Participant-Observer Lab Project

I was required to observe a child or an elderly person in three different sessions for one hour each and produce my findings in the following piece. Names have been changed for privacy purposes.

Lab  1 

 

 

Introduction 

  The participant whom I have chosen to observe is a 4-year-old boy named Karsten. 

He is the son to a dear friend of mine, who extended her blessing, allowing me to not 

only observe her son, but analyze his behaviors for completion of this paper. I decided to conduct 

our first meeting within a familiar atmosphere: Karsten's house. I felt the interaction went well, so I 

arranged for the following meeting to take place at my house, around my kids also. Lastly, I felt 

it chronologically necessary to hold my final observation at Karsten's house, once again. This 

strategy helped me determine the correlations between his feelings or actions, and the change in 

his surroundings. I intend to include a section in this paper dedicated to a summarization of 

findings I extracted while researching from several scholarly sources related to possible 

explanations to Karsten’s expressions, feelings, actions, words, and so on. Additional factors 

considered while researching are that Karsten has a twin sister named Kori. They were born 

prematurely at 22 weeks gestation. These facts are pertinent to understanding our interactions 

depicted within this paper.  

Summary of Significant Findings 

 Eleven o’clock in the morning was my estimated time of arrival to Karsten’s house. Within 

mere moments of hearing a knock, I could hear ascendingly erratic footsteps as they ran toward 

the door. Their mom opened the door, and I said very excitedly to Karsten and his sister, Kori, “Hi, 

Guys!” Kori immediately clutched hold of her mother’s leg while Karsten looked in my general 

direction, and paused for a moment. “I want to see your vacuum,” he said as he took a step 

toward me while continuing to refrain from engaging in eye contact. This reaction seemed odd 

to me, so I mentally noted a search point for this reason. As we walked through the kitchen into 

the living room, Karsten repeated his previous statement, “I want to play with your vacuum.” I 

hesitated, debating a choice of words to address his request. I told him my vacuum is too heavy 

Lab  2 

 

for a 4-year-old to use as a toy and that he could get hurt and I would be sad if he got hurt 

because I let him play with something he shouldn’t have been allowed to play with. That answer 

seemed to satisfy Karsten for the moment. He ran to his room to play with his toys, and I followed. 

He looked around the room for a toy. Deciding on a toy vacuum and some matchbox cars, he 

sat down and simulated what resembled a demolition derby. I asked him many questions such 

as if he is hungry, if he goes to school, if he helps his mom feed the chickens, etc. However, 

silence accompanied by a brief glance here and there was the only interaction offered by him 

involving myself. Just a few minutes later, we heard his mom yell that lunch was ready. His 

monotonous behavior continued. I asked him if we should get up and eat, but he replied with a 

no. Seconds later, his mother entered the room and asked the same question as I, which 

coincidentally received the same answer. She shot him a look of sheer disbelief, which then 

prompted her to pick him up and carry him to the kitchen. He didn’t get upset that she carried 

him, and as soon as he was in front of his food, he started to eat. I ended our meeting at this 

point and said my goodbye’s to everyone. Karsten waved goodbye, and with a mouth full of food 

yelled, "BYE!"   

 Our second meeting took place at my house. My 3-year-old, Lydia, and 2-year-old, 

Trayson were home as well. Upon arriving, the twins were extremely hesitant to enter, hiding 

behind their mom. As soon as her and I ignited a conversation, the twins ran to explore their 

unfamiliar surroundings. Kori immediately found some dolls to play with. Karsten, however, walked 

around looking at and touching toys, but not selecting them to play with. When he noticed me 

watching him, he asked me if he could play with my vacuum. I explained to him that my vacuum 

is very big and very powerful, so to let him play with it would be irresponsible on my end, 

because he could easily get hurt. He looked around in silence, expressionless. He then turned 

to me and asked to play with my vacuum for a second time. I calmly explained the vacuum is 

not a toy. Therefore we cannot play with it. He started to whine, so I asked him if he wanted to 

Lab  3 

 

play Paw Patrol with the other kids. Thankfully, this deterred his desire to locate the vacuum. 

They all played nicely for a good twenty minutes. I remembered I had a dirt devil vacuum that 

was very light-weight and hardly lived up to any expectations of mine, so I found it and brought it 

to Karsten. His eyes lit up like a Christmas tree in excitement! He grabbed it and proceeded to 

vacuum his surroundings. This activity occupied him for approximately ten minutes. He then 

approached me and asked to play with my vacuum. Baffled, I told him I gave him my vacuum. 

Any other vacuums I own cannot become toys. He started to whine as he did previously. I 

decided to let him calm himself down, so I went to check on the other kids as they were 

watching a Disney movie. They were sitting and watching it nicely. Upon entering the kitchen, I 

see Karsten trying to lift my Swiffer vacuum from behind the garbage. I hurried over to him, gently 

took the Swiffer from his hands, and explained that this vacuum is used to clean, not to play. If 

he wanted to play with a vacuum, he could play with the one I had given him previously. My 

answer made him upset, and he started to cry and ask for his mommy. Thankfully, his mom 

showed up, relieving my duty to attempt to calm him down. All he could tell her was, “I want her 

vacuum” in between gasps for air caused by his sobbing. I rubbed his back as his mom held 

him. I thanked him for visiting with me and asked if I could still come over next week again. He 

nodded and laid his head down on his mother’s shoulder. I waved as they left.  

