FS 1513 Journal Submission II TemplateNameType your name here.docx

FS 1513 Journal Submission II Template
Name
Type your name here
Age range
6-11 months
Place
Child care Center
Subject’s gender
Male
Date
Click here to enter a date.

Session Time
9.00 a.m.
Click 2.00 p.m.
General Comments
Beginning
End
The observation is at a child care center for nurturing children
at the infant stage
Hours
5 hours
15 hours
This Session
Cumulative
Anything less than 1 hour will not be counted
Domain
Indicate the domain you are reporting for
Select from the pull down list
Anecdotal Notes (Summary of the events you observed, or what
happened)

The observation involves an infant of 10 months who is of male
gender. The observation focuses on the cognitive and language
development of the subject. The following was observed: a)
Building blocks and stacking them back repetitively, b)
Clapping hands and head motions, utters words in copying
manner, c) Bounces along to music, d) Responds by looking in
the direction their name is called and shouts on occasion e)
Babbles words and makes sounds to express some emotion
This part should:
1. Provide information that is easy to understand (coherent)
2. Provide information enough detail to illustrate development
within the indicated domain
3. Focus on a specific event or behavior
4. Be written objectively (i.e., avoid judgments and subjective
interpretations)
Application:
What is illustrated, or demonstrated, by these events based on
topic presented in class and/or the book?
One of the development traits observed is physical which
entailed movement of body and coordination of arms and legs.
The second development trait is mental development including
responding to sound such as his name, bobbing head to music
and showing curiosity over strayed objects and building and
rebuilding of toy stacks. The development traits align with at
least two theories of Piaget theory of cognitive development and
the behavioral theory of language.
The Piaget theory of cognitive development indicates that the
infant is at the sensorimotor stage where the child is showing
curiosity and starts to explore his environment such as clapping

hands in a copying manner and bounces to music. In addition,
his motor skills are put to task such as sitting upright and
turning head to follow activities in the room. The behavioral
theory asserts that language is learned through operant
conditioning and which are enhanced through copying, and
reinforcement. In this case, the infant claps hands and moves
body in tandem to what the adult is doing as well as uttering
words through reinforcement.
This part should:
1. Identify at least 2 – 3 developmental traits and/or abilities
that were observed
2. Identify and use at least 2 – 3 theories to explain what was
observed
3. Accurately interpret the developmental traits and/or abilities
using the selected theories
4. Be fully supported by observation notes above.
Reaction/Learning (What you learned)
The observations made on the infant were insightful in that the
child was on schedule with the expected development
milestones at 10 months. Although, the child did not seem
inclined to try to stand up while being supported, he was not
able to do so independently in comparison to some of his
counterparts. However, based on development theories children
have varying development milestones and based on the theories
the child is on the right track in terms of cognitive and language
skills based on how curious and interactive he is such as
shouting random words at others or moving to objects placed at
varying positions.
Objectively, the child needs more reinforcement and stimulation
such as encouraging him to copy words and imitate actions to
expand their vocabulary and independence. Even so, the child
projects developing strong social skills based on curiosity of

others in the room as well as playing objects and multiple facial
expressions to communicate their current temperament.
Personally, it allows for more appreciation of childhood
development milestones which need to be celebrated as part of
growing up and professionally, it encourages the need to
appreciate slow but sure progress in career development without
skipping any important stages.
Responses should:
1. Demonstrate awareness of the assumptions that you are
making as you observe and interpret the information
2. Demonstrate critical thinking about what you observed and
the theories that you applied
3. Provide some insight about the behaviors that were observed
4. Indicate how what was learned can be applied in your
personal and (hopefully) professional life.
FS 1513 Observation Project Details
Time Involved
Students enrolled in FS 1513 are expected to complete at least
15 hours of observations related to human development. This
work will involve creating a journal entry for each of their
observational sessions. There should be entries for at least 15
hours of observations by the end of the semester.
There should be 1 journal entry for each time you observe—
whether it is for 1 hour or more—there should only be 1 entry.
So, if you observed 3 times in 1 week for 1 hour each time then
you would need 3 journal entries. Alternately, if you observed 1

