[Name of the Writer]
[Name of the Institution]
Observations carry vital importance in the case of scientific studies. Observations are collected as a result of the experimentation and social analysis which further form the basis of the judgments and conclusions, inferred for the particular hypothesis. These observations are not the final findings of the experiment but prove to be the initial step for the explanation of the results of the finding of the final conclusions. The aspect of observations gains much more importance in the case of psychology when almost all of the results are based upon observations and analysis.
Being a student of psychology, I also tried to conduct research based on my topic of interest. This research was purely based on the observational analysis of individuals (Forman, & Hall, 2013). The topic on which I wanted to conduct the research was playing techniques in children and the research question that was under discussion was “What is the effect of different kinds of playing techniques on the mental growth and development of children”. To get the answer to this question, I visited a nursery or a daycare center, where specialized people used to take care of little kids.
I decided to visit a nursery one day where I had planned to observe the different playing activities of the children. I observed a group of children playing joyfully in a playing room where the whole room was carpeted, and the administration had planned for floor seating of the children, instead of any chairs or sofas. Due to this reason, there was almost no furnishing in the room. The behavior of the children was very interesting and I got to learn many new things from the children playing in nursery. The checklist that I wanted to check was
Visit the Nursery
Observe the group of children playing
Differentiate between the different kinds of activities they are demonstrating
Deducing results on the basis of these observations.
Forman, G., & Hall, E. (2013). Wondering with children: The importance of observation in early education. LEARNing Landscapes, 7(1), 187-202.
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