During my summer I had the oportunity to work with six delightful children. Their ages ranged from three to nine, and there were two boys and four girls. During my time with them my main duty was to babysit them, but I decided since it would be in my best interest as a student for Human Development, I would use some of the things I learned. The work I did with the children would involve questionnaires, cognitive excercises, and observing their behavioral patterns.
Along the lines of my questionnaires, I mostly asked questions that would help me see where their levels of morality were at. None of the children were able to answer the scenarios I gave them at a postconventional level. The four, six, eight, and nine year olds were able to answer questions at a conventional level. They were able to make their decisions based on what were the rules of our society. The two three-year-olds answered at an expected preconventional level, but one of them did answer a few at a conventional level.
I also was able to test the children on their cognitive level. Here I used examples from the book to test the children’s level of preoperational thought processes. I did tests with water in differently shaped glasses, the two pencil trick, and the two balls of clay test. My results added up to what was expected from their ages. The three oldest were able to pass without any mistakes, but the two three-year-olds and the four-year-old had some troubles in the test.
Finally I was able to learn from the children by scientific observations, and by becoming an independent variable. Some times I would just observe the children playing with one another. I was able to watch the two boys do parallel play as the built houses with legos side-by-side yet never interacting. The girls would often be in associated play. They would pretend to be princesses in their own personal fable, but sometimes the shyest girl I would find would just be engaged in onlooker play.
Throughout the time I...