 Our final visit took place at Karsten’s house once again. I arrived just as they had finished 

their lunch. Karsten’s mother led him into the living room where she proceeded to change his pull

up. He is not toilet-trained, while his sister is. His mother offered the explanation that he simply 

doesn’t seem interested to go in the toilet. Changed and fresh, Karsten followed Kori into the 

bathroom and watched her use the toilet. In my opinion, this portrayed a certain level of interest. 

However, it is possible he may have just wanted to be close to his sister, also. They both 

washed their hands and asked their mom for tablet time. Karsten sat on the couch while his mom 

retrieved his tablet, while Kori sat on the chair. Karsten quickly went to YouTube Kids and started 

Lab  4 

 

watching an animated series for kids. I asked him if I could sit by him. He didn’t acknowledge 

that I had said anything. So, I got up and sat next to him. I sat extremely close as to try to 

provoke some response. However, a slight retracting of his arm was the only response I 

received. I inched over, so I was not invading his personal space any longer. Much to my 

surprise, he scooted right back, so we were arm-to-arm again. I decided to put my arm around 

him, and he actually allowed it! I remained in that position next to him for about twenty minutes. 

Tablet time would continue, so I decided to end the observation there.  

  

Literature Review 

Following the trio of observations conducted on my participant, my curiosities emerged after 

witnessing certain behaviors and reactions. The most prominent curiosity of mine is his constant 

and unusual infatuation with vacuums and his inability to widen his realm of focus, as well. 

Research suggests that infants born extremely early are capable of sensing danger, but lack the 

resources to react, therefore creating extreme distress for the premature infant. This gives way 

to the fact that following an overloaded and frustrating infancy, unpleasant emotionally laden 

experiences are predominant, giving the child negative expectations with regard both to itself 

and to its surroundings and creating a fundamental insecurity (Jepson 2006). It is possible that 

Karsten’s uncontrollable desire for contact with a vacuum could be an outlet for feelings of 

insecurity. When, after such a frustrating period of babyhood, the child may eventually build up 

a symbiosis with a parent or object. It often becomes fixated on this symbiosis and will not be 

able, like other children, to tolerate separation and find its independence (Jepsen, 2006). Karsten 

is visibly in distress when he cannot find a vacuum, and this behavior is common among other 

children but more so between a child and a caregiver rather than an inanimate object. Another 

possibility lies within the overwhelming stress parents endure while their babies are struggling to 

survive in the NICU. These feelings cause tremendous fear, which in turn may lead to Post 

Lab  5 

 

Traumatic Stress Disorder (PTSD). High parental distress, anxiety and posttraumatic stress is 

related to poorer parental and infant outcomes (Pal, Sylvia 2007). It is near impossible to keep 

stress and anxiety at bay when your child[ren] are visibly fighting to stay alive. These factors 

associated with premature birth explain some of his behaviors he displayed in my observations. 

Physically, Karsten and Kori are both of smaller statures compared to other 4-year-old children. 

Most children at this age can ride a tricycle, climb a ladder, and pump a swing, as well as throw 

catch and kick a ball (Berger, 2016). Karsten is still learning these abilities, which leads me to 

assume these effects also stem from his preterm delivery.  

  

Conclusion 

 After analyzing all components related to each observation and locating possible 

explanations for the behaviors I witnessed throughout this process, I conclude that Karsten is a 

smaller than average 4-year-old. He displays behaviors which are consistent with other children 

who are born prematurely, as well. The trauma inflicted on families who experience the trials 

and tribulations of a baby born too early, is only one piece of the puzzle in determining a child’s 

developmental progression or lack thereof. However, any child who is failing to meet 

developmental milestones at the same rate of expectancy as their peers, can and would benefit 

from early and extensive academic, emotional, and physical interventions, dependent on 

individual circumstances, of course. In my opinion, Karsten’s mother is doing a phenomenal job 

raising twins who were born prematurely. Though, I feel her options for extensive and 

elaborate interventions are slightly limited due to her geographical location: small-town MN. Karsten

will more than likely catch up to his peers before he hits adulthood, and the rocky terrain he will 

eventually cross will have been just another journey that shaped him into the man he will 

become.  

Lab  6 

 

  

References 

Berger, K.S. (2016). Introduction to the life span. New York, NY: Worth Publisher.  

Jepsen, J. (2006). Born Too Early: Hidden Handicaps of Premature Children. London: Karnac 

 Books. 

Pal, S. d. (2007). The Leiden Developmental Care Project: Effects of Developmental Care on 

 Behavior and Quality of Life of Very Preterm Infants and Parental and Staff Experiences.  

 [Leiden]: Amsterdam University Press.