time for 3 hours then you would need 1 journal entry. However,
this means that there will be less information to assess your
work (i.e., 1 mistake can cost more points).
Observations: Who and Where
Part of the purpose of this project is to observe differences in
development across the life span. So, observations should
involve people from different age ranges over the course of the
semester. Some entries should focus on development observed
during childhood (i.e., observing children from infancy through
grade-school), others should involve observing development
during adolescence (i.e., observing pubescent and adolescent
children), and others should involve should involve observing
development during adulthood (i.e., observing adults from early
to later in life). The important point is that observations should
be completed for at least three age groups for the entire
semester.
Observations should take place in naturalistic settings.
Naturalistic means that people should be observed in place
where they would normally be present (i.e., not in a lab).
Ideally, this would mean that they are able to behave as they
normally would. The goal, however, is to have enough time to
observe a person so that they can demonstrate what they have
developed. This means that you will need to be able to watch
them behaving naturally for the duration of your observation
(i.e., at least 1 hour). Observations that are less than 1 hour will
not be counted as complete.
Formatting
Journal entries using the appropriate templates should be
completed for each observation session. The templates
(available on the course website and below) should contain all
of the identifying information. Journal entries that do not use
the template will not be graded.

First, each journal entry must contain documentary information.
This should cover (1) who did the observations and who was
observed, (2) where and when did the observations happen, (3)
what were the people being observed generally like, (4) what
was the setting like, and (5) keep track of the hours that are
being represented in the entry as well as the number of
cumulative hours completed so far.
Second, each entry should contain a coherent summary of what
was observed that tells a story about what was seen and/or
heard. Anecdotal notes need to be written in full sentences that
help a person to understand what was observed, how things
happened, and provide objectively detailed examples of a
person’s development.
Third, each entry should apply the information presented in FS
1513 to explain what they observed. At least 2 – 3
developmental traits, or abilities, present in the anecdotal notes
should be identified and explained using any theories that may
apply. The theories that are used should directly address what
was observed. Further, there should bemore than just one theory
present in your journal entry (i.e., theories is plural for a
reason). It is important to use the appropriate terms accurately
from the theories that you select to explain the behavior.
Additionally, all of the information that you need to explain the
observed abilities and behaviors should be present in the
anecdotal notes.
Fourth, journal entries should contain a reflection of what you
learned. Part of learning involves checking to see if information
is valid; thus, the first thing that needs to be identified is any
assumptions that are being made. Assumptions are anything that
might bias what was observed or interpreted. There will be
assumptions for every journal entry, unless the observer is a
perfect person who knows absolutely everything and can see, or
hear, everything.

Next, reactions should demonstrate critical thinking and insight
about the information. Critical thinking should involve
identifying what the information from the observation and
interpretation means beyond what was discussed in a textbook
or during class. If learning is happening, then it should mean
something for daily life. The goal here is to communicate what
this all means for personal and professional interactions and
expectations.
What Is Turned In:
Entries should be organized into three sets for submission. Each
set of journal entries is worth 100 points, should represent at
least 5 hours of observations, and focus on development in
specific domains. There can be differences in the ages
represented in the journal entries, but of the journal entries that
are submitted as a set should focus on the appropriate
developmental domain(s).
The first set of entries (Submission I) should focus on physical
development. All of the anecdotes that are provided should
illustrate the individual’s physical development.
The second set of journal entries (Submission II) should focus
on cognitive development and development of language skills.
So, some of the entries should contain information that
illustrates cognitive development and others should contain
examples of development of language skills. Ideally, there
would be two of each. However, there might be some overlap
between cognitive and language development. Additionally, the
theories that are used to explain the observed information
should all focus on development in these domains. These entries
should all focus on using theories such as Piaget’s, information
processing, Vygotsky’s, and behaviorism.
The third set of journal entries (Submission III) should focus on

