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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... ... middle of paper ... ... 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
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.
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.
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
Compare and contrast a child from younger age group with a child from an older age group.
Russell, A., Hart, C. H., Robinson, C. C., & Olsen, S. F. (2003). Children's sociable and
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.
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.
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).
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.
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.
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.
"Simple Successive Discrimination And Functional Class Formation In Preschool Children." Psychological Record 63.3 (2013): 525-544. Academic Search Premier. Web. 21 Apr. 2014.
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.