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Classroom observations kindergarten
Classroom observations kindergarten
Family's influence on children
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On November 13, 2015 I observed a kindergarten class at the school where I work as the BAC Director. The students were between the ages of 5 and 6 years of age. The student were studying community helpers.
Many of the students were dressed in their favorite community helpers. I observed a lot of policemen, firemen doctors and nurses. Some I was not quite sure what they were. I liked that the student were encouraged to dress up. This made the students feel important. The students also had a parade for the whole school to see.
After the parade the students also had one of the parents of the school come speak to them. He is an airplane pilot. He talked about going to flight school and everything he had to complete to become a pilot. The
pilot works as a private pilot so that he can spent time with his family. Being a private pilot mean he only flies a couple time of month. I enjoyed seeing all the children dressed up and hearing the airplane pilot speak about his job. I didn’t feel like I got to observe the teacher teaching anything. I feel like this is a great way for young children to learn though. Family involvement in the school is so important for families to feel a part of the learning experience of their children.
In early childhood classrooms I have seen many adaptions done for children that needed extra support.
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.
For less than two hours, I observed the grandson of a visitor at my aunt’s home.
Volunteering at a children’s crisis treatment facility, volunteering with Special Olympics, coaching children’s sports teams for 10 years and working as a substitute education assistant has increased my understanding of childhood development. Grandmound Elementary School provides me with opportunities to strengthen my leadership and collaboration skills, through teaching art (as a volunteer) to the 3rd, 4th and 5th grade and serving as PTA president. I was able to implement many enriching opportunities for students in areas of art, science, and reading. I learned to work as a team, set targets, achieve goals, give and receive guidance. Participating in these activities has confirmed that working with families and particularly children are my purpose.
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 observation took place indoor at my relative 's house. I went to observe the child on Tuesday at 12:00 in the morning. When you first enter the house and walk through the hallway, you will see that the kitchen is on the right side and the dining table on the left. After passing the kitchen and dining table, you will see that the living room connects to the back-yard. The living room 's walls had multiple picture frames and decoration pieces hanging along with a brown color clock. Moreover, the living room had dark green sofa 's, television, a coffee table and variety of toys that include a white writing board, a box of legos, soft toys, barbie dolls, kitchen sets, play house, books, ball, building blocks and a blue color table along with
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 12 weeks I observed a young pre-schooler Child C aged 31/2 years old, through my account I would give an observer’s view of Child C, three theories peculiar to Child C and my the emotions evoked in me as an observer. My observation assisted in my understanding of the changes in Child C as the week progressed over the 12 weeks.
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.
I went to McKinley Junior High on Tuesday! I didn’t really know what to expect from the school, or what it would be like because I’ve never been inside a public junior high. My school was K-8, so it was big, but it also had more grades than just 6-8th. When I got to McKinley, I was shocked at how big it actually was. I was nervous walking in because it was really big, and I was scared I wasn’t going to be able to find the office. Sure enough it took me a little while to find the office, I was very confused. Once I got into the office, I told the lady at the front test that I was from Coe and she handed me a slip of paper that said 321 and that was it. So, I wondered the halls a little bit looking for the classroom.
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.
I spent my time volunteering with the Concordia teacher corps as a reading coach at Faubion elementary school. This program has been going on for a couple of years, and what it does is help struggling readers in the community. It takes students who very often can not even write their own name, or even know where to begin reading a book, and pairs them up with a reading coach. The reading coach 's job is to not only teach them how to read, but also to show them that reading can be enjoyable. This can prove to be exceptionally difficult when tutoring an energetic kindergartener who does not want to sit still. The whole program lasts about 16 weeks. In the end, the students receive a couple of books and a game that they can take home. There is
In this elementary school, there are three first-grade classrooms and they have pretty much the same decoration and organization.
What Kids Really Learn in Preschool. Parenting. (Fall 99):Vol. 13 Issue 7, p 74. October
We are born with a natural desire to learn. This inclination can be demonstrated by watching the process of a toddler learning to walk. Children this age want to explore, and through innate ability, social, and behavioral factors these little humans get up time after time when they fall. Despite falling, failing, the child eventually learns to walk. Somewhere, on our journey through life we develop a fear of failure, and according to Dweck (2016), this anxiety of failure and the aspiration to succeed can promote a fixed mindset. However, it is the growth mindset that encourages Grit, perseverance, and passion to persist despite setbacks.