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Child observation.analysis of child development
Observation in early childhood
Child observation.analysis of child development
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According to the “you tube video”, Frequency count is an observation tool in which we are able to count how many times a behavior is occurring. It can be used for a single child, a group of children or a whole classroom.
The name of the child is Kevin, he is four years old, he is on the VPK program. He was diagnosed with ADHD. The observer is M. Barbosa. The date of the observation is 9/17/2015. I observed Kevin twice over a period of an hour in circle time. Each of the observation lasted 10 minutes on the 9/17/2015.
At 9:30 am, observation last 10 minutes. Kevin was in the sink area. He just finished washing his hands. The teacher called Kevin to go sit in circle time. All the other children were already sitting down in the carpet area.
Mark was so confused and could not answer the child that the teacher scolded him, stating that this behavior was inappropriate. Mark did not know what to do.... ... middle of paper ... ...
The students have been split up into pairs to complete an ill-defined problem that requires them to create, test, and conclude a hypothesis based on previous lessons throughout the school year. Jolene and Logan are partners for the project. On the second work day offered to the students, the two students begin to argue about their hypothesis. Jolene yells at Logan, “stop, you do not know what you are doing, just let me do it!” As a reaction, Logan pushes all of Jolenes papers into the sink with the water on. What do you
Washington learned to change the clock every morning from half past eight to nine so he could arrive at school on time. The supervisor realized someone was changing ...
Over the thirty minutes I observed students walk up and down the staircase, I observed that of the ways to use the staircase, (four in total: up the right side, down the right side, up the left side, and down the left side) that the majority of students used the right side of the staircase when going down the stairs, just like I normally did. A total of nineteen students used the staircase during the thirty minute time frame. Zero
It was a normal day at Paul Wilson Public School. The grade four French-immersion class was in the middle of their second period, which was math class. They were all very bored because they were doing their times tables, and their teacher was making them do it over and over. How do I know? I was in that class!
Observations are carried out to collect information such as: how a child is progressing; how they learn; their interests; and what they are learning through their play. Along with their unique abilities, talents and needs. Observations can be holistic or focused to one area and indicate whether children are at the expected stage (Early Years Matters, 2015). They can also identify possible SEN. Afterwards, the information retrieved from observations are used to assess and plan for
Observation is very important in young children because that is how you get to know a child better. While observing how a child interacts with their peers, adults, and how they behave in different settings, you are getting to know the child without speaking to them.
Announcements signal the end of time to work on the bell ringer, and after announcements Ms. Schreyer leads the class in checking their work. After morning work is completed, the students begin their science block, then the students had their technology special. During this time, Ms. Schreyer had a planning period. When the students return from technology, a few students leave for a pull out emotional support class, a student from second grade joins the class, and the rest of the students have math class. After math class ends, the students went to lunch as I completed my time in the classroom. On Thursdays, I arrive a few minutes into math class, typically as they finished checking homework from the night before. I observed the remainder of the math lesson until it is time for lunch and recess. During recess most weeks, Ms. Schreyer's classroom was the workroom for students who did not complete their homework or lost recess time for whatever reason. After recess the students have a bathroom break, then switch classes. Ms. Schreyer's homeroom students move on to writing, and a new group of students came to math class. This class has 18 students, and included the students who receive
“Why aren’t you children doing your work?!” hollered the Constructors, “Stop being lazy and get back to work! Don’t make me do a roll call!” The Twelves disobeyed what the Constructor said and stood in a straight line for roll call. “Okay, if you want to do it that way!” One by one the children were called in alphabetical order by first name, “Abigail…Abby....Aiden….Alexis….Alexis?! Where is Alexis?!” Alexis heard her name being yelled from the square and took a peep out of her window. The other children started laughing at her, giving her dirty looks, and high fiving as they saw her get in trouble. “I see you in their Alexis, now come out!” Slowly, Alexis came out of her house and stood along with the rest of the Twelves. “Children, go take
I observed one child from the infant age group, E, and another child from the young toddler age group, A. I observed these children at a daycare center in Bowling Green, OH. The center is a little outdated for my likely because of the age of the building, but the center has been around for a long time. This center accommodates children from six weeks old to kindergarten. I work at this daycare several days a week so doing observations was very easy for me because I personally knew these children. They room is decorated with bright green walls and carpeted floors. The infant and the young toddler room are enclosed in one room but divided by a short door. The infant room is set up much smaller than the young toddler room. The infant room has a maximum of eleven infants
The child I observed was born on February 21st, so the baby that I observed is just weeks old. The baby is white and a male. The baby is a friend’s child and I observed him in the living room of their home and in his personal bedroom while he was in his crib. There was two couches in the living room, a television, two end tables, and a big sectional rug which was where the child was most of the time. There was 4 adults. The mom, the dad, my mom, and I. There were no other children in the house at this time.
We conclude this because we observed Jasper turn to look at the bookshelf behind him and grab a plush octopus from the floor instead of continuing to sing along with his teacher and classmates. According to Martin and Fabes (2009), young children “have a tendency to be easily distracted” and the skill of focusing on relevant information develops with age (p.277). Cognitively, he also appears alert and to have mastered the script for the transition from snack time to circle time. Jasper is sometimes the first of all the other children to respond to the teacher’s announcement of the next activity; we notice that he is the first to dash to his square on the carpet. As children repeatedly experience their routine daily activities, they learn what Nelson (as cited in Martin and Fabes, 2009) defines as “the sequencing of events”, scripts (p.277). Transitioning from snack to circle song time is a script that has been learned through practice (Maynard & Greenfield, as cited in Martin & Fabes,
The two children that I have interacted with this week at the Early Childhood Education Center from the Willows group is Emily and Harriet. I got a chance to interact with these two girls this week. They are both so much fun to play with and be around. With Harriet, we played in the dirt box and played with the musical instruments. We also played with her stuffed little gray and white cat and a toy tiger. With Emily, we played doctor and played in the kitchen area. Together Emily and I played nurse and doctor to make her little baby feel better and got to play dress up with it. We also played some in the kitchen to make food for the baby as well. From what I have learned from Harriet and Emily is that they have two different personalities.
“Oh, why didn’t you say that? It’s over there,” said sheen, pointing down to the class at the end of the hallway. Sheen led them to their class and sat a seat behind from Jimmy. Jimmy sat down and put his ball under his chair. The class was very spacious with 4 rows of 4 individual desks. The desks were all facing a chalkboard that was located in the front of the class. In the back of the class were four computers on individual tables. The chairs near those desks were very low. There was a little space that was dark between the tables.
When I first got to the classroom the students were doing a listening exercise and had to answer same question the teacher wrote on the board. At a certain time they all were allowed to go to the bathroom. Each student was given a responsibility in the classroom.