Observation is important as the practitioner can find out what the child is interested in and what motivates them to learn alongside their progress and how they behave in certain situations, additionally at the same time it identifies if children need assistance within certain areas of learning or socially (DCSF, 2008). Furthermore the observations check that the child is safe, contented, healthy and developing normally within the classroom or early years setting, over time the observations can be given to parents as they show a record of progress which helps to settle the parent and feel more comfortable about their child’s education. Observations are not only constructive within learning about an individual child, they can be used to see how different groups of children behave in the same situation and how adults communicate and deal with children’s behaviour (Meggitt and Walker, 2004). Overall observations should always look at the positives of what children can complete within education and not look at the negatives and all observations should become a fundamental part of all practitioners work alongside reflection (Smidt, 2009). Reflection within early year’s settings and schools allows for the practitioner to think about the work that is being completed either whilst doing it or after it has occurred, the reflection allows for seeing how the work has gone or whether it needs to be changed for future practice. Schön is a key writer about reflection and illustrates the differences between reflection in action, reflection on action and reflection whilst completing the task. The above critical skills help all practitioners to develop understanding as they hugely impact on others lives, if this skill is not engaged in then practice could be effected (Leeson, 2004). The class in which the observations took place was a Year One and Two class with twenty six pupils in the class. Adults within the class were the Teacher, one Teaching Assistant with the occasional help of a Special Needs Assistant. Confidentiality is important within the classroom setting therefore to respect the individuals own confidentiality they will be known as Child J throughout this assignment. Child J is a male aged five years and three months. It was decided that the observations of the individual would be about concentration, as the Teacher was concerned that J does not have the ability to concentrate for more than five minutes at a time. The observations will be noted and taken further if it is felt that it will be beneficial to the child’s education.
To conclude child observation is a method to understand the child’s world, how they react within their environment. I found it really useful to learn about the child’s development, thoughts, focus on feelings and at different ages the child goes on developing his/her capacities. Every single context can change what the observer sees because a child can have different reactions in front of his/her parents and in front of a carer. Social workers learn from the experiences and reflect within their own practice. It is an important technique for social workers, needed to develop these skills associated with being a practitioner.
When I arrived I observed Jamia Robinson and Janiyah Moton standing outside the Career employment professions building. Jamia was crying keep making fist with his hands by his side not towards not directed towards any one. Janiyah was pregnant and holding their baby and looked upset. I could see scrapes on Janiyah arm, they were not bleeding, she stated she got them when she tripped.
A suggestion made by Schon (1991) states that there are two fundamental forms of reflection: reflection-on-action and reflection-in-action. He further defined Reflection-in-action as a means of examining one’s own behaviour and that of others while in a situation (Schon, 1995, 1987). However, Grant and Greene (2001) and Revans (1998), defined reflection-on-action as focusing on identifying negative aspects of personal behaviour with a view to improving professional comp...
Child development is an amazing thing to watch in the way that children interact with one another and how they perceive the world that surrounds. While doing our research of child development we began to observe a group of kids ranging the ages 1 – 12. During these observations we noticed traits such as attachment, comfort, and love. Through the following examples we will proceed to observe development in our environment and explain its relativity to the text
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.
Despite the widespread differences in understanding there are similarities in their delivery. The importance of thoughtfulness for teachers and students cannot be understated, few would suggest that teachers should practice without questioning their ideas (Hébert, 2015). With the importance of reflection in mind, why is it that there is not an agreed upon approach to reflective practice? Finlay (2008) describes Schön’s work as almost ‘canonical’ in the field and yet she and many others have been shown to criticise Schönian theory. Despite the critiques of each theory what is essentially important is that reflection is key to growth as a practitioner. Conversely, practitioners that engage in reflection do not automatically develop to become good teachers (McLaughlin, 1999). The importance of criticality in reflection is key, no matter how uncomfortable the lessons learned are. Finally, Schön (1983: 61) expresses the view that ‘Through reflection, practitioners can surface and criticize the tacit understandings that have grown up around the repetitive experiences of a specialized practice, and can make new sense of the situations of uncertainty or uniqueness which he may allow himself to
I carried out two types of observation: these being narrative observation and time sampling. I chose to do both because the strengths of each help to support the weaknesses of the other. The main weaknesses of time sampling are that it causes the observer to miss potentially important behaviours that occur between the times the child is being observed and that the context of the behaviour is not recorded meaning that no cause and effect can be seen. It is because of these weaknesses that I chose to perform a narrative observation as well; this type of observation has ample detail and focuses on the whole of a scenario: that being the cause of a behaviour, the behaviour itself and the result of the behaviour. These strengths make up for the weaknesses of time sampling however, narrative observation also has weaknesses. Narrative observation is very time consuming and, especially when done for short periods, can be limited in the breadth of information gained.
Schön (1987) in his work identifies two types of reflection, these are reflection-in-action (thinking on your feet) and reflection-on-action (retrospective thinking). He suggests that reflection is used by practitioners when they encounter situations that are unique, and when individuals may not be able to apply known theories or techniques previously learnt through formal education.
For this project, I observed my mother's preschool class and the three children which she baby-sits on weekends. Most of the kids that are in the preschool class were three years old, but there was one five year old. The kids I helped baby-sit were two twin three year old girls, and one five year old.
Reflection is a significant component of pre-registration education (Davis et al.2000). Hillard (2006) claims that for practitioners to learn from an experience they need to go beyond description and should reflect on their experiences in practice as this could potentially uncover any underlying influences, motivations and knowledge. Reflecting on an experience could then be identified as a process to bridging the gap between theory and practice (Bulman & Schutz, 2004).
Jaylan's brother appeared to be smiling when the QP arrived at their home unannounced and went to get his grandmother from upstairs.
On the above listed date and time I responded to the area of Limestone Dr and Deedra Circle in reference to a fight in progress.
The first interaction I observed was of a female child who looked to be about eight years of age. She was throwing a fit because she wanted a toy from the store. Screaming and holding the toy to her chest, the child said "I want this and I'm going to have it!" At that point, the mother told the child that she can't have the toy because she isn't acting in a good way to receive it. The child then tries to hit her mother in the face. The mother says "Did you just try to hit me?" and her temper is visibly starting to rise. The little girl continues to scream about how she wants the toy and with one hand clutching the toy, she uses her other hand to push her mother away from her. Her mother yells at her not to push her as the child becomes
Reflection is defined as a process of reviewing an experience which involves description, analysis and evaluation to enhance learning in practice (Rolfe et al 2001). This is supported by Fleming (2006), who described it as a process of reasoned thought. It enables the practitioner to critically assess self and their approach to practice.
My hypothesis was to determine the effects of maternal presence versus absence on sibling behavior.