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Child observation for the early years
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Since I am in a unique position as a teacher, it is my duty to pay close attention to see if the children in my care are developing through normal stages/ milestones. Therefore if I had to have a conversation with a parent concerning my observation on their child I would first ask them if we could set up a time to talk. I would pick somewhere that is quiet and where it is just myself and the parent. At our meeting I would explain my concerns to the parent gently and let them know what I have observed. I would choose my words carefully as to not offend anyone. I would give specific examples when talking to parents and just describe exactly what I have observed. I would give them some time to observe their child and see if the parent/ parents
They are not expecting a response but instead showing that they respect the baby and they are developing their language. They talk through everything they are doing at the centre for example the educators announce when lunch enters the room and will describe what they will be having for lunch. They will tell the children in what order they will be having lunch, that they are going to wipe their hands and then after lunch they will change their nappy and then they will have a sleep. The same is done in the toddler room, the educators will speak almost the same amount to a toddler that can utter a few words as they will a baby who can only babble. In the pre-kindergarten and kindergarten room educators question children more. They use open-ended questions to prompt children to engage in conversation. For example, they will not ask a child what toy is their favourite, instead they will ask why they like that toy the most. By asking children open-ended questions educators are keeping conversations going and role modelling how children can do the same with their peers. They are also prompting children to reflect on why they make certain responses. A child that answers that blue is their favourite colour they are asked to reflect upon why this is
For less than two hours, I observed the grandson of a visitor at my aunt’s home.
from the first bar, she quickly swung her feet over to the side for leg support.
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.
From my personal experiences, I have to come to the conclusion that it doesn't always work the way I believe when observing a child. I strongly feel that in order to get to know a child you should not spend most of your time observing him/her. Interacting with the child gives off better results. Not once or twice, this should be a consistent thing.
First of all I would like to explain why the child observation is important for social workers. It is important because it focus on the problems that arise when a child‘s situation is not taken seriously and consequently have harsh consequences for both worker and child (Climbié Report, 2002). Observation is something that leads to formation of hypotheses and gives new insights about the child’s world. Child observations assist social workers understand, through assessments, the children’s communication between them and their carer or parents. The aim of the observation is to understand the child and his/her world (Briggs, 1992).
Active listening, this is not just listening with your ears. You need to show appropriate feedback repeating some of what has been said, maybe in the form of a question. Engage with the child you are talking to and answer/respond when required. Children copy behaviour of others so you need to be the best role model you possibly can be. Children need clear boundaries and limits within the school. They need to know that certain behaviour/actions are unacceptable and will not be tolerated. These boundaries are often outlined in a Home-School agreement that sets out what the school will accept/do. What the parents/careers are expected to follow and also how the child is expected to
Each and every 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 selections throughout the month. For example, the children could either choose from fruit loops cereal, or frosted flakes for breakfast. The children’s 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 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.
Colette Tayler (2015) describes the first eight years of a child’s life as years of
There are many activities that I observed and participated in during my first week of interning. I observed kids during the school hours with a case worker. I observed the relationships the social worker and the kids developed with one another. I noticed how comfortable the kids seemed to be while talking to their social worker. I also participated on an in-home visit for the reporting period by observing the home of the client. I observed the reactions and responses from both the social worker and the client. I observed the environment in which the family lives in. The purpose of visiting the home was to help clean home with the parent so that the kids wouldn’t be at risk of being in custody. I also observed the reactions of the children in the house. During this week I also had the opportunity to participate and learn how to answer phone calls at the receptionist desk. I also participated in a
When dealing with children, parents and educators usually have a hard time in understanding kids in order to help them follow guidelines. It is a great achievement to be able to adhere to children and keep them on the right path. When one has to deal with a child it is very difficult to communicate, understand, and listen in order to get a feel of how to guide the child. If all these components are obtained then it can lead to a positive relationship with the child all the way to adulthood. If the parent and educators want to truly create an open communication and stable environment they should utilize the book, How To Talk So Kids Will Listen & Listen so Kids Will Talk by Adele Faber and Elaine Mazlish. It can guide you to establish communication skills and help better in dealing with children. “The Science of Raising Courageous Kids” by Martin Brokenleg and Steve Van Bockern is proof that validates Faber and Mazlish’s practice.
I conducted my observation on October 9, 2016 at my aunt 's house for my cousin 's birthday party, in Antioch, CA. I was sitting in a chair and also in a jumper observing my little cousin Natasha as she was jumping in the jumper. She is 6 years and is in first grade.
I did my parent-child observation at a restaurant in Batesville Indiana. I went to a small family owned place called Wagner’s. I did my observation over Thanksgiving break after my family cut our Christmas tree down. This occurred on Saturday November 28th around 6pm. This is a place that I am relatively familiar with. I have been going there with my family every year since I was a young child. It is a pretty small restaurant. While one side has a bar, the other side is more family oriented. It is a child friendly place that has a small area that toddlers and young kids can play. It has coloring books and small toys.
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).
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