Journal Entry # 3 Subject’s Pseudonym :

Journal Entry # 3 Subject’s Pseudonym :

Journal Entry # 3 Subject’s Pseudonym : Angel Age : 4 years old Name of Field Experience Site : Rosemary Hill Primary School Dates of Observation : Sept. 30 /2011 Oct.

6/2011 Oct. 12/2011 Arrival Time : 2: 00 P. M. Departure Time : 3: 30 P. M. Date of Observation : Oct. 5//2011 (Field trip) Arrival Time : 9:30 A.

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M. Departure Time : 1: 00 P. M Observer : Marisol Ferreras NAEYC Standard 1a: Understanding Young Children’s Characteristics and Needs. Anecdote # 1 : Sept. 30 /2011 In the school’s courtyard: Angel Arrived to the school’s courtyard with His classmates and his paraeducators. Then, Angel took a car and began pushing the car with both hands.

Anecdote # 2: Then, Dyland, one of Angel’s classmates came to play with him.When Dyland began pushing the car, Angel gave the car to Dyland and went to play to the back of the courtyard. Anecdote # 3: In the back patio, Angel found a dry branch and began to make a hole in the ground.

At that time, one of his par educator approached him and tried to play with him, but Angel said, “not, not, not”, and he ran elsewhere. Anecdote # 4: Then, Angel saw that Dyland have forgotten the car, and he ran to push it again, but Dylan returned to play with the car, and Angel ceded him the car again and ran away from Dyland. However, this time Angel complained, “not, not, not”.

Anecdote # 5 : Once Angel ran to play elsewhere, Dyland left the car and went to play with other children. Then, Angel return to play with the car, but when Dyland saw Angel playing with the car, he tried to get the car again. This time Angel approached to a paraeducator , and he said, “not, not, not”.

Then the paraeducator said , “Dyland, this is not nice, go to play elsewhere”. Anecdote # 6 : Oct. 5/2011. During A Field Trip to Butler’s Orchard.

That day the three autistic classes at Rosemary Hill Elementary School went to a field trip to Butler’s Orchard to pick pumpkins up.Some parents accompanied the group as chaperones; one of those was Angel’s mother. At 9:30 am the group boarded the school bus to go to Butler’s Orchard. Some children, whose parents were present, sat with the par educators and teachers; however, Angel sat with her mother. Once the group arrived at Butler’s Orchard, they boarded the Hayride of Butler’s Orchard and went to the field to gather pumpkins. During they were riding the Hayride, Angel sat with his teacher and his mother sat on the opposite corner and she took him some pictures.

When they reached the field, Angel went to collect pumpkins with his mother.They spent about an hour in that activity. At 11:00 the entire group went to lunch and Angel sat at the table with his group, but his mother was sitting next to him. After lunch, each paraeducator took a child and went to Bunnyland to learn about the animals in the farm. The Paraeducator asked, “Angel, what do you see? ” Angel said, “ pig “ .

Then, she showed him other animals, such as rabbits, chickens, goats, etc. and then she I asked him, “Who said oink, oink, oink? , And Angel said” Pig. “Good job”, said the paraeducator. She said also, “Now you can go play.

Do you want to play with me or with your mom”. “Mommy”, Angel said. Angel and his mom play with the Rubber Duck Derby, and with the John Deere Truck. His mom invited him to go to slide, but Angel refused it, saying “not, not, not”. So, they spent the rest of the afternoon playing in Bunny land.

At 1:00 p. m. the group returned At Rosemary Hill Elementary School. Anecdote # 7: Oct. 6/2011 During PE Class : Angel was with his group at the school’s court for his PE class. First, the PE teacher let the children to play by themselves.

Angel found a ball and, he rolled de ball following the line.Later, the PE teacher put Angel to a sensory balance beans, and made him to walk. The teacher said, it was to help him to improve his balance. Then, the PE teacher put him in an arc balance ball. He threw a ball to Angel and said “Catch the ball”. However, Angel was unable to catch the ball.

So, the teacher repeated the exercise over and over again until Angel started crying and the PE teacher changed the exercise. Now, the PE teacher put him down over his belly on the arc balance ball and pushed him; Angel had to move, using his hands. Anecdote # 8: Oct. 2/2011 During Circle: At 2:00 pm Angel was at circle with his classmates and his teacher, and the teacher was reading the book “Animal Boogie”. First, the teacher asked the children to touch the front and the back of the book. After that, She showed them the front of the book and asked them, “ What do you see? ”.

