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Childs name : "C"

Gender: Male
Age:6
Place: classroom
Date: 3/1/18
Time: 10:48 A.M.

C walked over to the art table and picked up a white sheet of paper. He watched as his friend cut a piece of white paper in half. He stared at his sheet for a second before declaring he would “make a calendar”. He then picked up scissors with his right hand and held the paper with his left, cutting a small square out of the paper.

Significance: C used his fine motor skills by operating the scissors. C also walked around the classroom asking all of his teachers how his calendar looked, which displays his social/emotional skills. Along with this, he imitated what his friend next to him was doing.

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Fears about monsters and nightmares persist into the 6th year, when children develop a better understanding of both reality and fantasy.

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-Begins to feel empathy, will begin to help friends who are in need.

-May experience mood swings
-Less dependent on family
-Seeks reassurance and praise
-Easily disappointed
-Takes pride in their accomplishments and wants to share their talents with others
-Expresses an increasing desire for independence
-Separation anxiety from adults becomes less intense
-Uses physical, imaginative and cognitive resources to comfort themselves

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The boy is using his developed fine motor skills and pencil control to write.

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This boy is demonstrating both self-care and his fine motor skills by zipping his jacket.

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Oscar's tutorial - how to zip up your jacket

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Skinner & Watson's Social Learning Theory (Behaviorism)

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Skinner & Watson's Social Learning Theory (Behaviorism)

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This theory describes how learning occurs when it is either negatively or positively reinforced, and discusses the effectiveness of external rewards as well as punishment (nurture). Although the goal is for children to become intrinsically motivated (to do the right thing because it is right, not because of any reinforcement), many adults resort to rewards and/or punishment in order to get children to behave in certain ways. Children may come to anticipate the consequences of their behavior and act accordingly. Teachers and families frequently use this external motivation with 6-year-old children as they still work to modify their actions based on their beliefs about whether or not they will be rewarded or punished.

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Theorist Erik Erikson’s psychoanalytic theory of psychosocial development discusses the stages of development. For 6-year-olds, he describes it as being the stage of industry versus inferiority. According to Erikson, industry versus inferiority occurs during the ages of 5 to 12. During this stage, the child must deal with demands of learning new skills. If they don't accomplish these skills or tasks, this can lead them to feel a sense of inferiority, failure and incompetence.The child's friendships become more of a forefront. They also begin to feel confident and proud when they accomplish goals.They begin to accomplish tasks by themselves, and are more aware of time frames.

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Maslow developed the “Hierarchy of Human Needs” to explain how children’s behavior and ability to learn depend on whether or not prior needs are met. Essentially, children need to have their physiological and safety needs met before they can work on feeling a sense of belonging; the most basic survival needs are found at the bottom of the structure, and other needs (such as cognitive and self-actualization) are found closer to the top. Before 6-year-olds can be expected to not only participate in class but also thrive, their basic human needs must be met. For example, if a child is hungry, it will likely be difficult for them to concentrate in class. If a child feels insecure or unsafe in a school setting, they will not feel encouraged to make friends and essentially have their more advanced social-emotional needs met.

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Vygotsky developed the Zone of Proximal Development where the level of development of the child is engaged in his/her social life behaviors. Developmental growth happens because of the social interactions with peers, such as having group works and with adults giving the support (scaffolding) needed for children to achieve their goal.

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-Begin to gain more control over their motor skills:
-They are able to hold their pencils steady enough to write their numbers or words
-Is now capable of tying their shoes
-Writes more accurately (writing on the lines and letters are more legible)
-Cuts out different shapes by using scissors and with few deviations from the lines

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How to tie your shoelaces, by 6 year old Willow Jade

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Child's name: "B"
Gender: female
Age: 6
Place: library
Date: 2/21/18
Time: 9:00 A.M.

B twirled around from her left foot to her right while she tried to find a library book to take home. She grabbed a Dr. Suess book, "Green Eggs and Ham", with her right hand and checked it out with Ms. Cleveland.

Significance: B can make a decision on her own and move around with fine gross motor skills and balance. (physical development)

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The boy uses his increasingly precise and developed fine motor skills to cut out shapes.

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Play till until 1:40

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6 year old - Piaget's Conservation tasks

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My daughter in concrete operational stage for the rest of the tasks EXCEPT for the liquid conservation task.

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-Opens their own snack containers
-Gets dressed on their own
-Grabs their own tools (pencils, pens, crayons, scissors, etc.)
-Washes hands more frequently
-Blow their noses
-Clean up after themselves
-Ties their own shoes
-Can assist younger siblings in getting dressed
-Self-sufficient in toilet routine
-Aware of appropriate table manners, but tends to forget them

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Getting Dressed: How to Put on a T-Shirt - The Kids' Picture Show (Fun & Educational Learning Video)

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-They start to understand their peers and family members feelings

-Pays attention to friendships and teamwork collaborations
-Wants to be liked and accepted by friends

-Begins to develop better techniques for self-control
-Feels the need to win and may change the rules to benefit themselves
-Grows more independent

-Children now have the ability to solve some conflicts on their own and in acceptable ways.

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-Starts to enjoy challenges, games, puzzles, and schoolwork
-Reads and writes simple words and sentences

-They are capable of following directions coming from a trustworthy adult
-Focuses less on themselves and a little more on others

-Has a longer attention span
-Now capable of reading at higher levels

-Develops better reasoning skills
-Has difficulty making choices because 6-year-olds tend to want everything

- Children’s speech becomes increasingly fluent by this age
-Language becomes significantly more complex and detailed

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6-year-old Female:
weight: 44lb height: 45.4 inches

6-year-old Male:
weight: 45.4lb height: 45.5 inches

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Physical Development (Gross Motor Skills)

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Physical Development (Gross Motor Skills)

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-Has better balance and coordination
-Refines skills such as skipping and hopping

-More aware of surroundings
-Asks for help when needed (ex: to hold one side of the paper when needed to be cut in a straight line)

-Moves to the beat or rhythm of music
-Throws and catches a small ball well

-Able to learn how to ride a two-wheel bicycle
-Improved ability to swim

-Begins to lose “baby teeth” around this age.

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Piaget's theory is broken down into four cognitive developmental stages: sensorimotor, preoperational, concrete operational, and the formal operational period. When a child is 6-years-old, they experience the preoperational stage in Piaget's theory. During this time, children still experience egocentrism, which is when a child cannot understand another point of view other than their own. Also, during the preoperational stage children cannot comprehend the concept of conservation. For example, a child sees a taller glass and a shorter glass containing the same amount of water. Yet, when asked which glass has the most liquid, the child will choose the taller glass.