Early Childhood Observation: Analyzing a 9-Year-Old's Development

Observation Overview and Setting

Andrew is a nine-year-old Caucasian male. He was dressed in brown khaki trousers with side pockets and a navy blue shirt. He is of average height and build, carries a pleasant smile, and projects a buoyant, self-assured demeanor. He enjoys playing with his age-mates, especially other boys, though there are times when he plays alone — particularly when activities become too physical. This withdrawal reflects what developmental researchers describe as the withdrawn-rejected dimension of peer relations. His psychosocial character is evident in moments such as when he seeks out friends for games. At the same time, Andrew is conspicuously attentive to his cleanliness and grooming. He also shows signs of egocentrism, viewing the world primarily from his own perspective — a trait that stood out among the children observed at the playground.

Andrew lives with his mother in Idaho. His father, an engineer, died when Andrew was still very young as a result of hypertension, a condition that runs in the family. Andrew is the youngest of four children, with one sister and two brothers. At the playground, his consistent social group consisted of three boys and one girl. When taken to the nearby mall by his mother, he spent time examining action figures — behavior that reflects Piaget's concrete operational stage of cognitive development — and eventually asked his mother if he could have one.

The observation took place at a city park in Idaho, close to where Andrew's mother works. The park features open green space with benches and a designated children's play area equipped with playground equipment. Approximately fifteen children, ranging from kindergarten to second grade, were present during the observation period. The observation was conducted between 1:21 p.m. and 2:45 p.m.

Andrew's Behavior During Play and at the Mall

When Andrew's mother told him to join his friends at the park, he did not immediately run off. Instead, he waited and watched — a behavior consistent with an information-processing approach to new situations. He then joined his usual group of three boys and a girl for a game of hide and seek. Andrew excelled at this game, both in hiding effectively and in finding others. However, when the group began escalating to running-based tag — a more physically demanding activity — Andrew withdrew and moved to watch adults playing chess nearby. This moment is a clear example of Erikson's industry versus inferiority dynamic: Andrew felt competent at hide and seek but chose to disengage rather than risk feeling inferior at physical sport.

Approximately forty-five minutes into the observation, Andrew left with his mother for the nearby mall. There, he was drawn to a display of action figures representing various comic book characters, further illustrating his concrete operational thought — a preference for tangible, mechanical objects over abstract or purely social engagement. His mother was absorbed in her shopping. Andrew repeatedly brought action figures to his mother to request permission to have one. Each time she declined, he walked back to the shelf, composed himself almost immediately, and resumed his search with fresh enthusiasm. This cycle repeated with a Deadpool figure, Godzilla, Iron Man, Spider-Man, and Batman before his mother finally agreed to a Captain America figure. Andrew was visibly elated, and they left the mall together shortly afterward.

References

Advocates for Youth. (2008). Growth and development, ages nine to 12: What parents need to know. Retrieved from http://www.advocatesforyouth.org/parents/155?task=view

CDC. (2016, March 15). Middle childhood (9–11 years of age). Division of Human Development and Disabilities, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention. Retrieved from http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html

Eccles, J. S. (1999). The development of children ages 6–14. When School Is Out, 9(2).

Erikson, E. (1968). Identity, youth and crisis. W. W. Norton and Company.

Lee, K. (2016). Child development: Your nine-year-old child. About Parenting. Retrieved from

Parkhurst, J., & Asher, S. (1992). Peer rejection in middle school: Subgroup differences in behavior, loneliness, and interpersonal concerns. Developmental Psychology, 28, 231–241.

Appendix: Field Notes

Setting and Participants

Location: City park and nearby mall, Idaho
Date: Thursday, 22 March 2016
Observation period: 12:15–1:45 p.m. (tea break at the office in the mall area)

Children present:

• Andrew (observed subject) — 9 years old
• B1 — 7–10 years old
• B2 — 8–10 years old
• B3 — 8 years old
• G — 9 years old

Physical Description

Andrew is a Caucasian male of average height and build who smiles easily and projects a confident personality. He was dressed in brown khaki trousers with side pockets, a navy blue shirt, and black sandals, with a buzzed haircut.

