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Importance of key research findings which underpin the impact of parental involvement in children's early learning
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Preschool 101 Not many people can say that in a single day they encountered thundering dinosaurs darting through an unruly forest, conquered a castle guarded by the kingdoms most ravenous dragon, and hosted a sophisticated tea party with Queen Elsa as the guest of honor. My sister is a preschool teacher, and going on unique imaginary adventures is a hidden job description I was not aware she possessed. She often shares her comical mishaps that occur in her classroom with the rest of the family. My favorite of her tales involve the children terrorizing her with their innocent antics. It might just be the dominate older sister trait coming out in me that make those particular stories so humorous, or it could be the overwhelming emotion she portrays …show more content…
A tall blonde woman wearing a lavender blouse and tan dress pants greeted me at the door with a smile. Suddenly I felt very underdressed in my black Nike running pants, gray t-shirt, and red Ohio State Buckeyes jacket all with my black Nike tennis shoes to match. I let her know I was there to observe my sister Rachel’s preschool classroom and she informed me that her class room is the first door on the right and to just walk right in. I made my way down the hall glancing at the tan colored walls decorated with beautifully colored snowflakes no two of them same. Grasping the cold silver door knob in my hand I gave it a twist and pushed the door open. A buzzer that alerts the staff a door has been opened sounded loud enough to be heard from a mile away. I was so distracted by the deafening buzzer attacking my ears like an angry cavalry that I did not even notice the seventeen pairs of eyes glaring in my direction. “Okay friends I would like you to say hello to my sister Courtney,” Rachel said happily as she introduced me to her class. In unison like a well-trained choir they all sang their hellos to
It was a sunny day with a sweet aroma of blooming tulips. The sunlight glittered on their faces as the breeze rattled the chestnut tree above. There was an occasional giggle as they talked, but there was also a hint of discomfort and awkwardness between them as they peeked at each other’s face and recoiled when the other looked up. When the bell rang twice, I saw them say goodbye and walk away from each other. In the darkness of the crowd, a glimmer flashed into my eyes from Hannah’s cheeks.
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.
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.
Suddenly, the silence is shattered and my mind fills with fearful thoughts as my startled eyes flash open. Knock-knock.
This observation was mostly conducted behind a one way glass. I watched the children but they did not know I was there. The ages of the children served in that program were in the range of 18-36 months. Curriculum used in that program is considered Creative. Qualifications for staff must hold to work in this program is a Child Development Associate’s degree (CDA) or Bachelors in Early Childhood Education.
The story that stretched my imagination the most was “Charles'; by Shirley Jackson. Even though children have wild imaginations, it did not occur to me that a child in kindergarten would tell such an elaborate lie. When I looked back in the story, I found the spot where I think that Laurie first started to tell his lie. “The teacher spanked a boy, though, ... For being fresh'; was Laurie’s replay to his mother asking him what happened in school. “Laurie thought. “It was Charles';'; (14) When I reread this I thought that this was where Laurie decided to put on his act. I know that young children are capable of a lot of things, and some times they go unnoticed, like Laurie’s charade. This story seemed to be more like a fairy tale.
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
For my 3rd observation, I observed one full day in a preschool/kindergarten classroom. The number of children in the classroom this day was 20 with ages ranging from 3 to 5. The teaching style in this school is Montessori. This means that formal teaching approaches are not used. Some of the casual teaching used in this classroom is rather than giving the students worksheets to challenge the student’s thinking, the teacher uses the students and other manipulatives for learning. For example, the teacher gave seven students cards with the days of the week on them. The teacher had the students with the cards go to the back of the classroom and scramble themselves up. The others stood by the board. The students that stood by the board got the chance
The child I observed is Lucy, she is three years old, weighs about 30 lbs, and is 35.5 inches tall. Lucy is white, has blonde hair and blue eyes. In her usual household Lucy lives with her mother, father, older brother and older sister. Due to some flooding in the basement, the family had to temporarily move out of their home and into the father’s parents’ house. At the time of the observation the members in the house hold consisted of Lucy, her brother, sister, mother, father and paternal grandmother and grandfather.
While walking through the front gates of County elementary school, you see children of all ages playing while they wait for the school bell to ring. Walking to the classroom that I will be observing you see students with their parent’s line up waiting to get signed in. The students are to be signed in by a parent or guardian for safety precautions, and shows that the child was signed into school. As a visitor, I am to sign myself in, this shows I was in the classroom, at what time was I there, and reason for visiting the classroom.
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.
Ow. My head hurts. It has been lying against this wall for at least an hour now. I scratched the back of my head to move around my dark, curly hair. It was beginning to feel plastered against my scalp. It was a bit tangled from not brushing it for a day and my fingers did not run through it with ease; nevertheless, it felt good to keep the blood flowing. I was lying on a thin, light blue mat on the floor. My head was propped up against the cold wall as if it were a concrete pillow. My chin dug into my chest and I could feel the soft, warm material from my sleeveless sweater cushioning my jaw. I looked down. I could see the ends of my hair cascading over my shoulders. The red highlights matched quite nicely with my maroon sweater. My arms were folded over my belly and they appeared more pale than usual. My knees were bent, shooting upward like two cliffs. My baggy blue jeans covered the backs of my fake brown leather shoes. ("Christy, let me borrow your pants, the baggy ones with the big pockets. I can hide more stuff in those.")
Julio hesitated and struggled on whether what he was doing was a good idea or not. After 20 seconds of courage he knocked the door. Some noises could be heard from the inside. To get a better perception of what was going on he placed his right ear on the door and heard Lydia’s voice who sound as if she was having too much fun. Without any second thought, he shouted, “Lydia, I am right here, open the door right now” As expected, the voices stopped and no one dared to answer.
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.