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FEM3101 PJJ SEMESTER 1, 2015/2016
ASSIGNMENT 2 : LAB PROJECT FOR CHILDREN
1. Identify two (2) 5-6 year old child. Observe on their development.
2. Individual assignment (20%)
3. Submit report by 30 November 2015.4. Collect children’ background information. (Refer to Practical Form 1)
5. Make an observation/ assessment on the following dimension:
Physical development
Perception development
Intellectual development
Language development
Socio-emotional development
6. Outline of the report:
Introduction (general introduction, photo and personal information)
Main content (respondents’ development level based on analysis and observation
conducted)
Conclusion on every aspect of development
References
Appendix (All Lab Forms)
7. Apply appropriate theory to explain respondent’s development
8. Report presented in group
9. Type your project paper using the following format:
Font type: Times New Roman; Font size: 12; Spacing: 1.5
Margins: top-1”; bottom-1”; right-1”; left: 1.25”
10. Evaluation:
Introduction (20 marks)
Main content (50 marks)
Conclusion (15 marks)
References and appendices (5 marks)
Lab manual (10 marks)
Items NotesDate of birthRaceSexReligionFather’s NameFather’s OccupationFather’s EducationFather’s IncomeMother’s NameMother’s OccupationMother’s EducationMother’s IncomeFamily IncomeNumber of SiblingsName of Best Friend (s)Favourite Food & DrinkHobby *Circle following appropriate options
_____________ * minute / hour
_____________ * day / week
Form 1.1 Child’s Background
Child’s Name : _____________________________________________________Age : _____________________________________________________Observer : _____________________________________________________Group : _____________________________________________________Observation Date : _____________________________________________________Observation Time : _____________________________________________________
Whom usually involve in activities like sightseeing or playing lego, or guiding activities (e.g.
using computer/ reading/ counting)
Whom Type of activities Whom Type of activities
Father Mother
Brother Sister
Helper Others (state)
Have parents do these things?
Please write ( ) if yes or ( X ) if not
Items
1. Introducing child to
Computer component ________________
Recognize alphabets ________________
Reading ________________
Counting ________________
2. Helping child in skills domination
using computer _______________ hour (s) / week __________________
reading _______________ hour (s) / week __________________
counting _______________ hour (s) / week __________________
3. Fit the schedule for activities:
computer ________________
recognize alphabets ________________
reading ________________
counting ________________
1. Structured Activity (30 minutes): __________________________________________
Time Observation1
2
3
Form 1.2 Continuous Observation
Observer : _____________________________________________________Observation Date : _____________________________________________________Observation Time : _____________________________________________________Child’s Name : _____________________________________________________Child’s Age : ____________________________________________________
Instruction: Observe all child’s behavior every 3 minutes for 60 minutes
Time Observation4
5
6
7
8
Time Observation9
10
Summary
2. Unstructured Activity (30 minutes): __________________________________________
Time Observation11
12
13
14
Time Observation15
16
17
18
Time Observation19
20
Summary
Test NoteGross Motor Development123456789101112
13
Throwing ball with motiveCatch the ball with both handsThrow, catch and lob the big ballThrow, catch and lob the small ballHoping and enable to play ‘hob-scotch’Running with ropesRunning without fallClimb up the climberRide three wheel bicycleRide three wheel bicycle skillfully and fastRide two wheel bicycle skillfully and fastInvolved in outdoor games (cycling and see-saw)Involve in games (state name of games and skill level of children)
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Fine Motor Development1415161718
19
2021
22
Draw/ copy the circlesDraw/ copy the squareDraw/ copy the trianglesWrite the “V”Construct block in to shapes that can be understood by othersConstruct a more complex shapes (state the construction)Shape plasticineShape plasticine into simple shapes (state the shape)Shape plasticine into complex shapes (state
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Form 2.3 Physical Development the Children Age 2 ½ to 8 Years
Child’s Name : _____________________________________________________Age : _____________________________________________________Observer : _____________________________________________________Group : _____________________________________________________Observation Date : _____________________________________________________Observation Time : _____________________________________________________
23242526
27282930
3132333435363738
the shape)Cutting paper (without shape)Cutting pictures/ paper roughlyPrecise the picture cuttingCutting creative shape and paste on the piece of paperPut on and take-off clothes (Dependently)Put on and take-off clothes (Independently)Put on button (state the button size)Button, zip and tie an object without looking (e.g: back/ below)Thread beads (state the bead size)Insert thread into needle (state the needle size)SewingHandling pencil/ crayon/ drawing brushScribble idly/ doodlesDrawing (state the drawing result and level)Combing hairGo/ use toilet independently
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Note: Use child product and picture to support your observation and test.