psychosocial development. Entries submitted in this set should
focus on development of emotions, social behaviors,
personality, relationships, and similar issues. These
observations should be accompanied by theories that directly
address the topics that are identified.
Detail Summary
1. Observe for indications of development
a. Documenting information about (see template for more
details)
i. Who
ii. Where
iii. When
iv. How long
b. For 15 hours across the semester
c. In each submission there should be 5 hours of observations
d. Entries should use hourly increments (i.e., nothing less than
60 minutes will count, all time will be rounded down to the
hour)
e. In different settings such as time in a Child Care Center, a
senior citizens' center, a social services agency (i.e., Friends of
the Family, Association for Retarded Citizens), parks, or social
settings.
f. Across different age ranges
2. Complete journal entries for each observation session
3. Submit 3 sets of journal entries using the appropriate
templates
Submission Deadlines for Students Enrolled in 1513
Journal submission
Required Number of Hours
Observation Area
9/29
5 Hours minimum

Physical
11/3
5 Hours minimum
Cognitive & Language Development
12/8
5 Hours minimum
Psychosocial Development
General Comments
Please pay attention to the directions. This is a project designed
to encourage critical thinking, not creativity. Doing the project
the way that you want to, or the way it fits best with your life,
may result in a grade that you would not prefer. The
expectations and requirements were designed to allow for
quicker feedback and to help people be successful. Since
everyone enrolled in this deserves the same treatment, when one
accommodation or exception is made for one person then
everyone should receive it as well. The large number of people
enrolled in this course, though, makes this very difficult to do
well. If there is a substantial reason why an exception is needed,
then please talk to the teacher as early as possible. Exceptions
will not be made after the work is turned in.
FAQ
· Can observe where I work?
Yes, as long as you are not supposed to working. (This is not a
great idea.)
· Can I observe children that I take care of?
Yes, but is better if you are not familiar with the people that
you are observing. (This is really not a great idea)
· Can I use some of these observation hours for another class?
It depends on what your other instructor says. It is fine for this
class, as long as you meet all of the requirements (i.e., for time,
ages, and topics).
· Do I have to only observe in a classroom setting?

No, naturalistic means anywhere that you find people
interacting
· Do I only have to observe one age group at a time?
No, the ages of the people that are being observed can be
different.
· Do I only have to observe people in groups?
No, but for some aspects of development, such as language
development, it is really helpful
· Can I submit less than 5 hours and still get a decent grade?
No. If there is less than 5 hours than information is
automatically considered to be missing for everything. This is
because 1 hour is missing?
· What if one of my observations is less than 1 hour?
The observation will not be counted. It needs to be at least 60
minutes long.
· What if I only observed for 45 minutes?
Forty-five (45) minutes is less than sixty (60) minutes; so, you
can observe, but it will not be counted towards the total.
· What if I observe for 1 hour and 30 minutes and 2 hours and
30 minutes times in one week? It’d be a total of 4 hours, right?
No. It would only be 3 hours. There would still be 2 hours
missing from the total 5 required.
· What if I get all of my hours done early?
It is fine to have all the hours done early, but there needs to be
at least 3 submissions. So, you can save some of the
observations to use for later submissions
· Say I observe for 5 hours on one day, can I only turn in one
journal entry?
Yes, but you need to realize that it will be the only thing that is
graded. This means that the entire 100 points rests on 1 entry.
Any mistakes have a greater impact on your grade.
· Ideally speaking, about how many entries should be submitted
each time?
At least 2 – 3 entries per submission would probably be the
safest and best. The reason is that observations could be 1 – 3
hours long, which usually fits into people’s schedules better,

