School Age, Early Childhood - Essay Example

The school he attends has programs that allow the children who are of the same age to play together and avails toys for them to play with. They have several play sessions both indoors and outdoors so that they can be able to explore and develop in a wholesome manner. The different sessions in their daily routine are also punctuated by breaks that allow them to feed on snacks as well as have a chance to visit the bathroom. These breaks are scheduled regularly so that the children are not engaged in a particular activity for too long to make them lose interest in it.

Garvin is four years old and has dark soft hair with round eyes and a pale complexion. He seems like a social and outgoing boy who is not shy compared to the other children who are in his class. At the beginning of the observation, Garvin is standing next to a desk in class together with three other children while some tubs of blocks are on the table before them. Garvin carefully looks at the girl next to him as he stretches forward and picks a block from the table. He moves to the side of the table where the block is nearest to the edge and picks it up before the girl could pick it up and goes around the table to the spot where he was initially standing.

This shows the development of a gender schema which can be said to be a cognitive framework that allows the organization of information that is relevant to gender, therefore, making children come up with rules concerning what is appropriate for girls and boys (Feldman 252). He starts rolling the block from one side of the table to the other and stretches to clear the items that were on the table so that he can show the rest of the children what he was doing. He continues doing this while making sure that the children who are with him at the table see what he is doing.

Soon he moves around the room to find a different toy to play with and leaves the blocks for the children who were with him at the table.
At the other end of the room, he joins some more children who are trying to mold some figures using molding clay and he is specifically interested in what mark is trying to mold. He inquires this from mark who replies that he is working on an elephant. Garvin tells him that without a trunk, it would not be a real elephant and assists him in making a trunk for the elephant he had molded. According to Feldman (239), expecting children to be able to master material at a certain age, is better to provide an environment where learning is encouraged at their own pace. This is demonstrated by the way Garvin assisted his friend in understanding what an elephant looks like.