Introduction
Children’s physical, cognitive, and psychosocial development is a continuous process that begins at conception and continues through middle childhood. Although there are some universal milestones that all children reach, each develops at their own pace and in their unique way. As a child grows, they go through several physical, cognitive, and psychosocial changes. These changes are most pronounced during the first three years of life but continue throughout childhood and adolescence (Badar, Clegg & Spencer, 2022).
The child also exhibited behaviors consistent with Erikson’s theory of psychosocial development. For example, the child frequently engaged in cooperative play with other children and was often seen taking turns and sharing toys. This behavior is consistent with Erikson’s idea of children developing a sense of trust in their environment. Additionally, the child was observed to be very curious about her surroundings and was often seen asking questions about the things she saw. This behavior is consistent with Erikson’s idea of children developing a sense of curiosity and exploration in their environment. Overall, the child appeared to be happy and engaged in the activities. She exhibited behaviors consistent with both Piaget’s and Erikson’s theories of development, which suggests that she is generally progressing through both the cognitive and psychosocial stages of development.
Physically
I observed a child between 6 and 10 in a classroom setting. The child was engaged in various activities throughout the observation period, including playing with toys, interacting with other children, and participating in a group lesson. Overall, the child appeared to be happy and engaged in the activities. During the observation, I noticed that the child frequently exhibited behaviors consistent with Piaget’s theory of cognitive development. For example, the child engaged in trial-and-error experimentation while playing with toys and was observed to figure out how to make the toys work. This behavior is consistent with Piaget’s idea of children using exploratory behavior to learn about their environment.
Additionally, the child engages in conversations with other children, asking questions and commenting. This behavior is consistent with Piaget’s idea of children using verbal interactions to learn about their environment (Brannum, Watts & Campos II, 2018). The child interacts with other children and seems happy and engaged in what is happening around them. The child also pays attention to the teacher and seems to follow along with the lesson. The child appears to be well-adjusted and is coping well with the classroom environment.
Cognitive
The child was observed during free play time and was noticed to be very active. He was constantly moving and running around the room. He also appeared to be very coordinated and could climb and jump quickly. When engaging with other children, he often led the play and seemed very confident. He was also noted to be very expressive and used many hand gestures when talking. Cognitively, the child appeared very curious and always asked questions. He was also very good at following instructions and completing tasks with little to no help. The class had 22 students, and the teacher seemed to have a good handle on the students (Hunt Slack & Berger, 2017). When I came in, the students were working on a writing assignment and were all seated at desks. The boy I observed was sitting in the middle of the room and appeared to be working diligently on her assignment. He was focused and seemed to be doing his best.
When the teacher asked the students to put their writing away and come to the rug for a group lesson, the boy followed directions and went to the rug. He sat down, listened to the lesson, and then participated in the discussion. He seemed comfortable with the other students and positively interacted with them. When it was recess, the boy went outside with the other students. He played with a few of her friends and seemed to be having a good time. When it was time to go back inside, she followed the teacher’s directions and went back into the classroom.
Overall, the boy that I observed was a typical six-year-old. He could follow directions, participate in class, and get along with her classmates. He seemed to be doing well in school and appeared to be happy. He was also noted to be very creative and often came up with new games for the other children to play.
Social
Socially, the child appeared very outgoing and always talked to the other children. He was also noted to be very helpful and would often help the other children with their projects. He appeared to be very well-liked by the other children and often had a smile on his face. The child was seated at a classroom desk and interacting with other children around her (Swierad, Benson & Williams, 2021). Again, he was laughing and talking with them and seemed to be enjoying herself. She also pays attention to the teacher and follows along with the lesson. The child appears happy and well-adjusted and is doing well in her studies.
Emotional
Emotionally, the child appeared happy and content, running around and laughing with her friends. He seemed to enjoy being around others and was frequently engaged in social interactions. The child appeared cooperative and helpful, sharing toys and materials with his classmates. He could also take turns and follow the rules during gameplay. The child seemed comfortable with her surroundings and could adapt to environmental changes (Vandenbroucke et al., 2018). He appeared to be curious and exploratory, engaged in various activities. The child was able to express her emotions appropriately. He was also able to regulate his emotions, seeming to understand when it was, and was not appropriate to express his feelings. He was rarely seen without a smile and seemed to enjoy being around the other children. He was also noted to be very patient and was often seen to lend a helping hand to the other children.
Bible integration
Biblically, we are called to be independent and have self-control (Proverbs 16:32). This child exhibits these qualities and is an excellent example of what it means to follow God’s Word. It is interesting to note that during the Middle Ages, the concept of childhood was not as we know it today (Xing & Gordon, 2021). Many children were treated more like adults than children. They were expected to work and contribute to the family or community. In the Renaissance period, the concept of childhood as a time of innocence and play began to emerge. Again, God tells us that children are a gift from Him (Psalm 127:3). As such, we are called to nurture and care for them as best as we can. In the classroom setting, this means providing a safe and loving environment where children can learn and grow.
Conclusion
Based on what you have observed, it is evident that children’s physical, cognitive, and psychosocial development can vary greatly. However, it is also clear that all children go through similar stages of development, albeit at different rates. Furthermore, your observations suggest that the environment in which a child grows up can significantly impact their development. This is consistent with what we know from research and theory. Thus, providing children with a supportive and stimulating environment is essential to facilitate their development.
References
Badar, S. R., Clegg, J., & Spencer, S. (2022). Increasing teachers’ use of communication‐supporting strategies: findings from an exploratory study using the Communication Supporting Classroom Observation Tool (CSCOT) in primary schools in Brunei. Support for Learning, 37(2), 180–208. https://doi-org.ezproxy.liberty.edu/10.1111/1467-9604.12404
Brannum, K., Watts, M., & Campos II, J. (2018). Choices of Lesser Importance? Conflicting Values Shaping Perceptions of Community Security and Women’s Health Security. Global Security & Intelligence Studies, 3(2), 27794 file:///C:/Users/pc/Downloads/27794-choices-of-lesser-importance-conflicting-values-shaping-perceptions-of-community-security-and-women-s-health-security.pdf
Hunt, T. K., Slack, K. S., & Berger, L. M. (2017). Adverse childhood experiences and behavioral problems in middle childhood. Child abuse & neglect, 67, 391-402. https://doi.org/10.1016/j.chiabu.2016.11.005
Swierad, E. M., Benson, L. R., & Williams, O. (2021). Creating a Scalable Physical Activity Breaks Resource Through the Multisensory Multilevel Health Education Model: HYPE The Breaks! Health Promotion Practice, 22(1_suppl), 101S-110S. https://doi-org.ezproxy.liberty.edu/10.1177/1524839921996348
Vandenbroucke, L., Spilt, J., Verschueren, K., Piccinin, C., & Baeyens, D. (2018). The classroom as a developmental context for cognitive development: A meta-analysis on the importance of teacher-student interactions for children’s executive functions. Review of Educational Research, 88(1), 125-164. https://www.jstor.org/stable/44667695
Xing, X., & Gordon, H. R. (2021). Understanding Traditional and Nontraditional Students’ Job Skill Preparation from a Career Capital Perspective. Community College Journal of Research and Practice, 1-14. https://doiorg.ezproxy.liberty.edu/10.1080/10668926.2019.1590252
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