CHILD OBSERVATION PROJECT
I. Purpose of Project
A. It is very easy to be around children without noticing fascinating aspects of their behavior. In this project, you will look for behaviors that characterize an individual child, or childhood in general. You will become a better and more appreciative student of child behavior, moving in the direction of becoming an “expert” observer. Finally, in writing your observation paper, you will be able to connect your observations to a variety of concepts in developmental psychology.
II. General Procedure
A. Find a child (0-12 years of age) and parent(s) who are willing to allow you to perform at least 2 hours of observation. Written permission must be obtained from one parent or guardian – you should retain this signed permission slip for your records. You should also provide the parent a form signed, by you, explaining your confidentiality guidelines. You will find both forms in this folder.
B. Two hours of observation must be performed. Choose situations in which you think interesting behavior might occur. The 2 hours can be consecutive, or nonconsecutive. You should avoid, if possible, direct interaction with the child. For part of your observation period (perhaps during the first hour), observe specific behaviors by the child without focusing on one aspect of behavior exclusively. For part of the time (perhaps during the second hour), focus on specific aspects of behavior that are particularly interesting to you.
1. General observation period – Try to observe such behaviors as: general activities, activity of specific parts of the body, attention span, play, language, parent-child interactions, peer-child interactions, eating, television viewing, etc. Assuming that everything an individual does has meaning, you will want to try to take complete note of everything the child says and does, everything that is said or done to the child, and every gesture and facial expression or movement he or she makes (!)
a. Make detailed notes on what you observe. Designing a chart of anticipated behaviors prior to your observation may prove helpful. Leave space for unanticipated behaviors. Then, during the observation, note how often the behaviors occur and make specific comments on the behavior.
b. Make sure you concentrate on the child and are not carrying on conversations, engaged in caregiving, or performing other activities at the same time.
c. Be unbiased and remain uninfluenced by your own attitudes and opinions when observing. Don’t be judgmental or condemnatory (or fawningly loving!) – just record your observations. You should also be cautious about letting any prior knowledge you have about the child influence your observations – this may provide helpful context that you can communicate in your paper, but make sure to maintain a disciplined separation between observation and prior knowledge.
d. Note the time of your observations every 10 minutes and include reference to these notations in your paper. It is important to observe the amount and variety of activity that occurs within a specified time interval.
2. Specific observation period – Choose a few specific behaviors of interest to you (i.e. shouting, reading, drawing, thumb-sucking, attachment, etc.). Observe the child in situations where you think these behaviors may occur.
a. Make detailed notes on the behavior.
b. Try to observe antecedents and results of the behavior. Example: Aggression, what prompted the aggressive behavior and what were the results.
c. If b. does not apply, attempt to determine the significance of the specific behavior in relationship to other behaviors.
III. Write up of project, 5-6 double-spaced pages (typed)
A. Purpose: To apply the theories and findings we have studied in class to the specific behavior of the child you have observed.
B. Approach: Re-read your notes, textbook, and any optional outside readings to determine what aspects of child development you wish to comment on relevant to the behavior of the child. Use the theories and research presented to analyze the behaviors observed. Be specific, both in regard to the child’s behavior, and to the concepts it illustrates (maturation, socialization, language development, moral judgment, cognitive development, etc.).
1. Introduction
a. Write a one-paragraph introduction. Include pertinent information about the child, such as age, gender, family structure, immigration/language learning status, special needs, etc, but do NOT specifically identify the child by name. You may also want to include a description of the circumstances of the observation – time, place, other individuals present, etc. Again, take care not to mention any specific people, schools, or other details that would make it possible to identify the child.
2. General Impressions
a. Spend about one paragraph describing the child’s behavior or patterns of behaviors that were interesting to you, and analyze the significance to child development. Use this space to place the child within a particular developmental stage, supporting your observations with information from the text.
b. Do not just write a chronological list of what child did during observation period, but do show evidence that you make careful observation. It is more effective to describe just a few important behaviors in great detail, rather than a long list of behaviors only in passing.
3. Specific Behaviors
a. Select approximately four behaviors the child exhibited during the first or second hours:
i. Describe the behavior, in good observational detail.
ii. Identify the concept from class the behavior illustrated.
iii. Explain why this behavior illustrates the concept.
iv. Discuss whether the child’s display of this particular behavior is typical for his or her age.
b. Discuss the significance of these behaviors for the child, and for child development in general.
c. Summarize your conclusions about this child and his or her current stage of lifespan development. Include any factors that may have impacted on the behavior of the child.
C. Scientific Methodology Implications
1. Mention faults, strengths, and limitations of observation technique as a scientific methodology for studying children. Using this particular procedure, how effectively do you think you were able to learn about this child?
D. Permission slip and Notes from observation
1. Keep these materials available upon request.
(Adapted from “Child Observation Project,” by S. Thompson, cas.utpb.edu, and ““Child Observation Project,” North Penn School District)
2. Text book: Lifespan Development by Denise BOYD.
