Essay on Williams Mc Tomkins: 6yo Observation of Middle Childhood

Introduction

I want to base my child observation on the middle childhood stage. The child's name is Williams Mc Tomkins from North America; he is a child of a primary school teacher at Mason-Rice Elementary School who happens to be my aunt. He was born on 1st January 2014. Williams' age is six years one month old. His height is 3 feet 10 inches while his weight is 45 Ibs. His eyes are beady, meaning they are small, round, and bright. He has very dark hair. Children at middle childhood stage displays, various characteristics; however the following are some of the traits I have learned from Williams; he has interest in games, he breaks to tears when provoked, he is willing to do his some duties without someone's help like taking bah on himself and, he questions on peoples unusual or unfamiliar behaviors' despite the age (Feldman 2013). William's clothing is impressive. In his middle childhood, he has acquired excellent abilities on what to wear at different times; for instance, during the rainy season, he puts on a raincoat. At this age, Williams' mother takes care of developing Williams' sense of competency by guiding him on design color and clothes appropriateness on a given occasion, for example, putting on tracksuits during his games times. These are because, during play, Williams needs to be free to run and navigate in the children's tricky games with ease. I have decided to use Williams in my child assessment assignment since he is a child have well known for his extraordinary abilities in the mastery of personal development requirements at his tender age.

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Description of the Environment

Every child at his age has things that were surrounding him/her depending on the child's needs in development. William at middle childhood age has many things surrounding him, including his day to day activities like playing, sleeping, washing his hand and resting after play, learning classrooms like school surrounding with playing equipment like the see-saw objects, dramatic games, taking photographs and drawings, church surrounding where we have several symbols from people in the church building ad amongst the leaders of church activities (Bukatko, & Daehler, 2012). William is supported to develop his functional skills and improve his learning mood by the use of colorful decorations and pleasing patterns. Some materials that contribute to William's better environments include; water, making playing dough pillows, damaged vehicle wheels, grass, rugs, toys, home-made vehicles, and a pile of sand.

Description of Play

Through observation, Williams plays different types of plays either alone or mostly with his female friends, which include; Attunement Play involving the building of all kinds like timber and metallic blocks. This play helps build his ability to handle objects, build his awareness, and brings to his happiness. We also have Body Movement & sport, which entails developing William's understanding of the world around him ad teaching on various ways the body can move like during dance the materials used in this pay is his body parts like legs and hands. Another play is Object Play, in which Williams uses objects like toys and objects to play. This type of game develops Williams' intelligence and allows him to explore. Also, Social Play, including playing with what is in the social surrounding like what the society expects from a child of Williams age. These are majorly has done in groups where William can develop interpersonal skills and learn the social norms, and this will help him in his future relationships as an adult. Imaginative & Pretend Play is another type that involves Williams' use of creative procedures like formulated in-house games with friends to play. These help Williams to improve his creativity and innovation to assist him in future problem-solving. Storytelling-Narrative play which is when William listens to stories from his elders or age mates. These help him to develop a better understanding of his friends and himself too Creative Play, including listening to music and watching cartoons. These help Williams build creativity. Many times Williams gains functional and constructive skills during his play either alone or with friends.

Description of Identity

Child identity is simply a level of self-awareness and other-awareness; at the middle childhood age personality of the child starts to become more complex, multifaceted, and abstract. A child begins to increase their interest in the relationship with adults and other peers in middle age, and this makes the child more sensitive to the self-consciousness of pride, guilt, and shame (Fawcett, & Watson, 2016). These children start to differentiate between what they like and what they dislike and what they are capable of doing. There are various levels of identities for children in the middle childhood age; first, is the gender identity, this where they start to realize whether they are of female or male gender, for example, I learned that at this stage Williams would frequently ask his mum the difference which existed between him and his younger sister Mary (Feldman, 2013). Secondly, is social identity. This is where Williams starts to respond to the people around him. During this period, Williams devolved communication skills and ability to understand things in the surroundings helps him be able to converse with people, and therefore he can increase his interpersonal skills and hence a resource in the society in the future. The social identity provides a room for closer and lovely relationships. Lastly, we have the emotional personality whereby William has reached a point to understand his emotions. In as much as Williams easily breaks to tears, he can control his emotions and feelings as well. William is also able to realize himself such that it difficult for him to cry before people, but instead, he has developed a tendency of yelling behind buildings or else inside his bedroom away from his peers. It's at this point where Williams knows how to regulate himself to avoid frequently getting offended by his friends, but instead, he can silently control himself.

Summary

According to my observation, it's clear that William's development can be summarized in various domains. In the physical domain, William's motor and body movement skills have greatly improved. William is very active in this stage. He engages in activities that help him develop his physical fitness, for instance, William and his friends are all over during the day running and changing their play methods to those that will allow them to keep running. William and his friends are found to b playing body movement plays. In the cognitive domain, William begins to have new experiences mostly in school classwork, where I observed that William skills, including drawing, subjective judgment in that William could recall what he was taught the last term during the beginning of the new time. In the social and emotional domain, William has gained the ability to relate with his friends, who are mostly girls (Feldman 2013). William tends to make new friends all over in their neighboring and makes efforts to maintain the friendship by sharing what he has with them like food staffs and even willing to share his gifts from his parents.

Moreover, William spends most of his time with friends and family helping in social activities, which allows his social identity and responsibility. In conclusion, middle childhood is a very crucial stage in individual development. At this stage, an individual is molded to a better being and a useful resource in the source through the realization of social identity at these tender ages. However, with less concern about the child's development and new behaviors,' it's at this stage where the child may acquire some irresponsible character traits. Therefore parents should pay attention and keenly observe their children for more information on their children.

References

Fawcett, M., & Watson, D. (2016). Learning through child observation. Jessica Kingsley Publishers.Feldman, R. S. (2013). Discovering the life span. Pearson Education, India.

Bukatko, D., & Daehler, M. W. (2012). Child development: A thematic approach. Nelson Education.