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Philosophy of observation in classroom
Teacher observation b.ed
Teacher observation b.ed
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Recommended: Philosophy of observation in classroom
It is ethical to assess children, The content and knowledge that should be asses are Observations teachers should always observed children when they are doing activities throughout the day. Teachers can observe all facets of development, including intellectual, linguistic, social-emotional, and physical development, on a regular basis.also Portfolios are a record of data that can be collected throughout a period of time. The collection will show the progress of a child’s development. Portfolios can be an important tool in helping facilitate a partnership between teachers and parents.Observing and documenting a child’s work and performance over the course of a year will allow teacher to see the child’s growth and development throughout the year.an
With this information, teachers can begin to plan appropriate curriculum and effective individualized instruction for each child. Also assessment record is also a great tool to share with parents so they can follow their child’s progress at school, understand their child’s strengths and challenges, and plan how they can help extend the learning into their homes. . The purpose of assessment in early childhood is to determine students' strengths and set goals for instruction.When teachers assess children they will Identify children who may need additional support and determine if there is a need for intervention or support.
The setting of this observation takes place in a suburban home in southern Maryland. The home belongs to the grandmother of the subject. The day is before thanksgiving and there are a lot of family members present. Six people other than Imani are here; her older brother who seemed to be 2 years old, her male cousin who seems to be the same age as her, her grandmother, two aunts, an uncle, and her mother. There are three boys total and four females, including Imani. The home has three floors, with most of the activity taking place in the kitchen and family room. In the family room, there were couches, a tread mill, television, and a set of steps that lead to the kitchen. The kitchen has a table, an island, appliances,
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
For less than two hours, I observed the grandson of a visitor at my aunt’s home.
All observations that are carried out on children should be ‘objective’. According to the Oxford online dictionary objective means that a person or their judgement should not be influenced by personal feelings or opinions in considering and representing facts – in other words, the observations should be unbiased. You should always be non-judgemental about the child and base your observation from only what you have seen on that specific day, not taking any past events into consideration – it is important that all children are treated fairly and equally to make the observation valid (based on the truth – Collins English dictionary) it is essential to make observations valid to increase objectivity.
Every day a child is called on to testify in a courtroom. Children who have to testify in open court are easily influenced by outside sources. This paper will show the reasons children should not be used as witnesses in a courtroom. I will show all the different influences that a child receives and prove them uncredible. The interview process can influence a child greatly. Ceci and Bruck (1995) found a study that shows that child witnesses may be questioned up to12 times during the course of an investigation. The questioning process can take up to a year and a half to be completed. Children are not capable of remembering exact details for that period. Their answers to questions will change each time he or she is asked. This is because they do not retain information in the same way as an adult. Most studies have shown that children start to lose their ability to recall an event accurately only 10 days after the original event has happened. Another factor in a child’s ability to recall an event is stress. A child can go into a shock stage and repress all memories of what has happened to them. These memories may not resurface for many years. This affects a child’s ability to identify the suspect in photo and live line-ups. The amount of stress a child goes through affects their ability to answer questions in an interview, if they cannot remember what has happened, how are they supposed to answer the myriad of questions the interviewer will ask them.
The work sampling system plays an integral part in many teachers’ assessments of their students. The work sampling system is based off teachers’ observations of their students through problem solving, classroom interaction, classroom learning, and creating. It is an authentic performance assessment because everything you collect on a student is their authentic work, and cannot be recreated. The system can be used in pre kindergarten through fifth grade. The system also uses three interrelated parts, those parts being developmental guidelines and checklists, portfolios and summary reports. Those three elements focus on the classroom and reflect objectives and guidelines from the state and national levels, as well as from the teacher’s own
Observation is very important in young children because that is how you get to know a child better. While observing how a child interacts with their peers, adults, and how they behave in different settings, you are getting to know the child without speaking to them.
Lots of observations were collected whilst the children were making their maps and working together to find the word treasure, so I have highlighted just a few to address the overall understandings of the findings.
This paper will explore my findings of my observation of a young boy, age 28 months, named Jax. Jax is fun little man and happens to be my nephew. I will discuss the attributes and characteristics of Jax that I witnessed in the few hours that I had observed him. Starting with motor development skills, I observed that Jax is a very favorable walker. He is well coordinated, and loves to run. Still, just like any two-year-old, he still stumbles frequently. He loves to play with his toys and can pick up and grasp his toys well. He is great at maneuvering his toys and putting them where he wants them. I did notice that he did favor his right hand regularly. Jax did love to throw things, and catch them as well. However, he seemed to be a bit better at catching things, more so than he was at throwing
I observed Mrs. Linscott’s classroom with three year olds at the East Lansing Child Development Laboratory. Along with the children, there were a few adults to help in the class. I focused on seven main things while observing the children. First, I focused on one child for 15 minutes and took note of their motor, language, and social development. The second thing I observed was how the adults in the classroom interacted with the children. Third, I payed attention to the children’s emotional development. Next, I took notes on the children’s communication and language skills. I also observed the children’s behavior from a Piagetian perspective. Then, I observed how the children’s learning could be shaped by the interactions with the adults.
Children are brought the child care development center to provide daycare for the working parent. Upon arrival, an assessment is performed on the children. Their hair is checked for the presence of lice. Their eyes, ears, nose, and mouths are checked for redness or discharge. The presence of a cough should also be noted. General appearance is assessed for cleanliness. Their shoes should be closed toes to protect their feet from injury. The children can be dismissed from the center for lice or presence of infection to prevent the spread to others. If lice are present, the child should obtain treatment and return to school the day after treatment was received (Bohl, Evetts, McClain, Rosenauer, & Stellitano, 2015, p. 231). The parents of toddlers
The goal of education is to provide children with the opportunity to amass a wealth of knowledge, love for learning, and academic strength. Children go to school to read, write, and learn a variety of subjects. While education is meant to be exciting for children, there have to be standards in order to make sure that progress is being and those children are where they need to be in order to move onto the next phase of their education. Education builds as it grows, and students need a strong foundation in order to succeed and continue. Without those strong building blocks, students will continue to fall back and repeat the same material again and again. And so, testing and assessment come into play to make sure children are where they need to be. However, in early childhood settings testing is almost non-existent because of the stigma around testing. The current debate in our education system argues that testing is not a good measure of a child’s actual knowledge. Rather, assessment gives teachers a better picture of a student’s abilities and capabilities in the classroom. Thus, currently the debate continues over assessment versus testing in the classroom due to the demand for knowledge on whether or not testing is a good way of measuring a student’s progress in school.
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).
When testing a child, make sure that the testing method used is appropriate for that child. For example, if giving a test that relies on visual aids to administer the test, it is important that the teacher is certain that all the children have good enough vision to clearly see the aids. When assessing young children in particular, it is important to look for more than simply right or wrong. An in-depth look is necessary to see what the children really know before giving them a poor grade. Children’s work needs to be critiqued in more than one way to be sure that they really do or don‘t understand.... ...
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of