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Observation report project for early childhood development
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Introduction
The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in their environment, gives them motivation to study, interact with other children and follow the practices of their adult models. Moreover, they develop strategies and skills to represent objects in their environment.
Objectives Observation
An objective is the desired or needed result to be achieved by a certain time. In the Community Center I observation one classroom with three to five years preschool outside of the playground. There was a tire tube swing and one teacher is pushing the children. The color of the tire tube was red and round. There was a basketball court in the playground and three boys playing. There was a toy bear that a boy was carrying around in the playground. There was a purple ball child with happy face on it. There were four girls ridding horse on the ride. Four boys were wearing shorts; 10 girls with blonde hair. The playground was filled with flowers with six tires around playground. There were 10 tricycles in the play area, and four chi...
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Hopefully this observation can give some insight of the preschool age group. Although this was only a sample, perhaps some conclusions can be drawn on the development and behavior of these children.
References
Ivory, Jennifer J.McCollum, Jeanette A. (winter 99) Effects of social and isolate toys on social play in an inclusive setting: volume 32(4) 238 from academic search elite database
Sally dyer and Giovanni B. Moneta (2006) Frequency of parallel, associative and cooperative in British children of different socioeconomic status: volume 34(5) 587-592 from academic search lite database
Kerr, C.; McDowell, B.; McDonough, S. Child The relationship between gross motor function and participation restriction in children with cerebral palsy: an exploratory analysis (2006) vol 33, p22-27 from academic search elite database
Compare and contrast a child from younger age group with a child from an older age group.
Pearsall-Jones, J. G. (2011). Motor Disorder and Anxious and Depressive Symptomatology: A Monozygotic Co-Twin Control Approach. Research In Developmental Disabilities: A Multidisciplinary Journal, 1245-1252.
Through her findings, she points out that there are many cognitive benefits to playing with toys (for instance, playing with blocks develops spatial reasoning and creativity skills). Her coding differed from the other research on the topic, focusing on sociability, competition, aggressiveness, manipulability, nurture and attractiveness (Miller, 1987). I find that this very specific word choice better reflects the experience and teachings that come from toys, though I think it would have been better executed if the words were more clearly defined. The focus on social-play and manipulability adds something new to the discussion on the effects of play, particularly gendered-play, as toys that rank high in that category directly teach children how they should act when in social settings and how much of the world they can have an effect on.
Isbell, R. & Raines, S. (2003). Creativity and the arts with young children. New York: Thompson Delmar Learning.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Each daycare has their own menu for the children’s breakfast and lunch. Through my observations, I have noticed that the “Don’t Worry Childcare” has a variety of food options throughout the month. For example, the children could either choose from fruit loops cereal, or frosted flakes for breakfast. The snacks eaten varies every day as well. For instance, the children ate milk and cookies one day, and cheese crackers another day. An example of lunch would be, milk, chicken fingers, French fries, green beans, and mixed fruit one day, and spaghetti, corn, peaches, and bread and butter another day. I observed the children eat ham, mashed potatoes, green beans, and peaches one day for lunch. All those food options seemed very delicious. Each meal and snack give the children an option to what they would like to drink. For instance, the children can pick
Smith P.J., Cowie, H., & Blades, M. (2003). Understanding Children’s Development (4th ed.). London, UK: Blackwell Publishing. (Chapter 15 covers the work of Vygotsky, Bruner and Call)
Russell, A., Hart, C. H., Robinson, C. C., & Olsen, S. F. (2003). Children's sociable and
Lynch, S., & Irvine , A. (2009). Inclusive education and best practice for children with
My hypothesis was to determine the effects of maternal presence versus absence on sibling behavior.
This worker talked with Mr. Ziad and the interview was completed through the phone. Privacy practices and Tennessen notices were reviewed verbally. The interview was not recorded.
Natalie lives with her mother, Rachel, her father, Paul, and her baby sister of 10 months Katie. Rachel is a housewife and does not have a job outside the home, but is planning to go back when both children go to school. Paul is a full time self-employed joiner working 8:00-6:00, but helps around the house and with the children on a morning, night and weekends.
When you’re a parent, it’s common to worry if your child is developing accordingly, but more exclusively if your child seems to be delayed from other children in their age group. Every stage of development happens differently for every child, but learning to detect these skills or behaviors that are associated with each stage could be beneficial to you and your child in the long run. The three common domains of development are physical, cognitive, and psychosocial. Throughout this paper I will try to help get a different outlook and a possible understanding of the development stage of early childhood (ages 2-6). Unfortunately, I do not have any children of my own yet, but I do
In electing to observe a kindergarten class, I was hoping to see ‘real world’ examples of the social development, personality types and cognitive variation found within the beginning stages of “Middle Childhood” as discussed within our text.
"Simple Successive Discrimination And Functional Class Formation In Preschool Children." Psychological Record 63.3 (2013): 525-544. Academic Search Premier. Web. 21 Apr. 2014.