Running head: OBSERVATION TWO 1 Observation Two: Emotional Development Student Name Texas Woman’s University OBSERVATION TWO 2   Observation Two: Emotional Development. Isabella is a 23 month old girl that is about to turn 24 months in a week. The observation starts at around six in the morning. Isabella and her sister arrive at their grandmother’s house, where they are dropped off every weekday by their dad before he goes to work. Her father tells them goodbye and to behave for grandma. He hands them their donut holes, which he seems to buy them every morning before he drops them off. He kisses their head, turns around, and leaves. Isabella does not cry or make a fuss. She simply looks tired. The cause of her reaction could be due to drowsiness from being awake so early, or it could be due to the preparation they have before the separation. According to Fogel, preparation for a departure includes explaining that the caregiver will leave now and what they should do while they are away (Fogel, 2015). Although this is pretty much routine for the father and Isabella by now, he always instructs her to “be good,” and tells them goodbye and that he is leaving now. In this way, Isabella’s father prepares her for the upcoming separation they must go through constantly, which helps ease the departure. The girls are put to sleep soon after arriving. They sleep for about another 3 hours and then wake up around 9:30 a.m. One of Isabella’s uncles asks her grandmother for pancakes, so they all go to the kitchen. While her grandmother is making pancakes, Isabella and her sister begin playing pretend that they are also making pancakes themselves. It seems like her older sister is the primary chef with Isabella mimicking her every move. Isabella is fed the imaginary pancakes. She pretends to eat them but then proceeds to spit the imaginary food out. She tells her older sister that they are “nasty and doesn’t want them.” This situation correlates with research that has stated that by the 24th month of age, infants will engage in pretend play where they say to have certain kinds of emotions, in this case, disgust, (Fogel, 2015). Symbolic play OBSERVATION TWO 3   greatly increases the likelihood of infants talking about their emotions, something necessary for the infant’s emotional development. It seems like Isabella is up to par with this facet of emotional development. After the girls have eaten, they are sent off to go play. While playing, Isabella grabs one of her sister’s dolls, when the doll’s arm comes off. Isabella goes up to her sister, shows her the problem, and tells her “Oh no! I broke it.” Isabella’s sister goes and tells on her to her grandmother. Isabella’s grandmother lightly scolds her and tells her not to do that again. Isabella avoids eye contact while her grandmother is talking to her. She tells her grandmother she is sorry ...

1. Running head: OBSERVATION TWO 1
Observation Two: Emotional Development
Student Name
Texas Woman’s University
OBSERVATION TWO 2
Observation Two: Emotional Development.
Isabella is a 23 month old girl that is about to turn 24 months
in a week. The observation
starts at around six in the morning. Isabella and her sister
arrive at their grandmother’s house,
where they are dropped off every weekday by their dad before
he goes to work. Her father tells
them goodbye and to behave for grandma. He hands them their
donut holes, which he seems to
buy them every morning before he drops them off. He kisses
their head, turns around, and

2. leaves. Isabella does not cry or make a fuss. She simply looks
tired. The cause of her reaction
could be due to drowsiness from being awake so early, or it
could be due to the preparation they
have before the separation. According to Fogel, preparation for
a departure includes explaining
that the caregiver will leave now and what they should do while
they are away (Fogel, 2015).
Although this is pretty much routine for the father and Isabella
by now, he always instructs her to
“be good,” and tells them goodbye and that he is leaving now.
In this way, Isabella’s father
prepares her for the upcoming separation they must go through
constantly, which helps ease the
departure.
The girls are put to sleep soon after arriving. They sleep for
about another 3 hours and
then wake up around 9:30 a.m. One of Isabella’s uncles asks
her grandmother for pancakes, so
they all go to the kitchen. While her grandmother is making
pancakes, Isabella and her sister
begin playing pretend that they are also making pancakes
themselves. It seems like her older

