Making observations is the best approach to acquiring data about an attribute aligned with a child. Observations will effectively obtain information about a kid without the distraction of their environment (Dandekar, 2005). Therefore, this will facilitate recording the socio-emotional growth of a child. I will share the data gathered with others to demonstrate the kid’s progress in this area of growth and what they require to change to remain competitive. When I use my senses to hear and see how a kid responds to different settings, that will define their socio-emotional growth (Hire Dissertation writer experts).
The context I will observe is peer relationships because they determine the socio-emotional growth of a child. A kid needs to interact with their age mates in order to achieve various development aspects, such as communication, emotional control, decision-making, and memorization (Socio-emotional development, 2016). Although children first interact with their families, they join the outside world as they mature, meeting new circumstances that determine their socio-emotional status.
Gathering information from observation and utilizing it to enhance a specific skill is vital for the observer and the victim. It enables a child’s guardians or elders to comprehend their growth stage and intervene where necessary. I made my observation around the school compound. The child was a female aged nine years. She was with her peers, both males, and females, shouting and playing around with each other (Contact term paper writers using this link).
Type of Data
I collected data using three approaches: interviews, observation, and artifacts. I interviewed by asking the child some questions about themselves and their peers. Moreover, I watched and listened to the kids while shouting and playing with toys. Furthermore, I acquired artifacts and used them to offer physical evidence, such as the toys they were playing with. Interviews were much easier to obtain information but more stressful since the kid was slow to respond. However, observation is more captivating than obtaining artifacts during the research (Dandekar, 2005). Artifacts were much more challenging since the kids were hesitant, even though the samples were compelling evidence. Interviews and observations are classified as qualitative research and artifacts quantitative. Qualitative research is conducted through observations and interviews, whereas quantitative data is analyzed in charts, graphs, and numerals.
|Emotional Development||Often||Almost Always||Not at All|
|Shouts when alone||Yes|
|Responds to questions fast when alone||Yes|
|She hesitates to answer questions when with friends.||Yes|
|Shouts when with friends.||Yes|
|Responds quickly when around friends||Yes|
|Plays with others||Yes|
|Has a friend||Yes|
The exercise introduced numerous facts about a kid’s socio-emotional growth. It was interesting to observe how kids relate with others in distinct ways. Some kids seemed shy and only had a few friends, while others were outgoing and enjoyed hanging around many friends. When a kid bit or hit the other and was reluctant to relate with them, as an onlooker, I was interested in capturing the action and exploring why they acted in such a manner. Furthermore, I was tempted to train the kid to improve their relationship with others and act decisively in adulthood.
Analysis of Data and the Plan
The core of the quantitative approach is accuracy, and the major objective is encompassed by prediction. Its outcome is reliable and entails a wider audience, but it is coupled with numerous mistakes. The qualitative approach is more suitable than the quantitative. It involves direct observations, which are much more reliable (Dandekar, 2005). Through observations, I realized that the kid was more active and cooperative when near her friends than when in isolation. Resultantly, this demonstrates that socio-emotional growth is achieved faster when kids interact with peers. During isolation, they tend to be tenser and quieter, making them inactive.
Qualitative approaches, such as interviews and observations, tend to be reliable and self-explicit when gathering data about a child’s socio-emotional growth. The outcome is more precise and defines how a child’s environment determines this growth area.
Dandekar, H. C. (2005). Qualitative Methods in Planning Research and Practice. Journal of Architectural and Planning Research, 22(2), 129–137.
Socio-emotional development in emerging adulthood. (2016). SAGE Knowledge https://doi.org/10.4135/9781473984615