Analysis Of Early Childhood Observation

The next most important aspect is providing developmentally appropriate curriculum. Students need safe and age appropriate toys and things to explore. They also need to be able to appropriately learn from the materials that are provided in the classroom. All materials must be appropriate for all students.

To complete my Preschool Atypical observation I went to Bruceton Elementary School. While there I observed a 3-year-old boy named Tucker who was diagnosed with High Functioning Autism. Tucker is a little boy who was born and raised in Preston County, West Virginia and is attending the Preschool offered at Bruceton Elementary for half a day. He is an only child who speaks only English, both Tucker’s parents are local and have been part of the Bruceton communities for years. I observed Tucker from 7:30 in the morning till his lunch at 11:30 while he participated in multiple activities showing off his development in all 5 major areas.

I got an appointment for observation on July 13 at De-Anza Child Development Center. I chose room No. 26 for observation. I observed one child from 3:26 P.M. to 4:00 P.M. There are total 10 children present in room no.26 at the time of my observation. Out of 10 there are 4 girls and 6 boys. They range from 3 to 5 years of age. There are three adults in the room, all are female. One adult for every 3 children- 1:3. When I entered kids are doing free play. I settled myself and started to observe a kid named Aaron. He is around 3 and half years of age.

Everything teachers plan and do should focus on the individual child. They tailor, adjust, and adapt the curriculum to fit each child in the program, rather than expecting children to fit the program (Elkind, 1987). It is imperative in a developmentally appropriate perspective that the curriculum and teaching methods be age appropriate, individually appropriate, and culturally appropriate (Bredekamp & Copple, 1997). This means considering and understanding similarities within an age group, and also recognizing each child’s individual differences. In a developmentally appropriate classroom, children are allowed to progress at their own rate, and both the curriculum and teaching strategies are relevant for all the children in the classroom. Thus, a great deal of flexibility is required, but this does not mean a total lack of structure and academics; rather, it means that the structure and academics of the program are based on individual and group needs and current understanding of child development (Raines, 1997).

Observation is important to find out what the child is interested in and what motivates them to learn alongside their progress and how they behave in certain situations with others, and interacting with someone. Child development theories focus on explaining how children change, develop and grow through childhood. My observation of a child was done with a seven old boy by the name of Romeo. I first observed Romeo development such as physical growth, gross motor and fine motor skills. My observation was done at his house. He has black eyes and has fine, short brown hair. He is between 4 feet with 2 inches tall. When I visited him, He was sitting on the floor in his living room which is laying down with two couches and watching television.

On October 16, 2017, I observed in the infant room from 8:30 a.m. until 11:00 a.m.. The child I observed was a female and just turned eight months old. Indicators given by the child during the observation, show that the child is progressing at a normal developmental pace and even excelling in other areas. Through observing her, I noticed her motor skills were excelling beyond what was expected. She was pulling herself up and standing. I would often notice her attempting to walk after she was standing or even balancing on one foot. She would often be standing on her toes and using her arms to hold herself up. She showed a lot of strength in her motor development. I even observed her using problem solving skills to look over a shelf that was

I was lucky enough to get to observe two of my children through this observation assignment. My three year old daughter who attends preschool at Temple Tots, here in Portsmouth. Also my youngest son, who is in second grade at Portsmouth West Elementary School. I really enjoyed the observations, and not just because my children were there. Reading and trying to imagine what a classroom is really like is more difficult than it would seem. Actually getting to be present during school and feeling the atmosphere created is a completely different experience.

Early childhood educators assess children’s learning and development to develop a strong understanding of each child’s strengths, abilities and interests. A systematic and ongoing cycle of assessment helps educators to make long-term and short-term decisions (Bayetto, 2013, p43). The information that educators collect and analyse through the assessment process informs the decisions they make to advance children’s learning and development. The assessment practice can be arranged into three categories: assessment for learning; assessment of learning and assessment as learning (Flottman, et al. n.d.). Assessment for learning involves educators analysing data about the child’s strengths, abilities and interests and using that information to assist

All of the mentioned observations are linked to biosocial, cognitive, and psychosocial aspects of human developmental in early childhood. The observations provided many connections to different concepts and theories produced by developmental psychologists. This analysis provides an understanding as to why the children acted the way they did in the observations.

Children are complex, and the way a child develops differs from individual to individual. The study of children is a field that researchers, scientists, theorists and educators have been exploring for decades. CHYS 1F90 studies the foundations of childhood development and allows the students to look at the way children develop through multiple lenses. Many conclusions have been drawn, observing how, when and why children develop the way they do. Jerry and Samantha are both grade one students who are unrelated. Although these two students are both the same age, they are different on a variety of accounts. Jerry is a shy and introverted boy who quickly becomes uncomfortable while talking to adults, teachers and peers, contrariwise

For each shelf, center, table, chair and anything that can hold a label, I would like to have it label with a little clip art picture on it. For the chairs around the eating tables, which are rectangular, I would like to have the children's name printed on them. That way the children know what is there chair and they see their name each time they want to sit on it. I believe that it is very important for children to associate the letters in the word with the actual object. Such as associating the letters S.I.N.K with the actual sink.

As a preschool teacher, my goal is to help each and every child develop a step further than before. I use structured activities to observe and figure out where each child is developmentally. The observations I take each week are used to help me figure out what I need to work on with each child weekly during small group or one on one time. We do small group daily and I do one on one weekly.

The developmentally appropriate practices are beneficial to children, teachers, and parents. Everyone should be included so that no one is left out, this allows for the experience to come alive in the classroom.

In my opinion, this was one of the most realistic example’s of how a newborn or in my situation an 8-month old nightly activities occur each night. For an individual that doesn’t have children or an individual that is considering children, this assignment truly simulates what a new parent might have to endure for the first few months. Albeit, my wife and I have two children, my eldest is 5 years old and my 8 month old. This time around was the first time we experienced this type of erratic sleep pattern. When our first child was born, my wife and I were truly lost and had no idea how to approach the situation. However, after the first few weeks we mastered the swaddling and feeding times that she would sleep six to seven hours each night. Consequently,

8:35-9:30 As I walk into the classroom the breakfast table is set-up for breakfast. Children put their things away outside the classroom in their cubbies and then Andre comes to the door and lets the children into the classroom. Andre is at his desk during breakfast time and Annette is sitting and talking with the children. Andrea leaves the classroom. Annette stays at the table with the children and they begin to talk about Christmas and what they want! How many presents they have under the tree. Andre returns to the classroom and goes back to his desk to take attendance. As soon as the children finish breakfast they clean up their area and go to the book area and read a book. Annette cleans the table and puts things away. A couple of the boys find popup tents and