3. sister is the primary chef with Isabella mimicking her every
move. Isabella is fed the imaginary
pancakes. She pretends to eat them but then proceeds to spit the
imaginary food out. She tells
her older sister that they are “nasty and doesn’t want them.”
This situation correlates with
research that has stated that by the 24th month of age, infants
will engage in pretend play where
they say to have certain kinds of emotions, in this case, disgust,
(Fogel, 2015). Symbolic play
OBSERVATION TWO 3
greatly increases the likelihood of infants talking about their
emotions, something necessary for
the infant’s emotional development. It seems like Isabella is up
to par with this facet of
emotional development.
After the girls have eaten, they are sent off to go play. While
playing, Isabella grabs one
of her sister’s dolls, when the doll’s arm comes off. Isabella
goes up to her sister, shows her the
problem, and tells her “Oh no! I broke it.” Isabella’s sister

4. goes and tells on her to her
grandmother. Isabella’s grandmother lightly scolds her and
tells her not to do that again.
Isabella avoids eye contact while her grandmother is talking to
her. She tells her grandmother
she is sorry and but is still looking away. It seems like, in this
situation, Isabella is experiencing
embarrassment or shame over breaking the doll. This self-
conscious emotion, according to
Fogel, is one that tends to happen around the child’s second
birthday (2015). Seeing that Isabella
is about to be two years-old next week, it seems like Isabella is
on track for developing
emotionally.
While the girls continue to play with their toys, Isabella sees
another toy that she wants.
The only problem is that her sister has it first. Isabella starts to
whine that she wants the toy, but
her sister refuses to give it to her and instead puts it on a high
shelf where Isabella cannot reach
it. Isabella starts to make a whole fuss, causing her
grandmother to enter the room. Once their
grandmother realizes the situation, she proceeds to give the toy
to Isabella and tells her older

5. sister to be nice and share. This example illustrates how
Isabella deals with stress at this age. It
is to note that instead of trying to solve the problem of not
being able to reach the toy, Isabella
just starts to cry out. These kinds of children are said to be
more distressed and unable to
implement self-comforting strategies, (Fogel, 2015). It is also
worthy to note that when
Isabella’s grandmother came, she solved the problem for her
instead of letting her solve it for
OBSERVATION TWO 4
herself. This kind of behavior may be the very cause of why
Isabella has not acquired the proper
coping skills (Fogel, 2015). It is safe to say that this aspect is
one that Isabella and her
caregivers need to pay more attention to.
After acquiring her toy, Isabella plays for with it for a while
and decides that it is a little
boring. She puts it on the table and then quickly swipes her
hand across, causing the toy to fall

6. on the floor with a big commotion. Isabella laughs by herself
and proceeds to do this over and
over again, laughing every time. This laughter shows the shift
in development that Isabella has
made over the year. During the first year of life, infants seem
to laughter seems to be initiated by
the mother’s own laughter or smile. Nevertheless, by the
second year, infants are able to initiate
laughter by themselves, (Fogel, 2015). In this case, Isabella’s
laughter probably means that
causing the toy to drop is so much more fun than actually
playing with toy like it is intended to
be played with. It seems like Isabella seems to be well off in
this aspect of emotional
development.
Overall, Isabella seems to be developing well enough
emotionally. Although she may be
considered behind on self-soothing strategies, she is still able to
play out her emotions, even the
imaginary ones, and is able to initiate emotional responses, such
as laughter, by herself. I would
say that Isabella will end up developing emotionally well as
long as her parents and grandmother
focus on helping her develop self-comforting strategies and stop

7. solving all her problems for her.
OBSERVATION TWO 5
Reference
Fogel, A. (2015). Infant development: A topical approach (2nd
ed.). Cornwall-on-Hudson, NY:
Sloan Publishing.
OBSERVATION TWO 6
Observation Notes
• Isabella (Bella) is 23 months old girl. She is about to be 24
months in a week.
• It is 6 a.m. in the morning. Isabella and her sister are dropped
off at their grandmother’s
house by their father.
• Their dad tells the goodbye and to behave. He gives them
their donut holes that he
bought them for breakfast and then leaves.

