become frustrated when those activities are too advanced for them to achieve.
Tthe first graders demonstrated a higher level of cognition and social development. Students

DEVELOPMENTAL OBSERVATION
cooperated to complete the activity of making a trail mix snack. The teachers understanding of
need for cooperation in this age group was evident as she had them work in groups, delegate
group responsibilities, and work together to finish. A poster on the wall designated five helper
roles to selected students who would assist the class and give them a sense of purpose. This falls
under Eriksons stage of initiative versus guilt and shows how the teacher gave students realistic
jobs that they could complete that fall within their capabilities.
Psychologist Jean Piaget developed the theory of cognitive development. Children in this
age group fall into the preoperational category of thought. Preoperational thinking employs the
childs use of symbols and images. They are egocentric and can only see the world through their
perspective and imagine inanimate objects as being alive (Giddens, 2012). In the kindergarten
class I noticed one child referring to her doll as her. When another girl picked the doll up, the
owner was quick to scold, Put her down! You will hurt her. In the first grade class, I observed
one boy become visibly frustrated when he had difficulty explaining his viewpoint to a classmate
and explain why his answer was correct. These observations describe the preoperational childs
egocentric point of view.
Kohlbergs theory of moral development describes why children follow rules from a
cognitive standpoint. Preconventional reasoning centers on the childs egocentric point of view
with decisions focused on likes and pleasures. Children in this stage believe in absolute
obedience to rules and cannot distinguish between the different rules held by different authority
figures (Potter, Perry, Stockert, & Hall, 2012). Students from both classes would tell on each
other and correct each other when they were not following the rules. The kindergarten class had a
substitute teacher and when she did not follow the same rules as their regular teacher, the
students were quick to correct her. This follows the idea that children in this stage cannot

DEVELOPMENTAL OBSERVATION
distinguish rules that change from person to person. The first graders demonstrated similar
behavior with students frequently scolding each other for not adhering strictly to the teachers
instructions. Students were eager to accept praise for following the rules and telling their
classmates to behave. Acceptable behavior was praised by the teacher who would recognize two
of the most well behaved students to be her helpers which encouraged the other students to
follow suit.
At recess, students were encouraged to run outside and socialize. Between the two
classes, all seemed to show appropriate gross motor skills while running, jumping rope, playing
hopscotch, and climbing on the playground. Some children exhibited curiosity and exploration
by looking at the seeds and bugs occupying their garden plot. In class, students did activities that
promoted fun learning such as using blocks to count to 100 and making trail mix. Both activities
utilized the fine motor skills necessary for picking up the small pieces.
Observing the students in their classroom environment provided a better manifestation of
real behavior that reflected the theories of development as well as the childrens social skills and
physical abilities. Educators have the responsibility of measuring the students development
levels and making appropriate, interesting lesson plans relevant to the observations they make.
The teachers job goes beyond just educational fundamentals and reaches further into appropriate
discipline as well as encouraging appropriate social relationships. Through the observational
study it was evident that the developmental theories were accurate for most of the children,
proving what a functional tool they are for education and assessment. The theories of
development provide an accurate framework for educating in the classroom and beyond. In
educating and treating a patient regardless of developmental level, it is imperative that these
theories are heeded to ensure proper patient care, communication, and education.

DEVELOPMENTAL OBSERVATION
References
Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2012). Fundamentals of nursing (8th
ed.). St. Louis, MO: Elsevier Health Sciences.
Giddens, J. F. (2012). Concepts for nursing practice. St. Louis, MO: Elsevier Health Sciences.

DEVELOPMENTAL OBSERVATION
Kapiolani Community College
NURS 210 Health Promotion Across the Lifespan
Developmental Observation Paper Grading Rubric
Student Name ______________________________
Criteria

Pass
Complete data
described, examples
Score of 10 Points for
each criteria

1. Identification of school,
date, and contact person
2. Identifies
teacher/student ratio
3. Identifies psychosocial
developmental stage of
child (Erikson)
4. Identifies cognitive and
moral stage of
development (Piaget &
Kohlberg)
5. Gross/Fine motor
development
6. Speech and language
development
7. Learning activities
associated with each
developmental area
8. Describes teacher and
student interaction
9. Nutrition
10. APA format, Reference
page; Introduction,
Body, grammar,
spelling, Conclusion
statements
Score
Grand Total Score
Comments:

Needs
Improvement
Missing data,
unclear data,
incorrect data
Score of 7 points
for
each criteria

Non-Pass
Data omitted
Score of 5
points for each
criteria

DEVELOPMENTAL OBSERVATION

___________________________
Instructor Signature

________________________________
Date