Jeffrey 3 to 4 Years! 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 …show more content…
characters. Seth and I love to join in when Jeffrey ask. He has unfortunately begun lying to us about accidents or rule violations. I know this is part of his Theory of Mind but I wait until I catch him in the act to explain why lying is wrong and place him in time-out. Nearing the middle of preschool, my friend evaluates Jeffrey in preparation for kindergarten. She finds Jeffrey to be very cooperative and friendly with both adults and other children and is able to focus well on tasks. He is quite self-confident in his vocal social situations and is well liked by the other children. He was the leader in free play activities like imaginary play. She praised my Authoritative parenting style and encouraged me to continue being affectionate bur firm. He scored about average in language comprehension and production. He scored above average in understanding quantitative relationships, in counting skills, in classifying objects, and in solving age-appropriate reasoning tasks. He performed average in copying designs, solving picture puzzles, and building block towers. Jeffrey’s gross motor skills are still above average. I also completed a parenting questionnaire that supported my use of authoritative parenting. It indicated that I was average in warmth and affection and average in discipline and control. I decided on being and authoritative parent from a Developmental Psychology class I took in college. It taught me that this style of parenting was in the best interest for my children. Jeffrey Age 4 to 5! By the age four, Jeffrey has already learned most of his letters and their sounds through watching educational television and preschool. He is also able to write his own name and read a few words in a book. I decided that to encourage Jeffrey to read and write more by spending quality time reading with him or just looking at picture books. He has now progressed into Erikson’s third stage of Psychosocial development: Initiative vs. Guilt. This is evident by the fact that Jeffrey has progressed into the “why?” stage of childhood. He is very curious about everything in his environment and I support this by answering some of his why question. Sometime I answer his questions with another question in order to get Jeffrey talking some more. He is very sweet and cooperative for a four-year-old and enjoys our company but has no problem with playing alone of with a group of other people without needing to use me as a “home base”. Sometimes he does forget the house and school rules or has accidents but I just remind him what I expect in certain situations and offer praise for good behavior and warnings and time-outs for bad behavior. He has become quite interested in building train sets and building with large-sized connecting blocks. My husband loved train sets and blocks when he was a child and actively gets involved with Jeffrey in play. I even set aside an area in the house for their creations. He is gaining more of his independence as he grows. During this stage, Jeffrey, Seth, and I experience more gender-related conflicts, like whether he plays with dolls or trucks. Seth and I both agree to expose him to all types of activities no matter the gender-appropriateness. He has also gotten his first “best friend” and I encourage his friendships by inviting his friends over for activities and play dates. Before Jeffrey turns five and begins kindergarten, we enroll him in a kindergarten prep session over the summer.
The school also offered developmental assessments that Seth and I take advantage of. The teacher found that Jeffrey was doing well with the peer group. He had even made several little friends. He also showed age-appropriate understanding of phonological awareness and the teacher recommends we continue reading and writing activities to help him prepare for literacy activities in kindergarten. He had no difficulty in adapting to “practice” kindergarten activities and was generally cooperative, avoided getting distracted, and stayed on task. He performed in the average range on tests of vocabulary and the ability to retell a story. He showed advanced ability to count, use numbers, understand quantitative relationships and classify objects. Jeffrey was fairly interested in the art projects that the teachers and students participated in and enjoyed the pre-math activities. Seth and I also completed another parenting questionnaire. We ranked in the top 15% in terms of affection and warmth and slightly above average in terms of discipline and
control. Jeffrey Age 5 to 7! Jeffrey passed kindergarten with a breeze and has now advanced into first grade. He is doing well in math and his favorite subject seems to be science, therefore, Seth and I encourage this by taking Jeffrey to children’s science museums, natural history museums, and reading aloud books of interest with him. He has not begun to develop a strong sense of morality yet as evident by his cheating at games. I do not get upset when he does this but I do call him on cheating and insist on playing by the rules. In kindergarten, Jeffrey learned the letters and their sounds pretty quickly and started reading some easy rhyming books. Now he is reading first and even second grade books. I help him find fun and challenging new books to advance his literacy. His communication is in mostly grammatically correct sentences and his vocabulary continues to expand with which I continue reading books with Jeffrey occasionally pausing to ask him questions to encourage him talking. We have lately had some incidents of Jeffrey wetting the bed and he gets very embarrassed about it afterwards. I tell him that accidents happen and that we should work on not drinking a lot of juice or water before bed. Jeffrey shows to be very cooperative at home but it still shy and nervous about new things. I recognized this as a familiar pattern and provide emotional support for him until he is comfortable in the new situation. Since he quite enjoys physical active and exercise we agree to enroll Jeffrey into soccer and baseball, believing this would be something fun for him and will help him branch out some more. One day Jeffrey commented that, I was “nicer” to him than other parents are to their children but I also have more “rules” then other parents. Showing that I have parented him in an authoritative style.
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.
Toddler in blue shirt – He appears to be around 18 – 24 months old. While his motor development appears to be weak, and he does not seem to have accomplished the self-help development or language development, he has accomplished other milestones; such as social/emotional development, by playing alone for short periods of time and asserting some independence, and cognitive development, by passing items from one hand to the other, although he is not able to stay with one activity for very long.
from the first bar, she quickly swung her feet over to the side for leg support.
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 this literacy program I have chosen to work with Kindergarten students (JK/SK). I decided to work with this grade level because at this age is where we are able to build a strong literacy foundation from the start of a child’s education experience.
For my 3rd observation, I observed one full day in a preschool/kindergarten classroom. The number of children in the classroom this day was 20 with ages ranging from 3 to 5. The teaching style in this school is Montessori. This means that formal teaching approaches are not used. Some of the casual teaching used in this classroom is rather than giving the students worksheets to challenge the student’s thinking, the teacher uses the students and other manipulatives for learning. For example, the teacher gave seven students cards with the days of the week on them. The teacher had the students with the cards go to the back of the classroom and scramble themselves up. The others stood by the board. The students that stood by the board got the chance
The next thing I had to do was research my subject. This was fairly easy for me because I had him in class for most of the school day. I knew his IQ score and how he has done on the district wide assessments the past three years. I have also talked to his parents before and have a good repo ire with them and as well as their son.
Puckett, M., & Black, J. (2008). Meaningful assessments of the young child. (3th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
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.
At Penn State’s Early Learning Center I had the ability to watch a group of two to three year olds for the day. In doing this I had a great opportunity to see their development in physical, social, emotional, cognitive, and communicative areas. The child I chose to specifically watch was a twenty eight month old boy who seemed to be very on target, if not above, with his development in each of the categories compared to the average of other children around his age.
Snow, C. E. (2008). Early childhood assessment why, what, and how. Washington, D.C.: National Academies Press.
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...
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.
Before learning about early childhood in this class I never realized all the way children at such a young age are developing. From the second part of this course I learned how much children are developing at the early childhood stage. I never realized children learn how about their emotions, having empathy, and self-concept at such a young age. I thought children had it easy. They play with friends, start school, and just be kids. One important thing that stood out to me in this chapter is that children’s self-esteem starts at this stage. According to Berk (2012), “self-esteem is the judgments we make about our own worth and the feelings associated with those judgments (p. 366)”. Self-esteem is very important for a child to have and it can
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of