Summary:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Form 2.4: Copy the Pattern1.
Form 2.4: Copy the Pattern
Child’s Name : _____________________________________________________Age : _____________________________________________________Observer : _____________________________________________________Group : _____________________________________________________Observation Date : _____________________________________________________Observation Time : _____________________________________________________Task : Ask the children to copy the showing pattern. Please use the space
beside the pattern.
Form 2.4: Copy the Pattern (Continue)2.
3.
Form 2.4: Copy the Pattern (Continue)4.
5.
Form 2.4: Copy the Pattern (Continue)6.
7.
Shape Drawing Score Hand1. / 1 Left / Right
2. / 1 Left / Right
3. / 1 Left / Right
4. / 2 Left / Right
5. / 3 Left / Right
6. / 6 Left / Right
7. / 12 Left / Right
Form 2.5: Score/ Mark
Observation Date : _____________________________________________________Observation Time : _____________________________________________________Child’s Name : _____________________________________________________Date of birth : _____________________________________________________Age : _____________________________________________________Task : Please give one mark for each correct line drawn.
Total of Score / 26
Conclusion:
Test NoteSense of touch1
23
Differentiate between Hot/ cold Smooth/ rough Soft/ hard
Identify object by touching (state object)Recognize and identify people by touching (state how, e.g.: hair, height)
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Sense of scent4
5
6
7
Comparing two type of scent Nice scent Bad scent
Identify and tell the differences of scent Onion Powder Soap Nescafe
Name of scent Nice scent Bad scent
Recognize type of scent Belacan Fragrance/ perfume
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Form 3.0: Perception Development
Child’s Name : _____________________________________________________Age : _____________________________________________________Observer : _____________________________________________________Group : _____________________________________________________Observation Date : _____________________________________________________Observation Time : _____________________________________________________Task :
Sense of taste8
9
1011
Bring the object/ toys to mouth (state if other object)Differentiate between
Sour Sweet
Grouping the type of taste (sweet, sour, salty)Grouping the type of food (fruit, vegetable, meat). State.
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Sense of hearing121314151617
18
1920
21
2223
24
25
Respond to the sound of ringing bellTurn face towards the ringing soundRespond to the rattlerTurn face towards the rattlerRespond to obvious sound (e.g.: Lamp switch)Respond to the voice (behind the child) (e.g.: head moving, speak aloud, changing the activity, facial expression)Baby smiles when examiner speaks and smiles to him/ her.Selectively listen to the usually words heard.Copying the word (note down the pronounced words)Look for the sound source with eyes (ascertain the sound of bell or rattle)Interested with the sound makingDifferentiate between two type of sound:
Loud Soft
Knowing and declare the sound (e.g.: animal sound)Knowing the source of sound
From left From right From front From back
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Sense of visual262728
29
30
3132
33
Look for a while at the red coilSpend longer time looking at red coilEyes movement to the left and right (horizontal eye movement) following the red ringEyes movement up and down (vertical eye movement) following the red ring.Eyes movement following the red ring developing a circle (circular eye movement).Eyes turning towards the red ring.Grasped a hanging red ring in front of them (state if other object)Head movement towards light (state if using other object)
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35363738
3940
41424344
4546
47
48495051
525354555657585960
61626364
6566
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68697071
Approach the hanging red ring (check the hand used and from left, right, and not any)Carefully pull the rope to get the coilLooking at the tester/ examiner for a whileEyes movement following people movementEyes movement to the left and right following the light movementEyes movement up and downEyes movement following the light to form circleEyes turning towards the lightLooking around freelyEyes winking toward hand imageBaby’s reaction when tissue paper or cloth put on his/ her faceTurn from one object to anotherEyes movement following a ball crossing a table (state if using the other object)Head movement follows a falling spoon (state if using the other object)Looking for a falling spoonObserving the bell, with great detailTaking 2/3 of offered cubesTrying to hold three cubes together (state success or fail)Constructing a tower using ten cubesPutting ten cubes into a bowlConstructing a tower using three cubesConstructing the tower using six cubesEyes following a pencil movementShow an interest on scribbleTrying to copy the scribblesSpontaneously scribblingCopying the crayon modelDifferentiate scribbling and modelingCopying horizontal and vertical modelLooking at picture in a bookClosing a round boxPutting a round block at pink boardCompleting pink boardPutting block in an opposite condition for pink boardConstructing a tower using eight cubesPurring one round puzzle block at a blue boardPutting two round block at a blue boardPutting two round block and two square at a blue boardPutting six block at a blue boardComplete the blue board puzzle in 150 secondIdentify basic shapes
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727374
75
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8283
84
Circle Square Triangle
Grouping the shape Circle/ oval Square/ triangle Other (pentagon)
