Child Development

At Katherine Elementary School Dr. Vandaveer has her own portable where she can test students. Her desk is in one corner and there was a kidney-shaped table with a few chairs close by. Other than a couple filing cabinets the room was fairly sparse and the walls were bare

There are a lot of different toys to play with, toys of different sizes and areas to climb and practice my balancing. The classroom is set up in a way where the toys and areas are all close enough to where I feel secure and safe. As a baby, based on how the classroom is set up I have a clear view of where the teachers and the babies would be at, at any given time. As an adult I would also enjoy coming into the classroom. Although a lot of the equipment is small to fit the needs of the babies in the classroom there is space for the teachers to sit on the floor with the babies and play with them. The classroom is small enough but big enough to be able to keep track of all of the children and make sure that they are okay. As an adult in the Infants classroom A at Nelson I would enjoy seeing the family tree on the wall with all of the babies and their family. It is good to have the pictures there in order to show that the families of the infants are also an important part of the infant’s day at the classroom. I would also enjoy seeing the different pictures of the babies achieving different milestones lie going from crawling to walking. Seeing the pictures of the children and their development along with the pictures of their families makes it feel more like home and safe and

Surrounding each home base is a cluster of resource rich activity pockets (primary activity spaces), one for each of the developmentally oriented activities for each age group in that house. Three to four activity pockets can be clustered together, each sized for 2-5 children plus a caregiver. Each activity pocket has a sense of closure, but has cross visibility and is easily visible by an adult. Each pocket has all the teaching materials, displays, and work/play surfaces necessary for that activity. Examples of the great variety necessary: block area, art studio, music corner, science corner, reading/listening area, sand/water play,

The name of Rachel and I’s preschool was Chit Chatter Clubhouse. Our philosophy discusses how our preschool strives to educate the whole child physically, emotionally, socially, and intellectually. We also strive to provide stimulation activities that will prepare our students for the future. Based off of this philosophy we were able to choose different materials from the content areas and set up our classroom with the areas of science, math, block, art, P.E./movement, dramatic play, and reading/writing and morning meeting/circle time. We decided on materials for these areas based off of our goals as well. We found developmentally appropriate furniture such as shelves, tables, chairs, and couches. These furniture pieces were low to the ground since we are teaching 3-5 year olds. Along with these furniture pieces, we have a teacher area with shelving and a desk for us so we can create lessons or work on things to make us better teachers. We have sinks and bathrooms that help students become independent and learn healthy

Using this technique we can grow as workers and reflect on our job and role, it is a continuing learning process, within your post, using written reflection this will help us examine our method more intensely and discover why we made a decision and evaluate did it have the best outcome and if not how could a change the method to come up with a better outcome for the young person.

|3 – 6 months |Physical development of a 3-6 month old baby will start to develop they may start to have more control over |

K purple is a kindergarten class with 25 students in total. The classroom has a reading area, word wall, calendar area and is equipped with 3 mac computers, an Elmo and a smart board which the teacher use during each lessons. The class looks organize, the students know the routines, the teacher also uses the students to guide some of the daily activities they do during the day. Ms. Gomez has many charts around the classroom related to what they are learning in the class. She uses the charts as a guide to the students to complete their task independently. The tables are arranged with 4 students each and 6 tables. The room has a bathroom available for the students. During each center time the students move from the rug to the different areas

At around 1 year, they may be starting to utter their first words ‘mama’ or ‘dada’. They will learn to put words together by the time they are 2 years of age and they may know up to 200 words. Between 2 and 3 they will start using plurals and negative. Their grammar may not always be correct. They could say ‘I throwed it’ and you could reply with ‘you threw it did you?’ This is a way of correcting what they are saying, without actually telling them that they are wrong and should say it this way.

I did my observation in a daycare Teddy Bear, the day care has a two toddlers classrooms today a was observation one of them, in the classroom have seven children the age 15 months, and the teacher and assistant, and the wall they have the routine for the day.

Due to there being a high number of staff and Early Years Officers within the nursery, multiple children can be attended to at the same time. Members of staff will greet the children when they first come in individually, and will then ask them which area they would like to play at within the nursery. If a child responds with an activity of some-sort, then the staff member will take the child instantly to that area and help them set it up and will stay with them whilst they complete the task***. Although the children have a large amount of free choice and play within the day, there is a set structure of events and times that the children are instructed to come together and part-take in. (See Appendix 1) These specific times are identified by the children

As social workers and some parents, we know that children go through their developmental stages. Their four things that we know about child development and “they are children are genetically predisposed to certain characteristics, but the brain of young children is still developing. Secondly, children go through these stages and at each stay they need assistance from caregivers to help progress to the next stage. Thirdly, the expectations caregiver grossly affect whether the childhood will be a nurturing experience or not. Lastly, all children are different in growth milestone and caregivers should not expect no to children to accomplish the task the same.

Of course we know that much of human development is biologically defined; however, culture also influences how human life is developed. The first aspect of childhood development that comes to my mind is nutrition. Because various cultures among the various nations of our planet are each very different from one another, we know that the provided nutrition also differs from culture to culture. The American culture is, generally speaking, fortunate enough to put nutritious food on the tables for their young ones; however, this is not the case across the globe. As some cultures are wealthy, others are in poverty. The factor of monetary opportunity greatly affects how a child is developed. Those who are not as financially fortunate may struggle

The classroom received high marks for both furnishing and space for privacy. There are enough desks and child-sized furniture for all the children in the room, space for the children to calm down in private, and a space for everyone to store their personal belongings. They also had a large, safe space for 30 minutes of gross motor play during recess. In classrooms, children need private space, small group spaces and a large group space (Kostelnik 132). This classroom has all three. The room has all of the components of a developmentally appropriate classroom, except for space.

The developmental theories can not be more evident than during the out of class assignment at the daycare facility. During this independent assignment, I was able to observe and interact with pre-school children in an environment that is both encouraging and facilitating to a child’s developmental growth. So, just as Piaget in his developmental theory believed that children takes an active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about the world; the pre-school teachers allowed them to do just that. Indeed, the teachers at the day care provided room for the child to learn and explore while at the same time adhering to a structure that set boundaries and limitations. Thus, the pre-school children, begrudgingly, learns to follow a meticulous schedule of activities and rest.

I completed my Infant – Toddler Observation on Wednesday the 16th between 8am - 10:30am and Friday the 18th of March between noon – 3pm. I felt it was necessary to visit Lily twice as she was very shy and non- responsive on my first visit. On my first visit I arrived at 8am to find Lily sitting in the corner facing the wall paging through a book as if she was reading. There were 10 children ranging in ages 21 months to 48 months in one room approximately 10x12. There were two book cases and a wooden doll house all three items were up against the wall allowing the children to have the center of the room to play. Books were available for the children to look through, there were some cars, blocks and dolls for the children to play with if they wanted to. There was a rocking chair for the teacher to sit in whenever they were not involved with the children. There were two teachers’ as state laws require 1 teacher/ 5 toddler ratio and there were 5 toddlers ranging between 21 months and 32 months. At 8:30am we preceded to move all five toddlers ages 21 months to 32 months into another room about 10x10. In this room there was a bookshelf that contained numerous books for the toddlers to look through some fisher price toys that were age appropriate for this group of children to use. A sink with an attached counter for changing the toddlers on, two cribs against the wall, a potty- training seat on the floor and a small table about a foot off the ground for the toddlers