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Early childhood development stage
Stages of child development 6 -7 years
Stages of child development 6 -7 years
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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 …show more content…
On the first day, I was lucky enough to go outside with them and see how their interactions outside of the classroom differed from inside the classroom. While outside I quickly noticed that the boys would all go play with each other and the girls just naturally gravitated to the other girls. But after timed has passed there were just kids running everywhere. I also observed these two boys who inside the classroom seemed to be the ones that when they were together something was up to no good. Around the play area outside there were a couple of slides placed around the perimeter. The two same boys were the only ones not going on the slides. I asked the teachers why they never wanted to go down the slides, and she told me that while on the slides the boys would be rough with each other and it never ended with something good. Since the boys did not know how to properly act on the slides they were not allowed to use them. I thought that not allowing them on the slide was a good idea but, I feel that they should have had specific time they were not allowed to go on them and then re visit the situation to see if it still happens. For this type of behavior, the two boys should realize what they were doing wrong and then give them an opportunity to change that problem
Such as, if Brayden and another little boy are not listening during transition I could separate them rather than giving them multiple warnings. Also, if I know that Roslyn is having a hard time controlling her anger appropriately then I could give her an “angry ball” or something that she can squeeze or take her anger out on rather than her hurting others. While for Fiona, we could talk about feelings one day during circle time and possibly figure out why she is feeling the way she is feeling. Due to the fact that everyone learns differently teachers need to be aware that not all children learn the same way as them. Teachers could possibly change the way they do activities such as, doing some hands on, watching videos, reading books, or even asking one child a day how they would like to learn about the theme of the
...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.
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.
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 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.
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.
In my observation, I have seen the teachers address children more often as individuals than as a group. There were many times when the children need individual care or attention more so than as a group. A prime example that I observed was when a child misbehaved, and one child got hurt. At times like this, the teachers provided personal attention for nurturing and discipline. For the child who got hurt the teacher was very caring. She cuddled the child and consoled him until he felt better. For the child that required discipline the teacher was sterner while still maintaining a nurturing aspect. I observed many times individual care was needed more so than the overall group. When it came time for learning the teacher would have a group activity called “Circle Time”. All the children would sit in a group and do various learning activities such as naming pictures of animals, saying the ABC song, and doing shapes. If children could not name an animals the teacher would make the sound for that animal to help encourage the children to guess. In my opinion, the teachers were not always flexible when it came to certain activities. When the children were doing station play, this was not a flexible activity; the children were placed in small groups and had 10 to 15 min increments to explore each station. If a child did not like the station, they had to stay with that station until it was time to change. While I did see some instances, where there was little flexibility I do think, the classroom was child-directed for the most
A developmentally appropriate environment is very important in a Kindergarten classroom. To begin with, developmentally, there needs to be things in a classroom that will improve the skills the children have and teach them new ones. For example, books. There needs to be easy books, like from preschool books for the children to read then some book that are a bit harder. Something that would not be developmentally appropriate would be a chapter book. Another thing that is developmentally appropriate is the size of the furniture in the classroom. Children need the right height for their desks and toilets that they don’t need help to use. Another thing to think about is centers for center time. “Play” time is important in a kindergarten day and
For the purpose of my first observation I chose to observe a Montessori classroom where I work in Longmont. The children are in a multi age environment at all times, ranging in age from two to six years old. Almost all the children regularly attend five days a week, with ten to fifteen children everyday. I work as a teachers assistant, since I am not yet qualified to be a Montessori directress. To protect the identity of the children and teachers I will be using the first initial of their name, but their age and behaviors will be factual.
Providing a healthy indoor and outdoor learning environment is a top priority in today’s society for all preschool teachers worldwide and very important for parents of young children, two to four years old as well. For this reason, when parents enroll their children in any type of early learning school program, they are expecting to have the best teachers who will protect and watch over their children while in their care, which all, will help benefit their child’s well-being in one way or another. Most parents want the classrooms, indoor and outdoor equipments and toys that their children engage in play with are safe and in the best condition for their individual use, that the child day care learning centers learning environments, in general, are clean from top to bottom, and most importantly, the food that is planned weekly and served to their children, daily, are healthy, nutritious and safe for them to eat. With all this said, such expectations require again, all preschool teachers, worldwide, to be very well educated, trained and informed on how to create safe learning environments that protects and promote children’s safety, nutrition and health.
Recently, I went to The Happy School, a preschool in my hometown of Smallville, California, to pass the morning with the students there. In the time I spent there, the children, ages 3 to 5, engaged in unstructured play, and sat in a circle for calendar time and reading aloud. The preschool is primarily child-centered in terms of its organization, meaning it incorporates a lot of child directed activity, and less structured, or adult directed, learning (Berk, 2008). I watched the group of about twenty children with the intention of studying them as a whole, but I found myself compelled to watch two children in particular, Addison and Jack, because they displayed particularly intriguing behavior. (p187) THESIS, what behavior, theories etc.
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.
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.
This is a time of rapid physical growth and development. Primary grade children are very active and have difficulty in sedentary activities during the learning process (Snowman, McCown, & Biehler, 2012, p. 80). Think about when you have seen children out at recess in the primary grade level. These children look like they are running around like wild animals. They have so much energy built up and need to release it. When children participate in sedentary activities they must release energy and a lot of times it is in the form of nervous habits. This could be for example pencil chewing, fingernail biting and just general fidgeting and being antsy (Snowman, McCown, & Beihler, 2012, p. 80). You will want to try to avoid these behaviors, because they may become distractions for the student, other peers, or even you while the learning process is going on (Madsen, Hicks, & Thompson, 2011). Try to avoid situations where students are just sitting at their desks for long periods of time. At this age children need frequent breaks and time to get up and move around (Howell, Sulak, Bagby, Diaz & LaNette, 2013, p. 16). This could even be done by having students take items to your desk or baskets, just something to get them mov...
...e problem worse. So make sure to let the students know what they are doing is wrong, why it’s wrong, and get involved. Next set clear definition of bullying and enforce rules and expectations. This lets the students know what behavior is expected and sets the tone for the classroom. On top of these, it is also important to reward positive behavior, have open communication, engage parents, look for warning signs, clear the scene, monitor hot spots, and most importantly know your states laws and district policies.