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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 …show more content…
One you enter the classroom, to the right there is a classroom bathroom and a teacher’s desk. To your left there is a bookshelf for word containers with a bulletin and chalk board behind this. On the bulletin board the student’s art works is on display. On the chalk board, there is the student’s nametags. Beside the word container shelf, there is a smartboard then another chalk board. On this chalk board, there is a calendar. Written on the board is the date and the season. After morning announcements, the students read, “Today is March 24, 2016 and the season is spring,” in unison. There is a TV sitting on a shelf. They use this TV for the morning announcements and to display a clock during the day. In this corner there is a library and rocking chairs for the students to sit in. Then there are three tall shelves where there are several blocks and worksheets for children to work on their math. In front of this, there are two small size tables with plastic letters in a container set up on these tables. Here students can work on their spelling. There are two computers following this. After the computers, there is a science area. There are more child sized shelves with different animal lifecycles on them, science books, and more. By these are student tables. The students normally sit on the blue carpet but this is an area students are able to work at. To the right of the
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.
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.
An educator is to provide a specially prepared environment that promotes activities that aid children in the teaching of themselves (Larson, 2010). They are to conduct this Montessori practice by being responsive to the children’s interests and needs. Once there are educational activities that relate to the children’s interests, the children are able to develop focus and concentration for sustained periods of time. As a result, educators are to be responsive and plan for extended, uninterrupted periods for the children to work (Larson, 2010). The teacher 's goal is to guide and support the children, allowing them to develop confidence and independence (Edwards, 2002). There are no formal lessons in the Montessori pedagogical practice; however there are intentional teachable moments. The educator waits and observes children, allowing them to explore concepts and materials before assisting the child and moving them to the next stage of development (Lillard & Else-Quest, 2006). These teachings are often in a small group setting or one-on-one and consist of the educator modelling an activity or material and build on the initial interest so that the children will later use that material independently (Feez,
There are basic Montessori methods. They are: The teacher must pay attention to the child, rather than the child paying attention to the teacher, the child proceeds at his/her own pace in an environment controlled to provide means of learning, and Imaginative teaching materials are the hear...
...theory, which I do feel is a great philosophy. A teacher who displays best and developmentally appropriate practices should always provide children with new materials, ideas and activities especially in pretend play. During my observations I did not see the same interest materials out twice. The basic materials were always provided yet there was also that added extra to enhance each center.
This essay addresses seeks to evaluates diverse parenting approach by a parent-child observation. From observing developmentally appropriate and inappropriate interactions with the parent and child, I will learn how parents teach, guide, and influence their children. First, I will briefly describe basic Information of the child and parent that I have observed. Next I will discuss the parent experience with transitioning to Parenthood. Throughout the essay, I will be discussing the parenting goals and beliefs, parenting challenges and reflecting on parenting from the parent perspectives. Lastly, I will discussing my observation from the parent and child interactions.
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.
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,
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.
Introduction Family reunions are always a great gathering to spend time with a bunch of family members that you rarely get to see or only see on Christmas and Easter, especially when you are a college student in a child development class and have to write an observation paper on a child under three years old. For my observation paper on a child who is under three years old I decided that I would observe my third cousin Jackson Riley Moore. Jackson was born on April fourth, two-thousand twelve. I did my observation on October fifth, which makes Jackson exactly two years six months and a day old. The family reunion was at my grandma Anna’s house, Jackson’s great aunt.
Focusing on the Kindergarten grade level, teachers are trained to mainly facilitate student learning through play. Lecture style teaching is not the most effective teaching style at this age since children’s attention spans are extremely short. The idea of students learning through play is to help the student maintain longer attention spans in order to promote better learning.
The class I visited is comprised of 24 five and six year old children, a lead teacher and a ‘Para-Pro” who assists the teacher and provides support and guidance for the children. Within the classroom itself, there are 6 tables organized in the center of the room in a grid formation. Children have their own workspace at a shared table. Around the perimeter of the room are ‘centers’ where each day, the children work on tasks such as listening, story development, gross and fine motor skills, math, reading and other important skills that are needed to develop socially and academically. In several places on the walls, there are displays or ‘brag boards’ where children can post their work that they feel best represents their efforts. The walls are brightly decorated and are filled with pictures, letters, numbers and other basic elementary school information. It is energizing and interesting without being chaotic or overstimulating.
In the classroom the teacher has a meeting area that is called the Kiva. This is an area where the students meet to have class discussions, listen to the teacher read stories or to receive instructions. This area is in the front of the classroom in front of the whiteboard. The Kiva is a tiered structure where the students sit in two rows and is the shape of an arch. The west wall has two rows of lockers, one above the other, with the door in the back. The students each receive a locker where they keep their belongings. Above the lockers the teacher has a word wall where words are posted after they have been studied for a week. On the north wall, or back wall, there is a counter with a sink and a water fountain. There is also a cupboard where the teacher keeps supplies. The counter area is used for homework baskets and for pencil sharpening. In the northeast corner of the room there is a kidney table where the teacher works with different students when needed. Also, the northeast corner has bookshelves on both walls. On the east wall the top half is windows the length of the room. In the front and back there are shelves where the teacher keeps manipulative for teaching. In the middle of this wall there is a long table that has iPads on it for the students to use. The teacher’s desk is in the front southeast corner. On the front wall there are three whiteboards. The whiteboard on the right has math vocabulary and math helps. The
As I reflect on my experiences observing in three different classrooms over the last three months, I cannot express how much I have learned by being in the classroom. I began the Master of Science in Education last fall and previous to the practicum experience I had taken 8 classes. I read books, listened to the experiences of my classmates and instructors, reflected on my own education, and tried to imagine how this information was going to prepare me to face a classroom of elementary school students. While I learned theories and skills that should be known by any educator, these classes could not teach me what I most desired to know: what tangible steps could I take to correctly implement all of the correct ways of teaching.
I made note that I heard the exact same strategy for math “read, draw, write” that is being taught right now in my 1st-grade classroom and I really appreciated this. The class did very well with independent work and the room seemed quite controlled and quiet while students were working. It was evident that the teacher had very good control of her class. I can visually see the teacher is working towards getting her students to be more indecently work driven, but I loved that when a student needed help she got right down to their level! Overall there was great classroom management, the kids did very well with doing what was asked, the kids were very respectful, and I never heard the teacher raise her voice to the students like so many do. Lastly, on a more interesting note, the teacher had a therapy dog in the room, who she is in the process of training. This is nothing really related to the instruction but was just something neat that I saw. I will say that the dog did not appear to be a distraction to the students at the time I was in the