Differentiate between shapes (size and concrete shapes)
Big Small Short Long Square Circle
Recognize the primer colours White Red Blue
Recognize the secondary colours Brown Orange Purple
Recognize the soft colours Pink Grey Buff/ other
Identify the differences between the intensity colours
Dark/ light Darker/ lighter
Realize the two prepositions (e.g. above, below, inside, outside)Realize the three prepositionsIdentify the spatial relation
Far/ near Inside/ outside Above/ below First/ last Front/ back Left/ right
Identify and make differences the letter and number
a/ o s/ z m/ w h/ n v/ u/ n 10/ 01 12/ 51
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s/ z/ 5/ 2 b/ d/ g/ p/ q 6/ 9/ d/ b/ p
Arrange object according to size (from small to big)Group the object according to heavy and lightGroup the object according to high and lowGroup the object according to coloursDifferentiate the object according to similarities and differencesIdentifying object characteristics (state the object)Recognize the time concept
Morning Evening Day Night
Differentiate time relation Day/ night Today/ tomorrow Yesterday/ day after tomorrow Before/ after Now/ later First/ last A moments/ Length of time
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Comment:
Test Original Position TransformationNumber Ask: Is the amount of coins the same
for each row?
Children answer : Same ( ) No ( )
Why?__________________________________________________________________________________________________________________________________________________________________________________________
Ask: Now is the amount of coins the same or more?
Children answer : Same ( ) No ( )
Why?__________________________________________________________________________________________________________________________________________________________________________________________
Length Ask: Are both the wood/ ruler of the same length?
Ask: Now are both wood/ ruler the same length or longer?
Form 4.1: Piaget Intellectual Test
Child’s Name : _____________________________________________________Age : _____________________________________________________Observer : _____________________________________________________Group : _____________________________________________________Observation Date : _____________________________________________________Observation Time : _____________________________________________________
Children answer : Same ( ) No ( )
Why?__________________________________________________________________________________________________________________________________________________________________________________________
Children answer : Same ( ) No ( )
Why?__________________________________________________________________________________________________________________________________________________________________________________________
Liquid Ask: Are the water level in both beaker the same?
Children answer : Same ( ) No ( )
Why?___________________________________________________________________________________________________________________________________________________________
Ask: Now are the water levels in each beaker the same or more?
Children answer : Same ( ) No ( )
Why?___________________________________________________________________________________________________________________________________________________________
Mass Ask: Is the amount of plasticine the same?
Children answer : Same ( ) No ( )
Why?___________________________________________________________________________________________________________________________________________________________
Ask: Now is the amount of plasticine the same or more?
Children answer : Same ( ) No ( )
Why?___________________________________________________________________________________________________________________________________________________________
Area Ask: Does each cow has the same amount of grass to eat?
Ask: Now does each cow have same amount of grass to eat or more?
Children answer : Same ( ) No ( )
Why?____________________________________________________________________________________________________________________________
Children answer : Same ( ) No ( )
Why?____________________________________________________________________________________________________________________________
Weight Ask: Does both balls have the same weight?
Children answer : Same ( ) No ( )
Why?___________________________________________________________________________________________________________________________________________________________
Ask: Now without putting the ball on the scale, do both balls still weigh the same or one of them weighs more?
Children answer : Same ( ) No ( )
Why?___________________________________________________________________________________________________________________________________________________________
Volume Ask: If I put the plasticine in both glasses, is the level of water the same?
Children answer : Same ( ) No ( )
Why?___________________________________________________________________________________________________________________________________________________________
Ask: Now is the level of water the same if I take one of the plasticine out?
Children answer : Same ( ) No ( )
Why?___________________________________________________________________________________________________________________________________________________________
Conclusion:
Form 4.3: Torrence Creative Test
Child’s Name : _____________________________________________________Age : _____________________________________________________Observer : _____________________________________________________Group : _____________________________________________________Observation Date : _____________________________________________________Observation Time : _____________________________________________________Objectives : 1) Observe the child’s technique to develop some idea.