Family Background

• His father, an engineer in a construction company, died of hypertension when Andrew was still young. Hypertension runs in the family.
• Andrew lives with his mother, an education board worker.
• He is the youngest of four children: one sister and two brothers.

Field Notes — Playground

The four children are in the playground engaged in a game of hide and seek. G is the seeker. Andrew and his mother have not yet arrived. Approximately ten minutes later, Andrew's mother took a seat on one of the park benches while Andrew stood just in front of her.

Andrew: Are we going straight home? You finished early today.
Mom: I have a few things to take care of — I got permission from work to leave early. Why don't you go join the other kids in the playground? I have some work to finish quickly and then we can head to the mall. Take care of yourself.
Andrew: Yes! I get to pick new toys.

Andrew walks toward the playground. His mother reaches into her bag and takes out some documents, placing them on the bench. G notices Andrew approaching.

G: We need a new player — are you interested?
Andrew: What's the game?
B1: Hide and seek.
G: You'll be the seeker. I'm tired.
Andrew: Let's play then.

B2 and B3 are introduced to Andrew by G. Andrew begins counting while the others hide. He opens his eyes and starts searching — walking, not running.

Andrew: Where are you? Come out. I can see you, G.
(After about two minutes of walking around)
Andrew: G, I can see your shoes. Come out.

G giggles. Andrew rounds the corner and tags her.

Andrew: Got you, G!
G: That was sooner than I expected.
G: Will you be the seeker again, Andrew?
Andrew: Fine — it wasn't too hard anyway. Everyone hide. Five… four… three… two… one… go.

B1 and B2 begin arguing over the same hiding spot.

B1: Go somewhere else. I used this spot last time.
B2: That was last time. It's free now.
B1: We have the same seeker. This is my spot — go somewhere else.
B2: It isn't anyone's spot. I got here first. You go.
Andrew: I got you both.
B1: No — the game was paused. B2 came to my spot and I was asking him to leave.
Andrew: Nobody said the game was on hold. I didn't hear that.

G is relieved that she is not going to be the seeker.

B1: You can't tag two people at once — who would seek?
B3: Both of you.
G: Now the two of you are seeking.

B1 blames B2. They start a fresh round, with B1 and B2 both counting and then searching for the others.

B2: Got you, B3 — now I get to hide. B1 is still seeking.
B1: This game isn't fun anymore. Can we play tag?

Everyone agrees, but Andrew withdraws.

Andrew: I'm going to the swings. Tag gets messy.
B1: Are you serious? Come on — it'll be fun.
Andrew: No. My mom's leaving soon anyway.
G: Aww.
B3: We're back to four — let's go.

As Andrew walks toward the swings, he notices a group of men nearby playing chess. He changes direction and goes to watch. After observing one player sweeping pieces from the board, Andrew's expression shifts to confusion and visible displeasure.

Andrew (to the player): That isn't fair.

At that moment, his mother calls him and they walk to the nearby mall.

Field Notes — Mall

Andrew runs ahead as they enter the mall.

Andrew: Do I get a new toy today, Mom?
Mom: I haven't decided yet.

Andrew's mother begins collecting items. Andrew heads to the toy section, where he examines several action figures one by one, setting each back on the shelf. He becomes particularly taken with a Deadpool figure and runs to find his mother.

Andrew: Mom, I want this Deadpool — it's amazing.
Mom: I haven't decided yet.

Andrew is visibly disappointed. He walks back, returns the figure to the shelf, and continues searching. He repeats this process with Godzilla, Iron Man, Spider-Man, and Batman, each time returning to his mother with enthusiasm and each time receiving a refusal. Finally he brings a Captain America figure.

Andrew: I want this one. Please, Mom.
Mom: Okay — you can have that one.
Andrew (excited): Thank you, Mom! I knew it!
Mom: Is that really the one you want? We're on our way out.
Andrew: Yes, Mom. I'm sure. Thank you.
Mom: Great — let's go. I'll pay for everything now.

Andrew holds onto the Captain America figure rather than placing it in the shopping basket. They proceed to the checkout, pay, and leave for the car. Andrew chatted happily as they walked out.