I. Observation SettingsObserver visited the play area of ​​a restaurant in New Jersey, Hackensack. The reason I chose this location is because it is easy to observe all parts of child development, such as cognitive, social, emotional, language and physical at the same time. The observer carried out the observation on April 28 from 1 p.m. to 3 p.m. The child was an Asian boy. He has short, straight black hair with dark brown eyes and thin black eyebrows. His height appeared to be around 37 inches, meaning he may be a little smaller than other toddlers. He looks slim and has a full set of teeth in his mouth, full cheeks and a small button nose. When he got to the room, he used his hands to try to unzip his sweatshirt, but he couldn't unzip his sweatshirt. zipper at the bottom to open his sweatshirt completely, so he instead pulled it from the hood over his head to take it off. Unlike his difficulty in fully unzipping his sweatshirt, he used his hands to put his shoes back on his feet. He looks familiar with this place. When he entered the room, he immediately took off his sweatshirt as he went to get a toy. He was able to feed himself with a spoon and fork while his caregiver gave him snacks. He could move forward and backward and was able to go up and down stairs without support. He often ran, skipped and skipped on the rides or on the ground. He could choose and carry certain toys that interested him. The restaurant gave him a bunch of papers with pictures already drawn so the papers only had to fill in the colors. He drew people with 2 to 4 body parts and copied square shapes and circles. Additionally, it recognizes different colors and names certain colors. When he found a... middle of paper ...... all the boy's needs.ReferencesCampbell, FA, Pungello, EP, Burchinal, M., Kainz, K., Pan, Y., Wasik, BH, ...and Ramey, C.T. (2012). Adult outcomes based on an early childhood educational program: monitoring an Abecedarian project. Developmental Psychology, 48(4), 1033. Fernald, A., Marchman, V. A., and Weisleder, A. (2013). SES differences in language processing skills and vocabulary are evident at 18 months. Developmental science, 16(2), 234-248. Johnson, SB, Riley, AW, Granger, DA, & Riis, J. (2013). The science of toxic stress in early childhood for pediatric practice and advocacy. Pediatrics, 131(2), 319-327. Porter, S. (2014). Position statement on early childhood development, Journal of Pediatric Nursing, 29(2): 187-8. Seifert, KL and Hoffnung, RJ (2000). Child and Adolescent Development (5th ed.) New York, NY: Houghton Mifflin Company.