2) Evaluate child’s creative thinking level based on the given test.Task : What is the probability of the child’s answer when they look at
the drawing? Ask the child: Please look at the drawing, what do you think about this drawing?
State the child’s answer (answer can be more than one):
State the child’s answer (answer can be more than one):
Form 4.3: Torrence Creative Test (Continue)
Child’s Name : _____________________________________________________Age : _____________________________________________________Observer : _____________________________________________________Group : _____________________________________________________Observation Date : _____________________________________________________Observation Time : _____________________________________________________Task for child : Please expand the drawing in a meaningful shape.
Form 4.3: Torrence Creative Test (Continue)
Child’s Name : _____________________________________________________Age : _____________________________________________________Observer : _____________________________________________________Group : _____________________________________________________Observation Date : _____________________________________________________Observation Time : _____________________________________________________Task for child : Please try to complete the circles into an attractive picture.
Form 4.3: Torrence Creative Test (Continue)
Child’s Name : _____________________________________________________Age : _____________________________________________________Observer : _____________________________________________________Group : _____________________________________________________Observation Date : _____________________________________________________Observation Time : _____________________________________________________Task for child : Please complete the shape into a meaningful and attractive picture.
Evaluate aspect ScaleItem 1 2 3 4 5
Shape produce for each picture/ square
Weak Moderate Good Very good Special/ Exceptional
Combination original idea/ picture with a new picture
Not suitable Moderate Suitable Suitable and attractive
Suitable, attractive and
artistic
Able/ Brave to move out from the border
Limited only to the space
provided
Able/ Brave to extend to
opposite square
Able/ Brave to extend
onto further square
Able/ Brave to go over all
border
Able/ Brave to add own
space
Line added to the original line
Little Moderate Many and suitable
Many, suitable and
attractive
Many, suitable,
attractive and artistic
Ability to produce creation based on square/ picture on time
1%-20% from square/
picture prepared
21%-40% from square/
picture prepared
41%-60% from square/
picture prepared
61%-80% from square/
picture prepared
81%-100% from square/
picture prepared
Total to each scale spaceTotal markPlease tick (X) at the space provided below item1= Very Low 5= Very High
Form 4.3: Torrence Creative Evaluation
Child’s Name : _____________________________________________________Age : _____________________________________________________Observer : _____________________________________________________Group : _____________________________________________________Observation Date : _____________________________________________________Observation Time : _____________________________________________________
Score analysis21-25 - Special Creativity16-20 - Very Good Creativity (Very creative)11-15 - Good Creativity6-10 - Moderate Creativity1-5 - Weak Creativity (Not creative)
Question ( )/( X ) Note1) Able to mention his/ her full name ( )2) Able to mention age ( )3) Able to mention date of birth correctly ( )4) Able to mention home address ( )5) Able to recognize and identify parts of body
(head, body, foot, hand, hair, finger, ear)( )
6) Remember song lyrica)b)c)d)e)f)
( )
7) Use words to produce idea and feeling ( )8) Converse with other friends while doing daily
activity (state what’s the conversation about)( )
9) Take part in class discussion (example: Teacher asks about the Prime Minister of Malaysia name).
( )
10) Show their enjoyment with book and story ( )
Form 5.2.2: Child’s Language Test
Child’s Name : _____________________________________________________Age : _____________________________________________________Observer : _____________________________________________________Group : _____________________________________________________Observation Date : _____________________________________________________Observation Time : _____________________________________________________Task : Please tick ( ) at the statement when children are able to carry out
the test and cross ( X ) if they are not able to do so. State child’s ability in detail.
Conclusion:
Category ( )/( X ) NoteIntimate123456
Cry when teacher/ guardian leave themCling to teacher/ guardian when there is visitorKick or hit teacher/ guardianLike to be hugHug and kiss a familiar personAble to kiss stranger
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Happy Emotion1234
Smile a lot when playing with someone familiarLaugh a lot when playing with someone familiarShow happiness when happyHappy when play
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Stability/ Calm Emotion1234
567
Seldom yellSeldom whineNot easy throw tantrumNot jealous when guardian or mother give attention to other childrenCry only when in pain/ hungry/ tiredDid not suck fingerDid not bite on blankets, cloths or toys
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Form 6.0: Children’s Emotional Behavior
Child’s Name : _____________________________________________________Age : _____________________________________________________Observer : _____________________________________________________Group : _____________________________________________________Observation Date : _____________________________________________________Observation Time : _____________________________________________________Task : Please tick ( ) at the statement when children are able to carry out
the test and cross ( X ) if they are not able to do so. State child’s ability in detail.
