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Observation experience in the classroom
Physical, social and intellectual development in children birth to 5 years of age
Purpose of observation in the school setting
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Social and emotional development served as the primary purpose for a semester-long observation report of a preschool child. The observer used various observation tools such as checklist, running record, anecdotal record with Desired Results Developmental Profile (DRDP) – Preschool to analysis the observation data and gather information of the child. The observations were in two parts, both lasting for an hour and in various locations and settings. The child demonstrated social and emotional development during the observation.
Klara is an active and wondrous individual. Her attentiveness toward activities, peers, and teachers convey her progression and growth towards the appropriate measures for her age. By completing this case study, the importance of biosocial, cognitive, and psychosocial measures is articulated for the apt development of the child and the overall advancement of the early childhood center.
Child Observation Record (COR) is the checklist that evaluates children’s learning in the five content areas. Each day, teachers observe children at play in natural and authentic situations and then take notes about children’s behavior. These records are gathered to help teachers evaluate children’s development and plan activities to help individual children and even the whole classroom make progress. For teachers, the Preschool Program Quality Assessment (PQA) is used to evaluate whether the whole High Scope program and the staffs are using the most effective classroom and program management
Toddlers are the epitome of curiosity and energy. From ages 1 – 3, toddlers are always on the go and want to learn about everything in their world. As with infants, no two are alike; each toddler is unique in his or her developmental stages, and each accomplishes milestones at different times. “Although children develop at different rates, there are common stages of development that serve as guidelines for what most children can do by a certain age” (Groark, McCarthy & Kirk, 2014). As seen in the hatfieldmomof3 (2011) video, one observes toddlers at play and can determine the age of the toddlers by their actions and the milestones they have accomplished.
In this assignment I am going to describe a child observation that I have done in a nursery for twenty minutes in a play setting. I will explain the strengths and weaknesses of naturalistic observation through the key developmental milestones based in Mary Sheridan (2005) check-list and provide a theoretical explanation to support the naturalistic observation.
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.
Child development and growth observation can be quite fascinating considering the uniqueness of each child. As children grow, they normally develop and acquire new skills whether complex or not. The abilities experienced by each child progresses differently that is it depends on the nurturing given by the parent or guardian and on the characteristics that they inherit. Proper development and growth of the child occurs when basic needs are provided by the reliable adult guardians, including such things as love, food, encouragement, shelter and warmth. The essay evaluates child development and growth through observation conducted by myself on my nephew. The essay will include physical development, general health, emotional development,
Cooper, J., Masi, R., & Vick, J. (2009). Social-emotional Development in Early Childhood. National Center for Children in Poverty.
Child observations have become very popular in the field of Child and Adolescence over the years. Hence, observations are very beneficial and often many times used for different purposes. Carrying further, educators will typically monitor the progress of the student and let the parents know of the strengths and weaknesses their child may be in. Other times, educators will make observations for educational plans such as finding different methods in improving standardized scores. Pursuing this further, often other times the observers will look for behaviors that cover the three domains of physical, social-emotional, and cognitive development because they change dramatically overtime. Within all these key categories, there are typical behaviors in which a three to five year old are actively involved such as understanding the concept of counting, naming colors, interested in new experiences, dress and undress themselves, use sentences 5 to 6 words, writing, move forward and backwards easily, building towers made out of blocks. Altogether, the preschool period is generally considered to be the fist step towards school success.
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
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 completed my observation hours at a local middle school. I shadowed the math inclusion teacher for the sixth through eighth grade. I was able to observe three different classrooms and many different forms of instruction. Observing these three different classrooms gave me an insight to what a successful classroom management plan should be. The overall atmosphere of the class begins with the teacher’s attitude and how they approach learning. An effective classroom should be organized, efficient, and valuable class time should not be wasted.
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
When I first walked into the classroom, the teacher was standing on the carpet with the students. There were interactive videos playing on the smartboard, and the teacher was moving along to the video with the students. The teacher was saying things like; “keep up the good work” and “I love your dance moves.” I first interaction the teacher had with Lexi was when she wanted her sweatshirt off and needed assistance. The teacher observed that Lexi was in the process of taking her sweatshirt off and asked, “Lexi do you need help?”. She shook her head yes and the teacher proceeded to help her remove her sweatshirt. After this, the next interaction happened five minutes later once all the videos ended. The teacher was asking certain students if