“A bird”, Angel said. “ And this is a? ”, the teachers asked again. “Monkey”, said Sebastian, who is an Angel’s classmate. Then, the teacher asked to a child who is not verbal, to touch the elephant. After that, the teacher was ready to read the book, and she said, “Open the …. , and Angel finished, “door”. Then the teacher correct him, “Open the book”, but Angel insisted, “Door”.

“Book,” said the teacher. Since Angel did not say book, the teacher repeated “Book, book, book………… book”. However, Angel did not say book, but instead, he closed his eyes and put his hands over his ears. Then, the teacher said to a paraeducator to continue reading the book, and she took Angel to a table. There, she continue repeating “Book…….

. ” Angel cried, but around fifteen minutes later, he said “Book”. Then the teacher said again “Open the…” and Angel completed the sentence “Book”.Finally, the teacher said, “Most better, now you can go to circle”. Angel went to circle with his classmates. Reflections: Question # 7. – Application of Erikson’s Theory of Psychosocial Development: After I have observed Angel I concluded that he is in the third stage in the Erikson’s stages of psychosocial development.

The book “The Young Child Development from Prebirth through Age Eight” states in its pg. 344 , “The 4 – 5 year old has entered Erikson’s third stage of psychosocial development…. The child is now struggling between a sense of initiative and a sense of guilt”.The book says also that when a sense of guilt exceeds a sense of initiative, children tend to follow others indiscriminately, follow the wrong leader, averse to take new risk or do new activities, and are object of bullies, among others factors. For example, I could observed a sense of guilt in Angel’s behavior, when he refused to slide with his mom during his field trip to Butler’s Orchard ( anecdote # 6). Also, a sense of guilt on Angel’s behavior is evident when Dylan, bullied him during his play time in the school’s courtyard on September 30 /2011.

I wrote: Then, Angel saw that Dylan have forgotten the car, and he ran to push it again, but Dylan returned to play with the car, and Angel ceded him the car again and ran away from Dyland. However, this time Angel complained, “not, not, not” (anecdote # 4 and 5). In short, according to my observations, Angel developed a sense of guilt instead of a sense of initiative. Question # 8. – The Child’s Expression of Feelings: According to the book, “Expressions of emotions are exhibited in numerous ways: talking about emotional events or feelings, crying, shouting, laughing, withdrawing, expressing irritability, etc” (pg. 54).

According to my observation Angel expressed his feeling by crying, and by withdrawing himself from reality. For example, Angel expressed his feeling by crying when the PE teacher exercise him (anecdote # 7). Also, he showed the same behavior when his teacher correct him about saying open the book (anecdote 8). In addition, Angel express his emotions through withdrawing himself from reality.

A example of this behavior is clear when he close his eyes and his ears when hi is frustrated for not overcome an objective or a simple direction from his teacher. Question # 9. The Child’s Ability to Obtain that he needs: According to my observation Angel obtains that he need by vocalization and by crying. For example, once, he could keep a car using his words. He said to Dylan “not, not, not’.

Also, he expressed his desire of not to play with his paraeducator in the courtyard, and not try new things with his mother during his trip to Butler’s Orchard. (anecdotes 4, 5 and 6). However, even though he is verbal, sometimes he obtains that he needs by crying. For example, I observed his PE teacher changing an exercise because when he cried, she was able to realize he was tired. anecdote 7).

Question # 10. – The Child’s Ability to Resolve Conflicts: According to my observation, Angel resolves conflicts in two ways: he gave up, and he look for protection from adults. For example, on Sept. 30, during he a playtime with his classmates in the school’s courtyard, he was target of bully from one of his peer, and he simple ceded the toy to his friend.

However, the same day, I observed him approaching to a paraeducator for getting protection from her to avoid Dylan’s bully (anecdote 5). Question # 11. – Application of Parten’s Play Theory: Angel seems to be engages in solitary play and parallel play.Accoarding to Parten’s Play Theory, “Solitary play is content to play alone en same or different activity”; while, “Parallel play, is plays beside or among others in similar activity without interacting” (table 12. 1) . According to my observation, Angel continually refused interact with others people, either children or adults during play time.

And he preferred to play alone instead of with his paraeducator, In short, even though he plays with the same toys that his peers does, he never interact with them in a associative and cooperative way. (anecdotes 3 and 4).

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