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I completed my final observation on October 15 at the UTC Children’s Center at Battle Academy. When I arrived to my classroom, the students were on a field trip so I quickly went down to the fire hall on Main Street to meet up with the class. At the fire hall, parents, as well as the two teachers accompanied the students. The students arrived back in their classroom around 11:10, and that is when the parents left. After the field trip the children ate lunch in the cafeteria, had a brief lesson in the classroom, and played outside. The class I observed was preschool, with most children around 3 to 4 years old. All the children seemed to be developing normally. There were 7 boys and 3 girls present in the classroom. I choose to observe child E. E’s father came on the field trip with him, and left shortly after they both …show more content…
returned back to the classroom. E interacted with his father, teacher, and peers. Through E’s interactions he displayed typical 4 year old behavior. 11:15: E walks to classroom door with father. Father says, “Good bye see you later,” and bends down to hug his son. E walks into the classroom and stays inside for about 10 seconds. E quickly turns around, and runs to his father who is still standing outside of the door. E asks, “One more hug and kiss?” E’s father bends down and hugs E, and kisses E on the cheek. The father says, “Okay bye E.” E asks again, “One more hug and kiss?” E’s father repeats this process. E’s father says, “I will see you in a little bit E!” E’s father walks out of the building. E asks the teacher, “Where is my dad going?” The teacher replied, “Your dad is probably going back to work” (1). 11:40: Child E is sitting at the lunch table with all of the other students. Child E is talking at a soft volume with the boy next to him. E suddenly increases his volume, and says to child K, “Stop! Everyone has a phone number. Okay? Stop meanie! They do!” Child K responds, “No they don’t!” Child E says, “Yes they do meanie!” Child K responds again, “No they don’t!” Child E sighs, and turns his body away from child K (2). 12:00: All the children were walking down the hall from the cafeteria to the classroom together. Child E reaches out to grab girl A’s hand. As child E holds girl A’s hand, another boy, child J, comes to hold girl A’s other hand. The other boys in the class run to hold a female teachers’ hand (3). All the children I observed seemed to be developing social skill normally, and according to the textbook. I witnessed parent interactions, changing aggressions, and conformity to gender roles. Child E had to E’s interaction with his father as he was trying to leave shows a strong emotional attachment to his parent.
E asking his father for one more hug and one more kiss display E’s strong attachment to his father. When the father leaves, this emotional connection is still present, because E asks the teacher where his father is going. E asking his teacher also shows E forming a bond with a nonfamily member, which is an important step in social development. Our textbook describes this as common behavior for a 3-4 year old child. Child E’s discussion, turned argument, shows how E handles conflict. Like the textbook described, E was quick to change aggression. E was suddenly raising his voice at K, which was very different from his discussion with K previously. The textbook also describes name-calling, which E demonstrated by calling K “meanie” several times. It was interesting that E used his language to describe his feelings towards K. Despite E’s emotions, he was able to verbally communicate with K. I think E showed advancement in changing aggression, because he was able to move his body away from K, before intervention became
necessary. I thought it was very interesting that the boys in the class all wanted to hold a female’s hand. The boys outnumbered the amount of females present, yet the boys did not choose to hold another boy’s hand. This shows the boys and girls in the classroom already forming into gender roles that our society stresses. The textbook does describe 3-4 year old children in this way of conforming to gender roles.
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.
from the first bar, she quickly swung her feet over to the side for leg support.
When I arrived to the preschool class that was outside, the ratio of teachers to children was 3:21, or 1:7. There were a couple of stations/areas for the kids to have social interactions, but I did notice all the kids were very tight, they all seemed to know each other well. The interaction between the teachers and kids were the teachers would stand in a group talking as the kids were outside.The child I did my observation on was 4 years old and her name was Tru. Tru had on white jeggings with colorful polka dots, a white shirt with a pink cat on it, pink vans and her hair in a low ponytail. For the two and a half hours I was there, the children were outside and Tru was sitting by herself on the play structure.
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.
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.
