B. V's Drawings

A river lies in the foreground. A lot of green crops were planted beside the river. Infinite mountains were lighted by the sun makes this paint looks high key. Hills are pretty arid, comparing to the river. Fire and smoke break the quiet atmosphere in the valley. On the top of the painting, a great part of smoke means that the threat is coming and may swallow and destroyed the entire valley. Ross Edward Dickinson may want to express the anxious feeling on American future by drawing this painting. All the hues in the painting make people nervous and watchful.

In most cases, many will tend to view the work of Jose Bedi as any other. For instance, the painter often uses his spiritual beliefs as a motivation for his painting. In this painting, a figure quietly escapes from the boat. The mood is subtle, poetic and nostalgic. The mermaid or siren in the water is a recurring symbol that represents his home country of Cuban in his artistic work, calls him back to the native home he had left behind years ago. The background is constructed of rows of handprints and is a very personal system of making reclamation

Young children learn and grow everyday. Especially, young children, the ages three years to five years old, learn important skills while they play with friends and interact with their teachers. Janice J. Beaty (2014) states that for young children, “play is their way of learning” (p. 167) Thus, teachers need to observe children while they play and assess the development of the child because “Knowing the development of a young child helps a teacher to plan the curriculum, to set up activities for individuals, or to ask for special help when necessary” (Beaty, 2014, p. 3).

* The child can draw circles, lines and dots, using preferred hand (2 years old)

Child B (4yo) seems to be in the Early First Drawings: Perfect Symbols Stage. This is giving because her form is clearly drawn, with some details such as scales and crown, and has a clear symbol, a mermaid.

The William Bantram drawings that accompany Travels are simply mesmerizing. When you view the drawing you can feel your eyes jumping around trying to absorb every detail. Bantram’s drawings bring the plant or animal to life and it makes you feel as if you are viewing it in person. The drawing of the soft-shelled tortoise exemplifies Bartram’s ability to be an artist and a scientist all in the same drawing.

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

Charlie builds the relationships with his educators in the Nursery room. He likes to join his educators and friends in the activities that he is interested in. He sits side-by-side his friends, enjoys the good times together such as singing a song, moving along the music and looking at the animal pictures and naming them. He especially loves to look at the pictures in the books and listen to his educator names each picture. He often pulls on his educator's arm and leads her to the book corner to read a book to him as to initiate and communicate his needs to his trusted educator (EYLF 1.1). He confidently makes his own choices in play and exploration of his surroundings. He is often seen exploring something in one corner of the room and loves to share his discoveries with his educator by getting her attention and pointing to what he finds, such as new toys or books in the corner, bird and airplane in the sky.

Obiel Macedo, a one year and seven month old infant accomplished many tasks on the developmental checklist. I went to his house, his mother and baby sister were present while I was with him. We sat down and I handed the infant a small container filled with different size blocks. Immediately he grabbed the container, poured out the blocks and began to build a tower quickly. Once he was done creating the tower of blocks, a few seconds later he knocked it down vigorously and started all over again. Then, I handed him a red crayon and a blank sheet of paper, but instead of writing on the paper he went up to the wall and scribbles spontaneously.

While some children were playing “house” others were taking part in constructive play. In this stage, toddlers have a deep understanding of what various objects can do and will now try to build things with the toys and everyday objects they find around them. One child had a box of blocks and was building a train track. Once he finished he assembled a line of trains to ride along the track he had just built. He repeatedly made noises that trains usually make such as “choo-choo.” Other children were interlocking Lego blocks and creating various structures while some were playing with play-dough and sculpting

“His sister Lola, three years younger, challenged him to create drawings, requesting, for example, that he draw a dog or a donkey, beginning from any body part such as an ear or

In response to your message four days ago: I fell into a worm hole watching the Anglophile YouTube channel. I spent about two hours watching most of the episodes and they were BRILLIANT!! I have to admit I love all things UK (accents, culture, London, TV, movies, comedy, etc.) In fact, I'm planning a trip to Germany, Belgium, London, and Edinburgh next year. There's a computer conference in Germany and I want to see the castles in Belgium and Edinburgh. The castle used for the Harry Potter films and the coffeehouse where J.K. Rowling wrote the first book are in Edinburgh :) I also found a walking geek tour in London that visits the filming locations of Sherlock, Doctor Who, Harry Potter, and Ashes to Ashes.

The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in

Young children 's early arts experiences are important in terms of effective early childhood educational practices and learning. This presentation will promote awareness of the various modes that young children (from birth to five years of age) can and should have experiences of art-based activities within educational settings, at home and within their communities. It was previously believed that in the early childhood years, arts education was not essential. The arts education available were only small opportunities, which allowed children to express themselves in a creative manner. This often took place without a great amount of teacher interference and was carried out separately from the "real" subjects found in the curriculum and the classroom (Phillips, Gorton, Pinciotti, & Sachdev, 2010). Children use their innate senses of smell, touch, taste, sound and sight as they make sense of their world around them. In doing so, allows them to enables children to engage in their own expressions, as well as make choices, connections and their thoughts and feelings for communication and to learn (Wright, 2012). The visual and performing arts and well as arts-related activities, within the five arts disciplines of music, movement/dance, drama, visual art and media, foster engagement for representational, communicative, expressive and social capacities in children which can extend their awareness, perception and thinking. Experiences of the arts may give a rich and unique

When children have the freedom to express themselves through a material, they will be more likely to fully enjoy and participate in the activity; if I had told K no, she may have lost interest in the painting activity.