Exploring the Wonders of Childhood Development Through Playground Observations


After spending some time observing children in a playground, I realized that different children at different ages portrayed the Piaget stages of development in varied ways. For instance, a child demonstrated sensorimotor behavior by showing hand-eye coordination, which showed object permanence testing (Piaget & Inhelder, 2014). This included even trying to follow colors with own yes or even light in the room with keenness despite initially not being aware what it is. Hence, to some scholars allege the child is now mastering own respective settings or environment, which is an essential aspect for any living thing. The child demonstrated this behavior by moving the colored balls along a loop loops. Age in this case was that the child was about two years old, which as per the phase of developments this conduct signifies a normal behavior, which scholars and even the theories attest is one of the key characteristic of developmental stage. Moreover, another child demonstrated preoperational behavior by pretending that a doll she had was a person whom she is serving with tea. This behavior was a show of animism (Piaget & Inhelder, 2014). Hence, proving mimicking of kids of what they normally see in their respective family settings more so own parents when undertaking own responsibilities. 

In most cases, children at this phase of development seem to assume or even mimic what they see in their homes parents doing. Hence, pretend to have a household with whatever they have and busy with “chores” based on gender, for instance, a child calling dolls as her kids to come and have a meal the way he or she sees own mothers doing in reality. In a different section of the playground, a child demonstrated concrete operational behavior by sorting the bars according to their lengths from the longest to the shortest. By doing this, the girl demonstrated subjective moral judgments whose emergency confirm a child using own intellect as well as brain capacity to ensure order in their respective settings though as a child. “As a Child” in this case implies doing certain things in such a way judging by their level of understanding they are making significant leaps towards complete development. 

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In a flashback of my preteen, my friends and I showed some behaviors that were consistent with a variety of developmental theories though I did not know. For instance, while eating bananas with my friend Ronny, I made a deductive reasoning that, “monkeys like bananas and Ronny also likes bananas. Therefore, Ronny is a monkey.” In an instance when I was walking through a park, I had a feeling that the people around me were enthusiastically watching me (Choudhary, 2014). Therefore, I demonstrated imaginary audience. This is to the extent of even striking conversation or even acting in a way they are admiring how excellent I am in varied aspects. My friend Jimmy, during my teenage years, also demonstrated personal fable when his broke up with him. I tried to console as well as tell him that all would be well but he replied that I could not at all understand (Mirkin, 2017). Understanding in this case encompassed the pain that he was experiencing and the essence he had attached to the level of such grieving. However, I never experienced any instance of post-conventional moral reasoning, ego identity and/or role diffusion. 

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  1. Choudhary, G. B. (2014). Adolescence education. PHI Learning Pvt. Ltd..
  2. Mirkin, N. A. (2017). The Impact of Social Media Platforms on Identity Development in Adolescence (Doctoral dissertation, The Chicago School of Professional Psychology).
  3. Piaget, J., & Inhelder, B. (2014). The origin of the idea of chance in children (psychology revivals). Psychology Press.
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