Fletcher.Aleandria. Final Reflection

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Dec 6, 2023

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Alexandria Fletcher ECED 120 Key Assessment: Final Reflection

During my observation of the child and after I completed the developmental checklist I noticed she needed a lot of adult support to be able to share or take turns with others especially if she was really wanting the toy or object she had. So my goal I set for her was to be able to share or take turns with less adult support. Initiative versus guilt is the third stage of Erikson’s theory of psychosocial development for ages 3-6. During this stage, children assert themselves more frequently through directing play and other social interactions. Exploration allows children to assert their power and control over their environment. Through exploration, children engage with their surroundings, ask questions, and discover new things. This active engagement allows them to take the initiative and make independent choices, contributing to their autonomy and confidence. During my observation you could tell she was the one who use leads play in the friend group she was playing with. Exploration also means making mistakes, and these provide crucial learning opportunities. Even if a child’s efforts lead to mistakes or failures, they learn to understand cause and effect and their role in influencing outcomes. So some of the mistakes or failures she has is if she is playing and assigning roles that if her friends want a turn in her role she should let them without getting upset about it. When caregivers support and encourage a child’s explorations and initiatives, it bolsters their self-confidence. They feel their actions are valuable and significant, which encourages them to take more initiative in the future. If

though she has a hard time switching roles by herself she does usually switch roles when she is encouraged to do by a teacher and they explain to her why she should and that she make even like what they are playing with more. If caregivers respect the child’s need for exploration and do not overly criticize their mistakes, it helps prevent feelings of guilt. Instead, the child learns it’s okay to try new things and perfectly fine to make mistakes. So based on what I observed she really need some extra practice on sharing and taking turns with less adult support. So I choose the activities collaborative artwork, Reading a story about sharing, and puppet sharing skits. Each time I did an activity with her I would ask her about her day and how she was doing to build a better relationship with her then if the activity we was going to do needed more people I would let her go choose a few friends to do the activities with so she was comfortable with who she was working with. The three activities I choose were collaborative artwork, Reading a story about sharing, and puppet sharing skits. For the Collaborative artwork I had her go pick a few friends she wanted to do an activity with. I set them down and explained to them they were going to draw a picture together on one paper and with only a few crayons. They began drawing and I waited a little bit and then started asking them so open ended questions like what are you drawing?, what will you do if you want a different color? I believe I did meet the objective of this activity. She caught on quickly that if she wanted and different color she could “switch” with a friend and they was able to take turns with the different colors and

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they never complained about each other being in the way so they was doing a good job sharing the paper also. For the story we read Llama Llama time to share and talked about it. She was able to tell me what toys she doesn’t like to share and even stated “I wish we had a lot of the same toys” but I explained we don’t so that’s why we have to share so everyone can have a turn. She agreed and said yes because it’s so fun. The objective was meet with this activity but I did notice she seemed to enjoy the more hands on activities better so that’s what I would have done different. The last activity I did was a puppet sharing skit. I provided them with puppets then I had them create short skits where the puppets must demonstrate acts of sharing. I started asking them open ended questions like what would you name your puppet ? How would you teach them to share? And what happens if you want a puppet that your friend has? The objective was meet with this activity also because they had a lot of fun teaching the puppets to share and she was able to do the activity and come up with ideas to teach the puppets how to share. They knew if they wanted a puppet their friend had they could ask to switch. During the final observation the children were learning about pets for the week and they were playing at the pet center and was playing vet she took on the role of the vet and the other kids had animals for her to care for. A little bit later one of the friends said she wanted to be the vet now and she told her to let her finish taking care of the animals and then she could be the vet. My intervention helped because she willingly was sharing and taking turns without needing any adult support.

During this case study I learned that you really can observe a lot by just watching the children interacting and playing with others. Setting goals for a child based on what you have observed and coming up with activities that will help them be better at or even accomplish those goals. I think this experience really helped the child since I was able to do either one on one activates with her or in a small group setting and we just focused on this one goal she was able to comprehend and catch on very fast. By the final observation she needed no adult support to be able to share or take turns.

Reference page By, et al. “Erik Erikson’s Stages of Psychosocial Development.” Simply Psychology , 11 Oct. 2023, www.simplypsychology.org/erik-erikson.html. Eriksons stages of psychosocial development - StatPearls - NCBI Bookshelf. (n.d.). https://www.ncbi.nlm.nih.gov/books/NBK556096/

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