SFL 210 second section

Honest
None of these children portrayed any apparent dishonesty, and I therefore assumed from the observations that each of child was developing honest characteristics. None of the children tried to sneak a toy into their backpack, take something from the shelf without asking, or lie flat out to a teacher. The lack of dishonesty that I observed caused me to concluded that the children were all developing and capable of being honest.
Develop Intimate Friendships
The children were able to show friendships but none of the friendships seamed intimate or personal, but playful. Child C showed the greatest ability to create friendships. While on the playground Child C knew the other children by name that Child C interacted with while playing an imaginary game of pirate ships, and Child C raced the other children around the sidewalk on a tricycle. Child C played in the group, with the girls, with the boys, with the children on the tricycles and with the children on the slide and did not express a strong personal connection with the any particular children. This leads me to believe that Child C is developing the ability to have intimate friendships but that ability is not fully developed.
Turn-about
Turn-about seemed particularly immature in all of the children. Although Child C communicated the most with peers Child C used one sentence ideas, “hurry,” “I don’t want to play that,” or “let’s go”. In contrast Child A was observed during snack time and that did not allow for many opportunities to communicate, but when Child A’s guardian came Child A did not answer a single question verbally but with head nods and pointing. All of the children understood what was being said: went to the rug, got coats, sat down, and so on, and this would indicate that the children are learning to understand. None of the children seemed capable of turn-about yet though.
Delay Gratification
There were signs that the children were capable of delayed gratification, but only in very minimal examples. When it was time to go outside and play for recess Child A was the second child in line. It was apparent that Child A wanted to go out a play, but instead of rushing out of the door Child A waited patiently until the teacher opened the door and said that it was alright to go out.

Distribution of Justice
The examples of the children using the distribution of justice were monitored, and that lead me to wonder if the children are capable of distributing justice or if the children are simply obeying. At snack time Child B took ate the gram-cracker, and did not ask for seconds until the teacher offered the students a second one because there were extra. Although Child B was content with the way the gram-crackers were distributed Child B was not involved in the distribution, and I was unable to observe a situation when the Child would need to be the distributor. There were many opportunities for the teacher to be the distributor, and the children obeyed the way the teacher distributed the gram-crackers.
Share
The children were able to share when prompted. Child B was playing with the balls while outside on the playground but Child B did not pass the ball to the teacher or student nearby until the teacher asked if the child wanted to play catch. Once prompted Child B enjoyed playing catch, and that leads me to believe that the children were capable of sharing but still developing the ability.
Compromising
The children did not compromise. While playing Child C wanted to play in the sandbox and after calling a friend over Child C with no response Child C gave up and joined the friend. This was the only occasion for a possible compromise, because the remaining time the children interacted with each other until something new appeared. The lack of this development could be linked to the inability to develop intimate friendships, because the children did not seem to care enough about specific relationships to desire a compromise. Instead all the children picked moved on to a new toy or play group when the former group was no longer interesting.
Emotional Self-regulation
The children were capable of self-regulation for short periods of time, and none of the children had tantrums or needed to be soothed. When Child A was listening to the teacher read a story Child A sat quietly, with legs crossed, and did not speak to the other children. I was very impressed. Afterwards I took into consideration that the story time was relatively short, the snack time was short, the recess was long, and the teachers were very involved in making sure that the preschool kept moving throughout the day. I believe that the preschool’s schedule helped the children to develop self-regulation because it took into account the children’s short attention spans.