Aracely's Trifles

What to do if you’re worried that a child is being abused This is guidance to help those working with children safeguard and promote their welfare. Case Study As a Learning Assistant, working in Year 3, I worked closely with a seven year old girl who, for the purpose of this case study, I will call Jane. Jane was a confident and happy girl who, despite not being particularly academically gifted, always participated with class discussions and activities enthusiastically.

Bailey L. McDaniel’s argues mainly about the literary context: historical, societal, religious, and biographical contexts. All the literary contexts give the point of view of Mr. Wright murder case and it go on details on the play theme, feminist. Additionally, in this article, McDaniel presents a summary of the play “Trifles” and she broke the play in the several literary contexts. Furthermore, this source is very useful because compare to other sources, this article will help me talk about all literacy context relates to “Trifles”. This information is reliable and objective. The goal for this information is to give reader literary context on “Trifles”. This source is very useful and it will be a perfect fit on my body paragraphs feminist

Assignment method: Running record Date of observation : October 18, 2012 Time of observation : 9:05-9:35 Setting : Observation took place in a classroom of Richmond Preschool . There were 18 children who are 4 years old, 3 ECE teachers and 1 volunteer during this observation. Child's name : Tom Child's age :

Child Develop. 10 17 April 2009 Child Study Introduction The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P.M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big personality, was very social, and smart. I am glad that I choose to observe Zoe because she was able to make my observation process smooth and easy. While observing her I had to pay close attention to her biosocial development, motor skills, cognitive skills, communication skills,

| During this stage the child begins to feel more secure and is able to cope with the different surroundings and unknown adults around them for a certain period of time, they become more willing with their teachers and love to help out in class and are sociable and friendly with

1-2 years old Growing independence can lead to rage when thwarted. This could be related to the child beginning school. Concentration levels may be increasing. 5-6 years old Children are playing with boys and girls cooperatively, they may also have a best friend. Continuing to develop good control of emotion and still seeking adult approval, teachers and parents.

Data Analysis For the present study, the data was collected based off of the student’s age on two different occasions, first on January 3, 2017 and the final data point was completed on March 14, 2017. The following ten data points were addressed when collecting data for 3 year old students

The child reported no difficulties in her school environment. She enjoys learning and has developed good friendships with other children. She experiences the adults and teachers in the school

I noticed each time that I observed Addie she wanted to do art first, you can tell it is her favorite. She always took her time during these art projects and was very enthusiastic when creating them. Another personality trait I noticed was that she is not a follower but a leader. She always did what she wanted to do and never changed stations when her friends did. Addie was so happy with her painting, filling up the entire canvas that she said to the teacher “we are almost done come see.” Addie spent the most time at the art station and held the longest attention span out of the three children I observed. She never moved back and forth between different activities during short periods of time. I did notice Addie wanted the attention from the

1. Context/ Introduction: For my third observation, on Monday October 17th, I returned back to the Kean University Child Care Center. Just like my second observation I came for my observation for the hour of 10:30-11:30 am. This time in the classroom there was four teacher aides and the teacher Ms. Kierah. When I walked into the classroom I was surprised when one of the teacher aides told me that Ethan has a lot of energy in class that day. She explained that Ethan had a lot of energy that his listening skills were a little off as well. Once she was done explaining this I was anxious to see this for myself. I saw Ethan was playing at the middle table with one other boy Steve. Quietly, I sat at the table to the right of the middle table and began my notes.

Aysha She is a quiet and friendly member of our class but is frequently shy and guarded. As a result, Charlee has made a few close friends who she usually talks to and plays with. Charlee now enjoys working with peers in a small group and is able to share and cooperate, often thoughtfully listening to others. She enjoys any activities that involve creativity and imagination. She is a hands on learner and is an enthusiastic participant in play. Charlee’s fine motor skills are developing and she is able to use scissors to cut in a straight line, although she does rush through activities she has minimal interest in, sometimes causing a messy result. Charlee has made a fantastic start to kindergarten and I look forward to seeing her focus and independence grow in the coming semester. To assist Charlee’s learning at home, I suggest encouraging Charlee to 'have a go' at new

She started last year with a presymbolic style of communicating in which she would repeat what she wanted over and over again or sometimes just cry and not be able to express why she was upset. She has moved to concrete symbolic in which she uses in her calendar boxes. She can “read” each symbol and verbalize what the symbol means. She is encouraged to greet new people and be appropriate during snack times by asking for more with manners. She is also working on accepting it when she is told snack time is over.

Pupil B has not yet developed the capacity to engage in reciprocal play and has not developed friendships with peers. He “plays” on his own which includes colouring activities or circling specific letters in books. He has a keen interest in cats and cars, but this is only verbal and he will not relate or engage in any activity constructed around his special interests.

The child I observed was a seven-year-old girl in Year 2 who sat on the second highest ability table in a mixed class. While not in school, she lived a substantial distance away meaning she travelled to and from school by car and was often the first child to arrive

Application of Theory: Early Childhood Every builder knows "A house is only as strong as its foundation". They also know that they have to evaluate and become familiar the land before beginning to work. This rationale can be used as a guideline for teachers across the world, especially with the children