I went to the Seymour center on Sunday from about eleven a.m. to two p.m. It was very empty when I first arrived, but there was a surge of people a little after noon, possibly they had just gotten out of church. They were mostly families, which a few pairs of college students, and some lone adults or older couples. The range of the families was from very small, one parent one child, and as large as about three adults and four children. Everyone there was having a good time, only one kid cried the entire time I was there. The volunteers were interactive and happy and friendly. There was a lot of background noise but the atmosphere was engaging and cheerful.The Seymour center is an environment that encourages learning in children by catering to their short attention spans, while people who are older will have a harder time learning, proving it is a space meant to educate younger people because children learn differently than adults. I sat in front of the touch tank for about an hour and noticed the children were distracted very easily. The parents worked hard to …show more content…
They traveled in pairs and were very focused on completing the sheet they need for a class. They went from exhibit to exhibit answering their questions and moving on and it was clear the space was not meant to cater to their needs. They were less relaxed than the other patrons, and much less engaged, only about half of them touched animals in the touch tanks. The Seymour center’s unorganized setup, meant to cater to the short attention span of children, caused the students to navigate through the center in an inefficient way to answer their questions, or to go through their question sheets out of order but going through the seymour center in a more efficient way. They were interested in getting the information they needed in the most efficient way possible and, for the most part, ignored the activities of the
... of the students. Many of the students have no sense of belonging and see no relevance of to be at a place where even there teachers have no expectations for them.
The Little Albert experiment has become a widely known case study that is continuously discussed by a large number of psychology professionals. In 1920, behaviorist John Watson and his assistant Rosalie Rayner began to conduct one of the first experiments done with a child. Stability played a major factor in choosing Albert for this case study, as Watson wanted to ensure that they would do as little harm as possible during the experiment. Watson’s method of choice for this experiment was to use principles of classic conditioning to create a stimulus in children that would result in fear. Since Watson wanted to condition Albert, a variety of objects were used that would otherwise not scare him. These objects included a white rat, blocks, a rabbit, a dog, a fur coat, wool, and a Santa Claus mask. Albert’s conditioning began with a series of emotional tests that became part of a routine in which Watson and Rayner were determining whether other stimuli’s could cause fear.
I witness a nurse getting on the floor with a patient and taking the time to play with the patient. The patient had the biggest smile on her face. Staff would walk around singing children 's songs, therapist were in rooms with hand puppets and other types of therapeutic activities to stimulate the patient. Family members that were visiting did not just visit their loved ones; they also visit with other patients, families, nurses and therapist. The patients there were happy, most were unable to speak or move due to their medical disabilities. Looking around their rooms, were amazing it was like walking into any little girl’s or boys room all age appropriate. Many community organizations have donated to the “Children Place”, so the children would have a place just like they were at home. Overall, it was one of the friendliest places I have
I had the opportunity to interview with the school psychologists on our campus. She currently holds a master’s level degree in psychology and has worked for the district for 10 years now with 3 of those years at this location. Discussing what she does on a regular bases she explained how she reaches out to contacts within the community to help parents and children with unresolved issues to help them find answers. She creates activities that help to nurture a better lifestyle for these families. I discussed with her in length about these events and she described them as a social environment conducive to a higher quality in learning, social interaction and family lifestyle. The reason for planning these events in our campus is because of the lower demographics and the campus considered a special class of schools which are known as Title 1 which receives more aid than other campuses.
After I finished my observation I learned lot things I hadn’t realized by how they interacted with each other. I've been around children before but never analyzed their behavior or explained it using psychology. I have a newfound appreciation and sympathy for elementary school teachers, the kids still have a lot of cognitive developments growth to do and it takes a benevolent person to do such a work. Overall I found the experience fascinating and enlightening.
...ideas and how each one of them will impact our classroom not only as an individual member of our room. Every one had an opportunity to contribute and express their thinking without making fun. By doing this activity the students mastered the activity without conflict and/or put-downs. According to T. Tamara “Teachers who apply psychosocial development in the classrooms create an environment where each child feels appreciated and is comfortable with learning new things and building relationships with peers without fear” (Tamara, 2010).
Sadker, M., Sadker, D., and Stulberg, M. (1993, March). Fair and Square? Creating a Nonsexist Classroom. Instructor, 44-46, 67-68.
...lighted this feature because I value respect and feel that a very important aspect of working with children is engaging their families which invites opportunity for respect to be demonstrated. Dietze & Kashin (2012) explain the importance of engaging families when they state “Including the input of others is essential in a reflective practice and families have a right to be included” (p.411). In one of my placements I saw the positive impact that including a parent had on a young boy when his mother came in to read a story to the. The boy’s self-esteem seemed to increase and could be seen in the way that he beamed the whole time she was there. This experience highlighted to me the importance of family involvement in an early childhood program. These three highlighted statements all reflect values that are important to me and which are important parts of my practice.
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.
With the addition of this wonderful new facility it would be a shame not to make the most of it. After all, everyone is working toward the same goal: to provide the best possible care and a safe, stable environment for children who may not get the experience of that anywhere else. When focusing on the specific needs of the children, the teachers are happier, the staff is happier, but most important the children are happier.
The library had a poster of the alphabet and numbers, a large amount of books and puzzles. Located behind the library was a shelf with musical instruments and movement accessories such as scarves. Along with a library being used as a quiet area, there was a couch placed near the art center out of the way from all centers for children to sit on. Most of the time that I observed was during free play, centers and circle time. When they start their circle time, they begin with saying their five classroom rules. The rule...
This semester I had the opportunity to intern for Rockhill Elementary school through the Spectrum Education program. I was the first student to intern at this location therefore, I did not know what to expect from this internship site. After meeting with the school principal for the first time, I learned that Rockhill had some big dreams to recreate a sensory room that would benefit all children at the school. As an intern, it became my job to create a plan of action for this sensory room. Once the work in this space was completed, I would instruct teachers on how to use the sensory room and work with Rockhill students in the space. The purpose of this sensory room was to create a calming space for Rockhill students so that they may stimulate
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.
Everyday I walk into my school library with the hope of influencing a student or a teacher to read a new book, use a new search strategy, or to collaborate on a unit of study. My goals for students range from getting to know them and their interests and then guiding the student to these new sources or literature. I look upon the library as a learning lab or, as some in my profession have dubbed it, the Learning Commons. Every morning I greet anywhere from 50 to 80 students who are waiting for the first bell of the day. These students are in the library because they have made a decision that this is their place; a hangout for those students who are drawn to a vibrant environment that is teeming with learning and discussion.
The evaluation document is a representation of my present teaching ability, and the target areas that I will improve on. I taught the Hooke’s lab investigation, so I grouped students in pairs and had them work in their lab stations. Given the lab stations set up–in aisles–, I decided to have three groups of students work on each side of the aisles; however, the aisles were narrow and the students barely had space to move through them. I did not ask the students to move to other areas of the classroom to prevent losing their focus, but this is something I will be more cautious about in the future. I have to provide a safe classroom environment that allows students to have ample space to work in, so I will verify that I provide the needed space in future classes. I originally thought that proximity would enable adjacent groups to discuss their findings with each other, but even I had a hard time walking through the aisles to reach struggling groups.