and there are more samples of your work so that anything that is
missing or not perfect has a smaller impact on the grade.
· About how long should each entry be?
To do this well, entries will usually end up being about 1 ½ to 2
pages total. Brevity and clarity are the keys. Grading is easier
and there is less to write when things are clearly and directly
stated and use terms that are appropriate for the theory is being
used.
· Do there need to be citations in the journal entry?
Yes. If you are citing information that you did not think of on
your own, then you should give credit to the person that did. It
is fine to cite your textbook for this project. If is not a direct
quotation the in-text citation for the textbook would look like
“(Sigelman & Rider, 2015)”. If a direct quotation is being used
then there needs to quotation marks and the page number where
the words were found. The in-text citation would then look like
“(Sigelman & Rider, 2015, p. ___)” and you would but the page
number in the blank space.
FS 1513 Journal Entry Grading Rubric (100 Points)
Documentation
Name, Place, & Date 0 1 2 3
All are missing Several are missing All are present but
there are problems All are present and there are no problems
Time: Session Beginning & Ending 0 1 2 3
Cumulative Hours 0 2 4 6

Subject Information: Age Range & Gender 0 2 4
6
happened)
Descriptive Details: Information is observable and contains
examples 0 1 2 3 4 5 6 7
Notes are missing Notes are present but are vague, lack
detail, and/or solely present information that cannot be readily
observed Notes contain 3 - 4 pieces of information that cannot
be observed (i.e., emotional states, thoughts, attention, etc.)
Notes contain 1 - 2 pieces of information that cannot be
observed (i.e., emotional states, thoughts, attention, etc.)
Notes provide observable information Notes provide
observable information and coherent examples Notes
concisely provide observable information and coherent
examples Notes concisely provide observable information and
coherent, in-depth, examples
Focus: Do the notes select a specific event to provide evidence
of an individual’s development? 0 1 2 3 4 5
6 7
Notes are missing Something is present in each entry
Notes are written in bullet format and/or sentence
fragments There multiple events are summarized, but none seem
to be the main focus of the anecdote Several specific events
are present in each entry, but all of them are used as the central
focus Several specific events are present in each entry, but
1 -2 of them are the central focus One specific event is
present in each entry, but observations are not focused on it A
specific event is used to organize observations
Objective: Do the records avoid making value statements? 0

1 2 3 4 5 6 7
Notes are missing All statements contain
subjective/judgmental terms Most statements are
subjective/judgmental Several statements are
subjective/judgmental Some statements are
subjective/judgmental Few statements are
subjective/judgmental Most statements are written
objectively Notes are written objectively, no judgmental
statements
Interpretation/Application (What is illustrated, or demonstrated
by these events)
Topic Being Discussed: Are traits and/or abilities clearly
identified and considered? 0 1 2 3 4 5 6
7
Missing No traits, or abilities, are identified Several
traits, abilities, or aspects of the context are identified but none
are discussed The context is discussed, but what the trait, or
ability, is unclear or unaddressed Only one trait, or ability, is
identified consider in the analyses Two traits, or abilities, are
identified consider in the analyses Three or more traits, or
abilities, are identified consider in the analyses
Theories: Do journal entries demonstrate familiarity with
theories appropriate for the traits and/or abilities 0 2
3 4 5 6 7
Missing No theory is identified One relevant theory is
identified but its concepts are not used Two relevant theories
are identified but their concepts are not used Three relevant
theories are identified but their concepts are not used At least
relevant one theory is identified and its concepts used in the
analyses Two relevant theories are identified and both of their
concepts are used Three relevant or more theories are
identified and all of their concepts are used
Critical thinking: Does the response demonstrate independent

thought and engagement with course material? 0 1 2
3 4 5 6 7
Missing Does not present evidence of critical thinking
about observed behaviors Only relies on personal experience
Presents limited critical thinking on a few topics Only
presents information from the book Provides evidence of
critical thinking that solely relies on the book or notes
Provides evidence of critical thinking that goes a beyond
the book or notes Provides evidence of critical thinking that
goes beyond the book or notes on most topics
Reflections: Does the information demonstrate learning and
integration? 0 1 2 3 4 5 6 7
Missing Something is present but does not demonstrate
reflective thought Reflections do not explain how
information is personally applicable OR demonstrate learning
Reflections are at a surface level but demonstrate
familiarity with information Reflections demonstrate how
information can be integrated in student’s life Reflections build
on the application and interpretation of information and
demonstrates how it integrates into the student’s life
Reflections build on the application and interpretation of
information and demonstrates how it integrates into the
student’s personal and professional life
General Qualities
Relevant: Is all of the information related to the developmental
domain and theory? 0 1 2 3 4 5 6 7
The work is not related to the developmental domain
There is not enough information to evaluate relevancy
Almost everything is not clearly related to development in
the domain The majority of everything is not clearly related
to development in the domain The majority of everything is
clearly related to development in the domain Almost
everything is clearly related to development in the domain

