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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.
When I first arrived at the preschool, the kids seemed very shy towards me and they did not seem like they were very sociable. I was a stranger to them, and I would have to guess that all of the children were experiencing a little bit of stranger anxiety. I talked to my mother about how the children reacted at the beginning of the year when they did not know her and the parents left them there. She said that the children often would cry and become very uneasy. I believe that these would be signs of separation anxiety.
As I sat down to play with the children, I noticed one thing right away. The boys in the group were very wild and rambunctious, and the girls seemed to be shy and reserved. This would agree with what we have learned in class that boys will tend to be more outgoing, and girls will be more reserved.
In preschool class, my mother has various stuffed animals, and I also noticed that the children that I helped baby-sit had a lot of stuffed animals. My mother often has puppet shows and the kids love it. I noticed one child was sitting at the table having a conversation with a stuffed beaver. The two twin girls I was baby-sitting had a giant stuffed bee, and I would chase after them with it and sting them. This shows what the book calls animistic thinking. According to the book, this kind of thinking is the belief that inanimate objects are alive. Another form of animistic thinking would be when m...
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...y made me crawl on my knees. But, this showed cooperative play because the children were involved in structured games that involved rules. When I was baby-sitting, I was involved in some fantasy play. The twin three-year-old girls told me that I was the daddy, and one was the mommy, and the other was the kid, and the giant stuffed bee was also a kid. We played in a little area with toy stoves and washing machines and stuff. This is an example of fantasy play because these young girls believed that things were different than they really were.
The last thing I noticed while observing the two twin girls was that there was a little bit of sibling rivalry. They both fought constantly for my attention.
Overall, I enjoyed observing the children, and enjoyed playing with them. I learned a lot about what kids do, and had the chance to experience it hands on.
Tannen does a great job linking the differences in communication and her points do feed into and support one another. She argues that boys play with a hierarchal structure and often play games that have winners and losers, while girls tend to play in small groups doing activities that do not have winners or losers. However, beyond statements and description there was very little evidence to back either of these. I also found myself
Tannen observed that communication begins with children. While a child grows they learn to speak from their parents and peers. Boy and girls may grow up within the same household but learn to communicate differently with each other. In groups children often play with the same sex: i.e. girls with girls, boys with boys. Although Tannen did a study on communication between men and women, she started with the interactions and communication of children. Her study concludes boys tend to play outside within large groups usually playing: sports, army, or cops and robbers. One boy in the group tends to take control, over the rest of the members, making him the leader. Meanwhile, girls play in smaller groups or pairs playing: house or dolls. This type of playing gives girls equality to ensure they will make a best friend. Tannen points out boys style of communication is more competitive arguing over who is the winner opposed to who is the loser, while the girls are less competitive by trying to make suggestions and compromise with others.
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.
To gather information about the child we should consider a few aspects like, age, gender, place, time, environment, how is the child feeling and activities that the child goes through. It is relevant to emphasize the strengths of the observation when the child is playing football, and how he is communicating with the other children.
Was it going to be screaming, kicking, and crying as the child was pried from their parent's arms or the exact opposite, was the toddler going to come into the room and never turn back as their parent's left them to be alone. Being an observer in an environment in which toddlers were being separated from their parents was a great place to view the differences in attachment. Attachment forming in toddlers usually peaks around fourteen to eighteen months, which was the primary age group in which I would observe on Sunday mornings (Sigelman & Rider, 2012, p. 457). I was surprised to find the most of the toddlers that were dropped off did not show signs of being seriously distressed. A few of the toddlers were more difficult to separate from their parent and cried for a while but seemed to calm down when they played with the other toddlers. For the toddlers that showed more distress seemed to be more excited to see their parents when the services were over. These toddlers would be said to have a secure attachment. Sigelman and Rider (2012) describe a secure attachment as a toddler that that "may be upset by separation but greets his mother warmly and is com...
The names used in this Adolescent Observation Report are fictitious. This is absolutely necessary to protect the privacy of the adolescent being observed.
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.
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).
Since the child was expected to follow the rules if he desired to play with the other children then he had to abide to the rules of the game SED 4: Relationships and Social Interactions with Peers. Having the ability to work together with other students (possibly negotiate) is a great step in the child’s social developments. Another group of preschoolers-kindergarteners (possibly 4-6 yrs) Group B were supporting one another as they were attempting to climb over a barrier. The motives behind Group B’s play were unclear, however the children could have been engaged in the sociodramtic play aspect of the Piagetian Theory. This group of children could have been pretending to be knights that needed to “escape from the dragon” SED 5: Symbolic and Sociodramatic Play, ATL-REG 5: Engagement and
This problem occurs in schools everywhere and is starting to become more evident in today's society. The problem is that boys and girls learning potential are not being reached when put into the same teaching atmosphere. Girls seem to be out smarting boys in many classes. While boys excel in math and sciences and girls seem to be better in English. The styles in which boys and girls feel comfortable with are extremely different. The learning styles of girls usually contain socializing and context. For instance, most girls like to talk in small groups about the current discussion. They also like hands on activities or real life situations to compare things to. Boys are confrontational and formal. They need to be challenged by their teachers to help motivate them to become better students and be prepared. In contrast girls do not like to be confronted by teachers who are asking for an immediate answers. In most cases, girls seem to be more reserved and modest than boys about their intelligence ("What are someÉ) are. Their differences may not seem evident but make a difference to reaching their highest learning potential.
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
The site I chose was the Boys and Girls Club located in Brockton Massachusetts. Immediately the site felt comfortable for me because, I have prior experience working with children. I knew nothing about what services were offered or what the main purpose of the club was. The Boys and Girls club is an afterschool program that not only offers a place for children and teens to be occupied with activities and receive help with homework. The Boys and Girls club is a place that wants to keep the younger generation out of trouble but also help them to achieve their goals and be the best they can be. This club along with many others is located in an inner city where you might find more crime. Many of the children I met had parents who worked and this
Also, girls are more likely to exhibit behaviors such as touching people or objects. Boys are likely to be seen as dominant in commercials (Browne 1998). Another thing that happens a lot is boys are seen as active and aggressive, more so than girls are. Girls are often depicted as shy, giggly and less likely to assert control or be dominant. These messages reflect what society deems as appropriate for any particular gender.
I attended a second grade class at Smallville Elementary on February 22, 2014; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed.
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.