For this report, I observed children in the “children's area” of my church. It's a beautiful Sunday morning, just after the parents drop off the kids for check-in. The class was made up of about fifteen children, of different races and ages. Most of the children were around 8 years old. This is a brief account of Subject A mixed with adults and other individuals within the environment. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Subject A starts playing at the table in the corner and pretends to be the Hulk and says to himself “Hulk smash.” Subject A appears to be looking for something and pulls a Hulk costume out of his backpack and proceeds to put the costume on backwards, then looks under his arms. I interrupt subject A and ask him what he is looking for. He doesn't answer; he finds the large chessboard pieces in the corner and stacks them so he can pretend to be the Hulk and knock them down. After he finishes playing with them, he takes the checkers pieces and puts them back in their right place. Subject A then goes to draw on the blackboard with another child and one of the teachers. He saw the teacher teaching subject B how to draw a star on the blackboard. Subject A then becomes agitated due to his inability to draw the star correctly. Then he asks the teacher to show him how to draw it, she tells him starting from the bottom up. Then it comes back again to form a triangle. Once you have the triangle, draw a line up, then across, and finally down again. He then sits on the floor with his legs crossed, wiggles his butt and proceeds to practice drawing the stars exactly the way the teacher told him while also repeating the instructions the teacher gave him. Subject A then jumps up excitedly when he finally draws the star correctly and goes to show it to the teacher and lights up with joy when she recognizes his artwork. Subject A starts playing with three other children by throwing a large dice around the room trying to hit each other with the dice. After being scolded by one of the teachers for throwing dice at each other, Subject A sighs and throws the dice to the ground forcefully, after throwing the dice he crosses his arms and frowns at the ground with his eyes turned to the floor. Out of the corner of his eye he looks around, and slowly looking up he notices me looking at him. He starts to smile, takes the dice from the ground and apologizes to the teacher. Now he looks up at subject B who is heading towards the construction area and follows him. As he walks towards the construction area with his hands swinging from left to right, he sits on his knees and grabs a toy car with his left hand and says "look, I have a blue car, what color do you have?". Subject B responds by saying 'my car is purple; I have this at home' and subject A nods up and down. Subject A suddenly jumps up and runs to the quiet area and starts spinning three times with his hands swinging up and down, falls to his knees laughing and says, "wow, I'm dizzy." Jump up with your hands in the air and continue spinning. He takes a breath and puts his hands on his head as he tries to sit on the floor and says "woo woo." He moves his head repeatedly, but this time in slow motion and with his eyes closed. After a full two minutes he gets up and chooses another tabletop activity. Now subject A proceeds to the mathematical table which contains number blocks. Subject A begins to build a pyramid with number blocks when subject B approaches and asks for help. Subject A then pulls out the seat for Subject B to sit on and they both begin playing with the number blocks. Thesubject A gets bored and puts both legs on the table, then puts both hands on the sides of the chair and starts rocking on the chair.chair. Subject A was included as a socially active child in this surveillance situation. Social, personal and emotional development can be identified by observing behavior, responses and interaction with other children in the environment. I would describe Subject A as going through various phases of developmental encounters and learning twists. In my observation Jean Piaget suggests four types of stages for cognitive development that would look specifically at the pre-operational stage. Within this stage Piaget talks about children in this age group being able to analyze figuratively. In the first viewing area at the table in the corner, for when Subject A is playing checkers in the Hulk uniform. Subject A appears to show a general awareness of the nature of the building and its connection to destruction, as well as his interest in drawing. This would symbolize that he might have an interest in working in the construction field. This type of imaginative play could perhaps influence their occupation as they get older. The next observation area was the blackboard; In this context, subject A faces his first interaction with subject B who in this case appears more advanced, tries to correct and teach subject A the correct way to draw the star through active learning. Jean Piaget relates cognitive, moral and emotional development. According to him, cognitive and emotional development show parallel developmental paths, where cognition provides the structure and emotion the energy of development. Just as children move through stages of cognitive development, they also show emotional development and understand new emotional expressions and experiences that are characteristic of different developmental levels. Even though my presence or that of the teachers may have caused a bias in the child's natural behavior, I could see his response to his reaction as he aggressively rolls the dice out of frustration and when he notices the presence of an adult he immediately says sorry and smiles. Vygotsky suggested that social interaction within cognitive development would first develop by socializing. This means that most people would try to see how their parents behave towards things by observing the way they talk and then try to imitate them just as Subject A imitates conversation skills by discussing the toy cars they are playing with and identifying the colors. the car. Play and playfulness are classified into three key areas: imagination and creativity, playful exploration, problem solving and dizzying play. Dizzy play consists of violent play, wonky humor, and language play, as seen with Subject A spinning around saying “woo” and announcing “wow, I'm dizzy,” expressing pure joy and a burst of release of physical energy. numerical blocks subject A confronts subject B, in this scenario subject B expresses a negative action by tearing away from subject A in an aggressive way. Subject A handles this situation in an emotionally respectful manner, quotes “sharing is caring” which immediately defuses a potential confrontation, and encourages Subject B to return the blocks. This was an advanced development of empathy within Subject A that usually begins to develop as a child, when the concept of “I” and “me” begins. Subject A shows that he understands not only his own but also the emotional needs of those around him. In this observation I focused mainly on what subject A was able to do rather than what.