Everything is clearly related to development in the domain
Support: Do the anecdotal records provide a foundation for the
Interpretation/Application and Reaction/Learning sections? 0
1 2 3 4 5 6 7 8
Observation notes do not support the statements being
made Observation notes could only support one of the
statements being made, but are not mentioned
Observation notes could only support a few of the
statements being made, but are not mentioned Observation
notes generally could support the statements being made but are
not expressly mentioned Observation notes support the
statements being made but are not expressly mentioned
Observation notes support the majority of the statements
being made and are expressly mentioned Observation notes
support almost all of the statements being made and are
expressly mentioned Observation notes support all of the
statements being made and are expressly mentioned
Accuracy: Is the information, other than the observation record,
correct? 0 7 8
Minus 1 point per for
each incorrect piece of information All the information is
accurate
Writing 0 9 Minus 1
point per each type of spelling or grammatical error after the
first instance 10 Writing uses proper organization and/or
sentence structure AND has 1 very minor spelling or
grammatical error
Completion of Hours -100 No hours completed -80 4 hours
missing; Only 1 hour completed -60 3 hours missing; Only
2 hours completed -40 2 hours missing; Only 3 hours
completed-20 1 hour missing; Only 4 hours completed 0
All 5 hours completed

FS 1513 Submission I
Journal Entry Template
Name Type your name here Age rangeIndicate the
approximate ages here
Place Indicate where you observed here Subject’s
gender Click here to enter text.
Date Click here to enter a date.
Session Time Click here to enter text. Click here to enter
text. General Comments
BeginningEnd Provide brief description of the setting
Hours Indicate the HOURS reported for THIS
OBSERVATION Indicate the TOTAL hours for the
SEMESTER you have OBSERVED
This Session Cumulative
Domain Physical Development ALL observations should be
related to physical development and related theories/concepts
happened)
Click here to enter text.
This part should:
Provide information that is easy to understand (coherent)
Provide information enough detail to illustrate development
Focus on a specific event or behavior

Be written objectively (i.e., avoid judgments and subjective
interpretations)
Application: What is illustrated, or demonstrated, by these
events based on topic presented in class and/or the book?
This part should:
Identify at least 2 – 3 developmental traits and/or abilities that
were observed
Identify and use at least 2 – 3 theories to explain what was
observed
Accurately interpret the developmental traits and/or abilities
using the selected theories/concepts
Be fully supported by observation notes above.
Responses should:
Demonstrate awareness of the assumptions that you are making
as you observe and interpret the information
Demonstrate critical thinking about what you observed and the
theories that you applied
Provide some insight about the behaviors that were observed
Indicate how what was learned can be applied in your personal
and (hopefully) professional life.
FS 1513 Submission II

Domain Cognitive & Language Development ALL
observations should be related to cognitive & language
development and related theories/concepts
happened)
This part should:
interpretations)
This part should:

were observed
observed
Responses should:
FS 1513 Submission III

Domain Psychosocial Development ALL observations
should be related to psychological, emotional, and/or social
development and related theories/concepts
happened)
This part should:
interpretations)
This part should:
were observed
observed

Responses should:
FS 1513 Journal Submission III Template
Domain Psychosocial Development ALL observations
should be related to psychological, emotional, and/or social
development

happened)
This part should:
interpretations)
This part should:
were observed
observed
Responses should:

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