Describe 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 The center is a little outdated for my likely because of the age of the building, but the center has been around for a long time.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 …show more content…
allows in the room at once and young toddler has a maximum of thirteen children.
The infant room is for children ages six weeks to one-year-old. Young toddler is for children one year to two and a half years old. I observed an eight month old, E, who is able to crawl to access all of the spaces, even the small ones, in the room. She will crawl behind chairs and crawl up to sleeping babies to wake them up. E is a very lively child; she interacts well with caregivers but is a little rough with the other children in the room. Since I was not just an observer and actually a caregiver to E it was a bit hard to only observe and not interact. Most of my observations included me and not just watching what she was doing. I felt I did observations on good days because each day was different and not all just the same daily routine that we do. I also observed a child in the young toddler room, A. A started in the infant room when he first came to this daycare center and has now transitioned to the young toddler room. A has a different personality in the infant room than in the young toddler room. A is now thirteen months and runs around the entire room. Child A does not play with the other students very much. Most of the other children can talk and communicate while A is still
babbling. Child A tends to cling to me as a caregiver which caused some problems as well in observing. Some observations took place of just him sitting in my lap after a meltdown. It is hard to observe when the child see’s you and wants to play or just sit with you. I would try to observe from the infant room and look over the small door, but if he would see me the observation would be put on hold. Analyze Maintaining attention, curiosity, memory, gathering information, solving problems, persistence through frustration; these are the basic learning process that make up infant and toddlers development (Petersen & Wittmer, 2013, p. 4). I could see that Child A and Child E used all six of these learning processes throughout the five weeks of observations. They would maintain attention by interacting with their caregivers. They showed curiosity by adventuring around the room and by their interest in each toy. They showed memory by the way they showed affection to the caregivers they see during the week. They gathered information by knowing when a door is open is the time to rush through it before an adult stopped them, which also shows their curiosity. They solved problems and were persistent through their frustration. But with all of these developments, they still showed other norms of being an infant and young toddler. I observed Child A crying a lot and throwing tantrums. Tantrums can be caused by many triggers and are ways that infants and young toddlers can express their frustrations since they cannot use words. “They may be able to control strong emptions at times but their attempts to self-regulate often fail them” (Petersen & Wittmer, 2013, p. 74). I saw this as agreeable and disagreeable. I observed Child A crying and quickly stop right after he was picked up, getting his way. But I also see this is Child E when she doesn’t want to take a nap and she cannot control her self-regulation. This book suggests ways to help with tantrums that I wish I would have learned before my observations as a way to help me and to help the child. I noticed Child A and Child E having attachment problems. Attachment is a sense of safety that a child has for particular caregivers through the relationships built (Petersen & Wittmer, 2013, p. 104) Child A is very attached to his mother and father and sometimes has meltdowns when they leave, but not all the time. He is also attached to other caregivers during the day that he will only calm down for them and no other caregivers. Child E has no problem with her mother dropping her off during the day because Child E has such a strong attachment to the lead teacher. The lead teacher seems to coddle E very much which has caused the attachment. This has caused problems for both children because they only want one person to comfort them and get more frustrated if that one person is not there. This is extremely hard in a daycare setting because the caregivers are not there every hour of every day for the child. This prevents other relationships to be made. Something I was still very surprised on was how developed Child A’s fine motor was. In one of my observations, I watched him use his finger to push down on the edge of a cheerio. He quickly figures out that it would go flying and continued doing it to all of the cheerios on his tray. Petersen & Wittmer (2013) said during the eight to eighteen-month stage that they should be able to shake, bang, and look at objects from different angles. I believe Child A has gone above this and is able to use a pointer finger to repeatedly flick his food across the room as a way of pleasure. He is in the stage of sixteen to twenty-four months by the ability to manipulate objects using small muscles (p. 222). Child E has made some positive sensory development and learning as well. She quickly notices when the door to the young toddler room opens and quickly runs to the door because she knows what room is on the other side. Petersen & Wittmer (2013) say that at the end of this age group, they should be able to understand symbols of this nature which I believe Child E does very well for her age. Many other crawlers in the room do this as well which is how I believed she picked up on it so quickly.
