The facility I did my observation at was Tutor Time in Fairfield, and I arrived there at 3:15pm. When I arrived there, I could instantly see that it was a child centered program by the feel of the artwork the kids had made that were on the walls, the passing classrooms and it smelled like sugar cookies throughout the building. It was very quiet in the office area and in the halls when I was walking to the class of preschoolers. 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. Gross motor skills are, "physical abilities involving large body movements, such as walking
Her friend went first then Tru asked the nearest teacher to come help her. The teacher then showed her she needed the stool so she would have an easier time getting water from the fountain and she showed Tru how to turn the knob to where the water came out. This is an example of The Zone of Proximal Development. The ZPD is, "Vygotsky's term for the skills- cognitive as well as physical- that a person can exercise only with assistance, not yet independently,"(Berger, 262). This is an example of ZPD because Tru needed help to get a drink of water and the teacher was there to help her until she finally gets it
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
As you walk into the room, a pint-sized kid runs up to your legs and squeezes your knees. Squeals of delight bounce off the walls as kids boogie to Disney tunes, and another group is meticulously drawing pictures of rainbow colored snowmen. The faint smell of freshly baked chocolate chip cookies wafts through the room. Everywhere you look, there are smiles. Sounds great? Attending preschool is like running through a field of dreams. Unfortunately, not every child gets the opportunity to experience preschool.
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.
...e and important introduction to the notion of schooling. Children are intellectually stimulated though play and play-like activates, rather than formal instruction. When a child listens to poetry and songs, they are learning to grasp phonics. The play that takes place with water, sand, and containers form the groundwork for understanding basic math concepts. Matching, sequencing, and one on one communication are all actives that are done over and over in preschool settings, and help children prepare to learn academics. Watching other children pursue a challenging tasks is also helpful. Children not see use parents as role models but also other children. They are often more inclined to do something another child is doing, then what an adult shows them. The presence of other children and a wide variety of material are big advantages of leaning academics in preschool.
For less than two hours, I observed the grandson of a visitor at my aunt’s home.
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.
Lots of observations were collected whilst the children were making their maps and working together to find the word treasure, so I have highlighted just a few to address the overall understandings of the findings.
The environment I observed seemed to be very put together and organized. The staff responsible for each age group all had great communication with each other. They had great communication with the parents also. They kept a chart of each individual everyday keeping track of when they ate and if they had any positive/negative occurrences. For infants, they also keep track of when they were changed. The room I first observed was very inviting. The teachers had good attitudes, and they really seemed to care for the kids. The room had soft mats on the floor to help cushion the fall if the infants fell. The teachers were very aware of the what the kids were doing at all times to make sure they did not get into anything they were not supposed to. I loved how the staff interacted with the kids. They would sing and make train noises to them while changing them.
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.
from the first bar, she quickly swung her feet over to the side for leg support.
The results of quality preschool programs can be seen early after they begin. Children learn many important life le...
For this observation, I chose to observe at Mekeel Preschool, located on East Stroudsburg University’s campus. Here they have kids raging from one years old to six years old. The classroom I selected to observe was the five to six years old, where I attended for three days for about one hour to an hour and a half. It was very hard trying to leave there because I found myself enjoying this age group. The classroom was decorated in the student’s art work, there were toys galore and the setup of the room was very organized and clean. One thing I noticed while observing is that as soon as the kids get up from the tables the teachers would immediately spray the tables down and clean them. I thought this was great because kids that young are always
What I learned during the observation is that have a good layout and a good environment setting children are more willing learn and play with the children around them. They need to feel that they are apart of the classroom. That is part of Maslow’s Hierarchy of Need. You environment the classroom need to make children feel safe because if they don’t feel safe they are always going to be on high alert and not pay attached to what going on they are also not going to play or do anything in the classroom. Having the right environment makes it easy for children to explore and learn everything they need have those center or station is not just their for children to have fun and play that because while they are playing and have fun they are learning.
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.
As an early childhood educator my job is not to simple play with children. I must plan, provide and supervise all while “playing” with my students. The classroom serves as the physical environment for the children for most of their waking hours. These classrooms need to be attractive and function effectively. Concerns for any early childhood educator should always include space, equipment and materials used, outdoor space and the daily schedule to ensure that all students are provided ample opportunities to learn and grow within a safe and secure environment.