I observed an interaction between a 35-year-old mother and her 5-year-old daughter. I focused on how easily the mother was able to drop her off at the preschool, how willing her daughter was to explore with and without her, and how they greeted one another upon the mother’s return. The mother was holding her daughter in her arms as they entered the classroom. She set her daughter down, and they both went to the bathroom to follow the classroom routine of washing their hands before starting any activities. When the two were finished, the daughter took her mother’s hand and led her to the crafts table to write one of her classmates a letter. The mother stayed at the table to cut out paper hearts for her daughter, as she wandered off across the
Early childhood is considered the most important developmental phase throughout the lifespan. In early childhood, the physical, cognitive, language and psychosocial domains of development are equally important (WHO). For these reasons, the observer would analyze normal growth and development of early childhood using various development theories in this observation paper. For observing the subject’s behaviors and social interaction with others, the observer went to one of Jewish friends’ house to have dinner in Passover holiday, is one of the best known Jewish holidays for seven-days. The house has two floors and grass garden. Almost 30 people attended at the celebration. Most people were family and friends. There were roughly 13 children stayed in the house with their parents. Most of children were 5 to 10-year-olds. For exploring growth and development in early childhood, the observer chose one of girl, is a six-years-olds, whose name is IL. The observer monitored her behavior for 5 hours before and after dinner, was able estimate IL’s age, height, weight, physical appearance, actions, verbalizations, emotions, type of play/activity and interaction with others. First of all, her physical appearances were observed that her height and weight seemed like 120-125cm and 20 kg. She looked like taller and skinner compared to other peers in that house. She did not have two upper front teeth. The observer assumed her level of physical development using by the growth chart. Following the curve in the chart, IL’s rate of growth is normal, and also her height and weight are in balance. Also, gross motor skills were observed during that time. In addition, when she was showing her magic to peers, she pretended as magician. During this time, t...
While walking through the front gates of County elementary school, you see children of all ages playing while they wait for the school bell to ring. Walking to the classroom that I will be observing you see students with their parent’s line up waiting to get signed in. The students are to be signed in by a parent or guardian for safety precautions, and shows that the child was signed into school. As a visitor, I am to sign myself in, this shows I was in the classroom, at what time was I there, and reason for visiting the classroom.
I observed at St. Eve’s Learning Center location in their preschool room. The center has a naturalistic feel to the environment and all of the staff is friendly and welcoming. The classroom displayed best practices, modern theories and research, and followed expected standards set by their accreditations.
As an early childhood educator it is my job to ensure that my classroom provides a safe and secure environment that is easily supervised with enrichment activities that are rich in play, teaching, people and experiences for all children within the classroom. Things that need to be considered when building an environment for children include space, equipment used, outdoor space needed and a flexible schedule that allows you to move in and out of the areas with smooth transitions.
Following my observation day in the gym with children from 18 months to kindergarten age I was able to notice a lot in term of child development and the impact physical education has on self esteem and growth of young children. I found that most children less than three lacked the coordination and fine motor skills seen in the older group of children.These children were also much more attached to their parent. I did however notice with some of the younger children is that if placed with a sibling or older friend they will try to mimic the abilities of the older individual and attempt to show skills they otherwise would not have until an older age. A good example of this was on the gymnastics mats one child was able to do flips off of his
During elementary school, children are not only developing their physical bodies, but there minds as well. They a...
The researchers explained the focus of the paper, the subjects, and methods used in a way that was understandable and useful to me because as both an early childhood educator and a parent of a child who is currently having speech therapy, I have a great understanding of why having reliable instruments for the screening and assessment is necessary, especially for early intervention to take place. Children with special needs can easily fall in between the cracks especially in a classroom setting if they are not able to receive the extra support they need to help them develop accordingly.
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 two children that I have interacted with this week at the Early Childhood Education Center from the Willows group is Emily and Harriet. I got a chance to interact with these two girls this week. They are both so much fun to play with and be around. With Harriet, we played in the dirt box and played with the musical instruments. We also played with her stuffed little gray and white cat and a toy tiger. With Emily, we played doctor and played in the kitchen area. Together Emily and I played nurse and doctor to make her little baby feel better and got to play dress up with it. We also played some in the kitchen to make food for the baby as well. From what I have learned from Harriet and Emily is that they have two different personalities.