8. • Their grandmother takes them to bed, where they fall asleep
for another 3 hours.
• It is around 9:30 a.m. The girls are awake.
• One of the girls’ uncles asks for pancakes.
• While their grandmother makes pancakes, Isabella and her
sister take out some pans from
the cupboards and pretend they are making pancakes
themselves.
• Isabella’s older sister is the one in charge.
• Isabella mimics whatever her sister does.
• Isabella pretends to eat the imaginary pancakes.
• She pretends that they are no good and spits them out.
• She tells her sister that they are nasty.
• She soon gets up and tells her grandmother, “I soo hungry!”
• Her grandmother gives her pancakes. She insists that she can
feed herself and does so
and ends up making a lot of mess.
• Isabella and her sister are cleaned up after which they decide
to go play.
• Isabella is playing with one of her sister’s dolls when an arm
comes off the doll.

9. • She goes up to her sister tells her “Oh no! I broke it.”
• Isabella’s sister tells her grandmother what Isabella has done.
OBSERVATION TWO 7
• Isabella’s grandmother tells her not to break toys anymore.
Isabella looks away.
• The girls continue to play. Isabella decides she wants a toy
her sister has.
• Isabella starts whining that she wants the toy. Her sister yells
at her that it is her toy.
• Isabella begins to start trying to grab for the toy. So her sister
puts it on a shelf that is too
high for Isabella to reach.
• Isabella starts to cry and whine for the toy.
• Isabella’s grandmother appears and asks what is going on.
• Isabella’s grandmother gives Isabella the toy and scolds her
older sister for not sharing.
• Isabella plays with her toy and proceeds to knock it down
from the couch.
• She laughs in enjoyment.

10. • She proceeds to do this over and over again.
• Isabella’s mother comes and picks the girls up.
• Observation has ended.
Controversial Issues in Biology and Ethical Decision making
Objective: This assignment is designed as an introduction to
thinking ethically. The goal for students: identify facts and
parties involved as well as the ethical standards necessary in
ethical and policy decision making.
Directions:
1. Visit the following website: bioethics.com
2. select an article from the numerous available categories.
Click on the article title to pull up the entire article.
3. Post a short essay (500-750 words) describing the research
and your reaction to this controversial issue in biology today.
Please use the questions in the rubric below to guide you in
your efforts.
4. Suggested topics may include stem cell research, cloning,
GMOs, end of life decisions, transhumanism or any issue that
relates to the environment or ethical treatment of animals.
Select a topic that interests YOU.
5. You may also site other references which may or may not be
peer reviewed as we are generating public discussion and
debate.
6. Please Visit the following website: for excellent examples of
student blogshttps://uhethics.wordpress.com/page/2/
Question or concern
1.Please post the link to the article you visited
Point value

11. 1
2. What is the ethical issue or topic of concern? Why is this
issue controversial?
3
3. What is the procedure, activity, research or technology used
for?
4. What is the goal?
5. What studies are being conducted?
4
6. What are the pros and cons?
5
7. What parties are affected?
8. What moral rights do the affected parties have?
9. How are these rights being violated?
4
10. What role has the media or education system played (if any)
in reporting this issue and how has it affected the public?
11. Do you feel the reporting has been fair and unbiased?
2
12. What treatment (policy or decision) do you support?
13. Which method (below) will you use to arrive at this
decision? PLEASE UNDERLINE YOUR METHOD IN YOUR
WRITE UP. Use the “Introduction to ethics” guide attached
below.
1. What leads to the best overall consequences? (Utilitarian
approach)
2. Which course of action best respects all parties’ rights?
(rights approach)
3. Which course of action treats everyone the same and does not
show discrimination? (The fairness or justice approach)
4. Which course of action advances the common good (common
good approach)
5. Which course of action develops moral virtues (The virtue
approach)
5
14. Find another article on this same issue. Include the link here

12. in your write up. Describe how this article relates to the article
you summarized (above) (Does the study contradict what you
found? IS the author for or against the technology? Etc.)Please
the link to the 2nd article you found.
6
15. Respectfully respond to one other student blog; Reply to
any comments made to your blog. Your comments should
attempt to generate discussion and dig deeper into the issues.
5
Total points
35