I observed a 4 twelvemonth old preschool category during playday in Staten Island. New York. The category consisted of eight kids. and one certified preschool instructor. There were 4 male childs and 4 misss in the category. During my 60 minute observation I noticed several cases of dramatic drama. peer relationships. relationships with grownups. and self-denial.
During my observation. I witnessed a group of two- one male child and one girl-playing house. Harmonizing to Hutchinson ( 2011 ) kids frequently use playing house as an chance to research world and their societal functions based on grownup behaviour. The two kids that I observed explored world and their societal functions as they pretended to eat dinner together as household. The brace even took it a measure farther as they included doll babes to play as their kids. As the kids played house. the miss cooked dinner and the male child sat at the tabular array waiting for dinner to be ready. As the male child waited for dinner to be ready. he got up. walked around as if he was looking for something and came back with two babe dolls and told the miss. “here they can sit following to you” . The male child had assigned the miss a sensed female function. to be the female parent and attention for the babe.
While the miss had assigned herself a female function. to cook for the male. Therefore. the male child was automatically assigned a sensed male function. to wait for the female to complete cookery so he could eat. The pair’s dramatic drama demonstrates how kids begin to understand standard gender functions and play consequently during early childhood ( Hutchinson. 2011 ) . This drama interaction was non gender segregated. This non-gender segregated drama is a good illustration of how kids play based on their gender. Although. many immature kids prefer to play with same sex couples. I believe this was non the instance because the brace felt playing house required a female and male to suit the right gender functions.
I besides believe that mass media plays a strong function in the manner preschool kids play in their sensed gender functions. Harmonizing to Kirkorian. Wartella and Anderson ( 2008 ) . by preschool age kids are active telecasting viewing audiences. Therefore. if kids watch shows that are based on household life. such as Modern Family. they will detect a strong presence of adult females in the kitchen and lovingness for kids. and theoretical account similar behaviours.
Relationships with Adults
During my observation there was small interaction with the instructor. Children seemed to prefer to play with their equals. One teacher-student interaction I observed was a backdown relationship. The instructor tried to prosecute the brace of kindergartners playing house. However. her battle was unsuccessful. The instructor walked over to the pair’s drama station and asked about the babies’ names. The brace answered the instructor but did non prosecute other than replying the inquiry. During the clip the instructor was oppugning the brace. the miss got up from the drama dinner tabular array and walked over to play with another group. a group of misss. This illustration supports Garvey ( 1990 ) and Harper and McCluskey ( 2003 ) statement that the attending of an grownup or instructor may impede children’s peer interactions. The girl’s reaction to the instructor interrupting her drama scenario was backdown. Another teacher-student interaction I observed was a friendly interaction.
The instructor engaged a male child who was with trucks in drama. During this interaction. the male child was playing entirely with autos and trucks. The instructor asked if she could play with him. and he agreed. The instructor and pupil so played with autos and trucks in a friendly mode. This is normal as there is a inclination for instructors to pass more clip with kids who are less societal than more societal kids ( Harper and McCluskey. 2003 ) . The male child in this instance could be perceived as less societal than others as he played entirely the full hr.
During my observation I did non see attachment-seeking behaviour from the kids towards the grownups. However. I did hold the opportunity to detect one preschool miss dropped off by her female parent prior to my observation. The preschool girl’s behaviour was crabbed and aggressive. The miss cried and kicked while the female parent signed the miss in. The ma tried to comfort the miss. but looked like she needed comforting herself. By and large. separation from female parents can be nerve-racking for kids. nevertheless. separation from kids can besides be nerve-racking for female parents ( Balaban et al. . 2002 ) .
One equal relationship I observed consisted of three misss playing dress-up. Unlike the old brace that was non gender segregated. this group of misss was gender segregated. Harmonizing to Hutchinson ( 2011 ) in early childhood. kids make friends with other kids of the same gender and age. As these misss engaged in dramatic drama they were really nice to each other. They played with each other’s hair. did each other’s makeup. and referred to each other as “my best friend” .
After the Forth miss in the category finished playing house with the male child. she approached the three misss and asked if she could play with them. The three misss took the Forth misss play induction as a struggle. The three misss so teamed up and said “no manner. you’re non our friend” to the 4th miss in the category. Young kids frequently use the term friend and playfellow interchangeable. Harmonizing to Hutchinson ( 2011 ) . immature kids see the definition of a friend as person you play with. Therefore. when the 4th miss asked to play with the three misss she was excluded because she played with the male child and was the boy’s friend and non the three girl’s friend.
During my observation. I witness one case of aggression. One miss was constructing a “princess castle” with edifice blocks and a male child came by and kicked over the palace. The miss instantly got up and pushed the male child and the male child pushed the miss back. The male child or miss did non demo any self-regulation as they engaged in a battle. Besides. there was no helpful or empathetic prosocial behaviour. as the children’s actions did non forestall negative urges. In this case of “self-control” or deficiency of self-denial. the male child and the miss exhibited both instrumental aggression. contending over playthings and physical aggression. physical force against person.
However. these signifier of aggression is normal for preschool aged kids as aggression additions during early childhood old ages ( Hutchinson. 2011 ) . Fortunately. aggressive behaviours usually deteriorate by the terminal of early childhood as kids learn to better pass on their demands ( Hutchinson. 2011 ) . My preschool observation was a enjoyable experience. I was able to watch eight happy kids play. battle. laugh. and gag with each other. My observation was besides an educational experience as I was able to use theories learned in category to existent life state of affairss. Overall. my observation experience was both gratifying and educational.
Mentions Balaban. N. . Brodkin. A. M. . David. J. . Drucker. J. . Feder-Feitel. L. . & A ; Greenberg. P. ( 2002 ) . A Great Start To School. Scholastic Parent & A ; Child. 10 ( 1 ) . 40-45.
Harper. Lawrence V & A ; McCluskey. Karen S. ( 2003 ) . Teacher-child and child-child interactions in inclusive preschool scenes: Do grownups suppress peer interactions? Early Childhood Research Quarterly. 18. 163-184. doi:10. 1016/S0885-2006 % 2803 % 2900025-5 Hutchison. E. ( 2011 ) . Early Childhood. In Dimensions of human behaviour: The Changing Life Course ( 4th ed. ) . Los Angeles: Sage.
Kirkorian. H. . Wartella. E. . & A ; Anderson. D. ( 2008 ) . Media And Young Children’s Learning. The Future of Children. 18 ( 1 ) . 39-61. Garvery. C. ( 1990 ) . Play. Cambridge. Ma: Harvard University Press.