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.
whether the children would be able to associate the smaller room with the larger one, thus utilizing
Toddlers are the epitome of curiosity and energy. From ages 1 – 3, toddlers are always on the go and want to learn about everything in their world. As with infants, no two are alike; each toddler is unique in his or her developmental stages, and each accomplishes milestones at different times. “Although children develop at different rates, there are common stages of development that serve as guidelines for what most children can do by a certain age” (Groark, McCarthy & Kirk, 2014). As seen in the hatfieldmomof3 (2011) video, one observes toddlers at play and can determine the age of the toddlers by their actions and the milestones they have accomplished.
The environment in which an infant is raise, has to do a lot with his/her development. I was surprise by this observation because there were different personalities. Loui was the child who interact more with the students in the classroom. Also, he was surprise of the things that he was able to do by using his gross motor skills. Charlotte imitate the behavior with the toys that were in the classroom. On the other hand, Benjamin was insecure child that needed to be near his mom/dad. I learned many things from this activity. I was able to understand the concepts because I related to the observation. This will help me in my future
The observation took place indoor at my relative 's house. I went to observe the child on Tuesday at 12:00 in the morning. When you first enter the house and walk through the hallway, you will see that the kitchen is on the right side and the dining table on the left. After passing the kitchen and dining table, you will see that the living room connects to the back-yard. The living room 's walls had multiple picture frames and decoration pieces hanging along with a brown color clock. Moreover, the living room had dark green sofa 's, television, a coffee table and variety of toys that include a white writing board, a box of legos, soft toys, barbie dolls, kitchen sets, play house, books, ball, building blocks and a blue color table along with
The daycare that I visited was Rosemont Daycare and Preschool. This center is faith based and I was able observe the “Duck Class” which was the age group of four and five year olds. I went to observe on February 11th and 16th, from 9:00 a.m. to 12:00 and the 18th from 3:00 to 6:00. On the 11th and 16th, there were a total of 12 children in the Duck class. At 9:00 the children were engaged in circle time meaning that the children were learning about their bible verse for that month which was “For God so loved the world that he gave his only begotten son.” The children then discussed what they thought that meant. On the 11th I was present to see the children, the ones I decided to observe were Kali, Roslyn, Fiona, and Brayden. When the children were doing crafts I sat near the counter island in the class room so I was out of the way but still able to see and hear what the kids were doing and saying at the table.
For the younger age group, I observed a 6-month-old, boy infant, called Manden, in my friend’s home.
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.
This observation took place in the children's home. As a playroom they used the living room because that is where all their toys are. For my observation I used both the siblings and their mother. During the observation I was present including the children and their mother. I am not related to those children. I happened to meet them a couple of times because they are related to my boyfriend. I do not see the children frequently. I will see them only when my boyfriend's family will invite us to a family get together. I did not interact with the children at all, only the mother interacted with them.
When I thought of observing the children that attend my mothers daycare I decided that I should observe the interactions betwe...
On February 15th, a fifteen-minute observation was conducted in the toddler room of the Buffalo State Child Care Center. For this observation, my subject was a child named Tommy
I gave birth to a healthy, beautiful baby girl named Luna. Jeffrey has taken quite a liking to being a big brother. He likes to hold and rocker her and helps with feeding her. Jeffrey is still a slow-to warm child. He can communicate fairly well and is now using mostly complete sentences and seems to understand most of what I say. He occasionally makes errors of overregularization. He has taken an interest in music and singsongs even though he usually repeats a certain part a lot. I encourage this by taking him to local performances of children’s musicals. Jeffrey has learned the routines pretty well and is reasonably cooperative for his age. He is rarely aggressive to adults or other children. Jeffrey’s fantasy play has become more elaborate and sometimes includes superheroes or cartoon
The child that I selected to observe through the course of this semester is a Caucasian female. Her name is “R.” She was born on April 24, 2013. She is currently 10 months old, but will be turning one year old at the end of the semester. “R” is a child who is very active. She has an independent but outgoing personality. At this stage, she exhibits uncertainty with strangers and other people she recalls but has not physically seen in a period of time. Some of “R”'s favorite activities include tossing objects, mirroring actions and movements, music, a...
An observation was conducted between the mother and child in the evaluator’s office. The child had difficult sitting in her seat. She continued to kick her legs at time. She was often unresponsive to her mother.
Classroom Observation On two different days, several observations took place in two different types of environment. I observed a teacher and her students from a second grade elementary school and a teacher and her students aged 18 months to two years old in a daycare environment. I observed the environment and interaction of the teacher and his or her students. Although both are learning environments, they have some similarities and some differences. The first observation of each classroom environment was the demographics.