Anne 's First Street Preschool

Physical Development: Large Motor Skills; Jump with feet together, walk on tip toes Throw a ball with aim and walk up and down the stairs. Fine Motor Skills; painting, threading beads on a lace, gain control over food utensils, use scissors and hold pencil to draw house and

Katherine Malca was caring for 18 children 8-10 year old. The children were arriving at the center from school area. The children were placing their belongs in the their cubbies and getting a book from shelve to read/look at while the other children arrived. Ashley Hendrix was caring for 19 children 6-8 year old. The children were looking at books and preparing for snack. Courtney Mason was caring for 17 children 5-6 years old. The children were preparing for snack by washing their hands. The children who were done with snack were working on homework or reading a book.

I was welcomed into Ms. Nicole Ince’s classroom for an observation on Wednesday, July 29th, 2015. Ms. Nicole has recently had a few drops with children preparing for kindergarten so her numbers have changed. There were 21 children when I began my observations, but the class roster has dropped down to 18 with the class split nine boys and nine girls. Her classroom is located in the Sault Ste. Marie Tribe of Chippewa Indians Child Care Center, which is located in rural Sault Ste. Marie, Michigan. The school is also a private school that maintains a waitlist. It contains four classrooms; Ms. Nicoles preschool class, two toddler rooms consisting of children 18 to 36 months and an infant room with children birth to 18 months. Ms. Nicole has been

I have chosen to investigate Teeny Tots Day Nursery. This is an early years’ service and cares for children from birth to 5 years old. Parents have to pay for their children to go to Teeny Tots Day Nursery.

In the classroom during the playtime when Leo; aged 16 months and Mateo; aged 18 months started argument about a truck. Leo had the truck first; Mrs. Gail started to move near them. She told Mateo, Leo Had it first. Let’s take turns, it’s nice to share. Let Leo finish with the truck and come with me, I can help you find something else. Mateo went with Gail to see what does she has. Gail said to Mateo, I have something special for you, let us see, do you want to play Bubble or water table. Mateo picked Bubbles. Gail started to play with Mateo, Ella; aged 16 months,, and Sofia; aged 17 months, when Leo saw Gail playing bubbles with the other kids; He left the truck and came to play with them. While they are playing all together, Leo tried to

This scenario takes place at an indoor playground on a weekday afternoon. The observed family consists of a mother in her mid thirties having lunch with her three children. The children are aged eleven, seven and three. The focus of my observation is the three year old and his mother.

I was assigned to observe a class comprised primarily of four year preschoolers; room 102. These students had a

The room was colorful it had posters and pictures of the the children or some kind of art on the walls in the playing

Verano Preschool follows the philosophy of researchers in the Early Childhood Education and Human Development field such as Jean Piaget, a psychologist who studied child cognitive development, and Erik Erikson, a psychologist and psychoanalyst who studied the psychosocial development in children. The organization believes in supporting children’s active exploration and allowing them to make their own choices. The school provides activities that stimulate curiosity and allow them to learn through repetition, trial and error, imitation and identification.

- The participants were a group of forty toddlers, composed of both males and females, between the ages of 18 to 20 months old.

Mary is tutored for approximately five hours per week. The tutoring sessions occur on Monday and Tuesday for one hour; plus, Wednesday and Thursday for one and a half hours. Mary’s tutoring occurs at a house in a dining room (7 ft x 12ft). She is brought to me after school by either her mother or uncle. We are the only people in the house. Mary has two or three homework assignments to complete every afternoon. In addition to homework, we work on supplemental materials provided by me to improve her understanding of the concepts presented in the homework assignments. Tutoring sessions are finished by 4:30pm most afternoons. The setting and times are the same for each of the ABC observations. Permission was obtained from the mother prior to gathering data.

This paper is an observation of children and tying together what is observed in a minimum of eight hours in my 2310 Child Adolescence class. For my service learning hours I spent time babysitting my nephews Jayden and Eli. Jayden is four years old and Eli is two years old. This means the target group of my information I will be focusing on in my paper will be pertain to two and four years old. To obtain my full eight hours of service learning I babysat Jayden and Eli for a whole day from ten o’clock in the morning until they fell asleep, which for them was between nine thirty and ten o’clock. I spent the whole day with both of my nephews, it was raining so we had to stay inside. We did not do many activities throughout the day because it was raining so it seemed to be a good day to watch a movie or two. We watched Land Before Time after they had calmed down after their dad left and played with toys as well. In between naps and making sure their bellies were full, I was able to keep them content in the playroom area of my house. I have spent much time with my nephew, so I am able to give you a brief overview of their personalities. Jayden is a very extroverted child, not shy at all. He has a very big imagination and loves to make up little games with the oddest combination of toys. An example of this would be a contraption he made Jayden took a helicopter and Spiderman and tied Spiderman to the helicopter by a string. He played with this

Development is related to functional capacity, sequential change, and is age-related but not age dependent (Haywood & Getchell, 2014). Development in functional capacity is reflected by changes that are more noticeable at a specific point in life. Development in sequential change is reflected by an orderly fashion where one step leads to next the step of progress. Age-related but not age dependent development finds that rate of development will be different among individuals at the same age (Haywood & Getchell, 2014). In the case of the boy practicing the motor skill of hopping, sequential change of development would be the development from jumping with two feet to hopping on one foot. I don't think this boy’s development of hopping is due to sequential change since he and his classmates were able to transition from jumping to hopping. However, I would judge that the child that displayed difficulty with hopping would be an example of age-related development. Although many children at his age are able to perform hopping easily, he was still struggling with learning the skill. This shows that this boy is developing the skill at slower rate than some of his classmates. Furthermore, there is evidence of continuous change in functional capacity. The boy showed that there is a continuous change in functional capacity because he is still learning and developing skills at his age. He is continuously improving one skill after another as he ages. For example, he is proficient in running at his age because he has practiced and learned to be comfortable with running. Soon this boy will be comfortable with hopping and will be able to develop other skills along the lines of

The children’s room had two beds, a bathroom, a refrigerator, and a microwave, just like a regular hotel room. But it also had a rocking chair. And the parents room was the same.

Using creative theories such as Skill theory, it provides useful tools for predicting developmental sequences in any domain at any point in development by combining behavioral and cognitive-developmental concepts. Explained in this article, cognitive development is defined by skill structures called "levels," together with transformation rules relating these levels to each other. The rules show the steps by which a skill moves from one level of complexity to the next. At every step in these developmental sequences, the individual controls a particular skill. Skills are slowly transformed from sensory-motor actions to representations and then to abstractions. The transformations then produce continuous behavioral changes; but across the entire profile of a person's skill and within practiced tasks, a stage like shift in skills occurs as the person develops to an optimal level. Fischer explains that the theory suggests a common framework for integrating developmental analyses of cognitive, social, language, and perceptual-motor skills and certain behavioral changes in learning and problem