891011121314
Did not bite finger nailsEasy to coax (when cry)ObedientAble to control self when angryDid not revenge other childrenDeep sleepAble to face frustration well (like to laugh/ talk about things that make him/ her frustrated)
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Bravery12345
Not afraid of dark placeNot afraid of strange placesNot afraid of certain objectNot afraid of animal/ pets (cat, rabbit, dog)Not afraid of anything
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Self-confident1
2
34
56
Show multiple feeling such as laughing, affection, anger spontaneouslyFace new challenges with full of spirits (in study or any activity)Feel able to influence other people such as peersFeel others appreciate him/ her (very sure that mum loves him/ her)Not easily to be influenced by othersNot easily to be disappointed/ able to defend self when criticized by others
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Conclusion:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Category ( )/( X ) NoteSelf-concept1234
Know about his/ her sex (Female/ Male)Tell about his/ her familyKnow about his/ her raceShow skill and ability
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Proud with Success1
2
34
Show happiness (smile/ yield) when successful doing somethingShow attention at what he/ she has done (drawing, block, puzzle)Stand the justiceDefend themselves when have challenged
( )
( )
( )( )
Trust Adult123
Ask adult to help in new thingAsk guardian opinion in solving problemsWilling to involve in daily activities
( )( )( )
Act accordingly12
Sit properly when eatingListen when other people talk
( )( )
Form 7.2: Children Social Skill Observation
Child’s Name : _____________________________________________________Age : _____________________________________________________Observer : _____________________________________________________Group : _____________________________________________________Observation Date : _____________________________________________________Observation Time : _____________________________________________________Task : Please tick ( ) at the statement when children are able to carry out
the test and cross ( X ) if they are not able to do so. State child’s ability in detail.
345678
Obey rulesUnderstand and respect other peopleHelp friends when playing or doing activitiesHelp other peopleConsole a friend when they are unhappyInvite friends to play together
( )( )( )( )( )( )
Co-operation with friends in completing the task12
Construct building with blockPlay beside friends without disturbing or snatching his/ her toys
( )( )
Friendship1234567
Like other childrenReady to be near other friendsAble to receive criticism from other childrenSmile to someone he/ she newly metEasy to approach someone he/ she newly metLook when talking to strangersLike to share toys with friends
( )( )( )( )( )( )( )
Friendly12
Like to talk with a familiar personTalk with stranger
( )( )
Activeness12
3
Like the outdoor activitiesLike to play together with friends, rather than looking at others playingEnjoy outdoor activities
( )( )
( )
Independent and co-operation12345
67
Eat by herself/ himselfDrink by herself/ himselfAble to use toilet/ potty by herself/ himselfCo-operate with other children in doing activitiesAble to play alone (need supervision from guardian/ mother)Inform when he/ she wants to go to toilet (to urinate)Ask guardian for help when facing difficulties
( )( )( )( )( )
( )( )
Conclusion:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Children Lab’s Report
NO
CONTENTS MARK (100%)
1. Table of content2. Introduction-overall children development 10%3. 1. Introduction
1.1 Children background (2-4 children)1.2 Continuous Observation (2-4 children)
a. Structure activityb. Unstructured activity
1.3 Comparison between children1.4 Conclusion
10%
4. 2. Physical development2.1 Introduction2.2 Theory2.3 Gross motor development and fine motor development (2-4 children)2.4 Comparison between children2.5 Conclusion
10%
5. 3. Perception development3.1 Introduction3.2 Theory3.3 Sense of touch, scent, taste, hearing and visual (2-4 children)3.4 Comparison between children3.5 Conclusion
10%
6. 4. Intellectual development4.1 Introduction4.2 Theory4.3 Number, Length, Liquid, Mass and Area (2-4 children)4.4 Drawing (Torrence Creative Test) (4 children)4.5 Comparison between children4.6 Conclusion
10%
7. 5. Language development5.1 Introduction5.2 Theory5.3 Child language ability (2-4 children)5.4 Comparison between children5.5 Conclusion
10%
8. 6. Social emotional development6.1 Introduction6.2 Theory6.3 Friendship, communication, fitness, attachment, social interaction (2-4 children)6.4 Comparison between children6.5 Conclusion
10%
9. 7. Overall conclusion/ summary 15%10. 8. References 5%11. 9. Appendix12. 10. Labs’ manual 10%
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