Childhood Observation

I went to Alameda Main Library on Saturday, February 20 at 10 am. It is located at 1550 Oak Street in Alameda. The name of the storytime is Mama Goose Storytime ages between one to three year old. The name of the storyteller is Sherry. The storytime lasts about 20-25 minutes and it includes age-appropriate stories, songs and fingerplays.

Mark (not his real name) is an 11 year old boy, the oldest of three children. He will be attending middle school in the fall. His brother and sister are 10 and four years old, respectively. Mark’s mother has worked with my wife for many years. Prior to this assignment, my knowledge of Mark came almost entirely from conversations with my wife. The mother is a youth group minister, and the father is in police work. My wife and I socialized with the parents a few times over the past 10 years, primarily at adult-only work events. We did watch the boys for a day about five years ago. I remember them being unusually active. The mother has consulted my wife in the past for ideas for managing the boys. As a result of this background, I anticipated possible challenges with setting and

Gradually, over the quarter I developed rapport with the children in Passages, First Step, YPC2, and YPC. One child in particular forced me to change my assumption of him. A. would not listen to directions and often throw toys and hit others at random. I remember thinking how he was a bad kid. However, after talking to him I discovered that he was not a bad kid he just did not know how to express his emotions in a safe way because no one taught him how. His mom was hardly in the picture and his home environment did not give him the stability and structure that he needed. I shared my insight with the staff and instead of sending A. to the thinking chair so quickly they began helping him solve the problems.

Once in nineteen eighty four there was a community swimming party inAshkum, Illinois. All of the children in the neighborhood went to theparty. They all had to get showers and the pool had to be cleaned beforethey could get in. The owner of the pool turned on the jets and openedthe openings that would let the dirty water out and keep the clean waterin. She also went and got in the shower.When the owner got into the locker room she seen that the water was alight brown color. She just thought that because the water in the poolwas being cleaned the water in the restroom was getting dirty. She gotin the shower and got cleaned.When all of the children were done gettingcleaned and dressed in their swim suits she allowed them to get in. Thewater was

Through out the observation both children were moving from place to place. The little girl would grab one toy then go find another one. She would play one type of activity then go back to building blocks. She would stack blocks and connect the rail road tracks for the train. For approximately 3 minutes or more the girl would stay fully engaged trying connecting the railroad tracks. She would forget that she was in a room full of other toys, for a moment I possibly thought she could be autistic because she was able to stay focused on one activity for a long period of time and not engage other children. Her fine motor skills were adequate for her age she was able to hold objects in her hand. While she was fascinated in putting together the railroad

The child I am observing (Child N), is a five-year six-month old boy who attends a public school located in the West Village area of Manhattan. He is classified as being speech impaired. As per classroom teachers, he is bright in the sense that there are some tasks he is able to complete without verbal cues such as sorting, and an inquisitive child in the sense that shows interest in new things and people. My first day he stared at me nearly the entire time I was in the class. He demonstrates delays in most areas of development. Child N receives speech therapy individually two times a week for thirty minutes in a separate location and in a group of three, once a week, for thirty minutes in a separate location. He receives occupational therapy

SETTING: I completed my child observation on Monday the 19th of October I arrived at 8:30am and choose to stay until 3:00pm. When I arrived there were a total of ten children ranging in age from three to five years old and two teachers overseeing the toddler/preschool class room. At 9:00am the two teachers separated the class into two categories toddlers (4 children) and preschool (6 children). I stayed with the preschool children so I could observe the child I had chosen for my observation this separation remained in effect until 11:00am. The teacher had a set schedule of activities for the children to complete in those three hours which she choose to help prepare them for kindergarten.

Today, I went to Burger King at 7:30 p.m.-8:35 p.m. to eat with my family. While I was there, I decided to observe my surroundings, especially people who left their garbage for others to pick up and those who don’t. I picked this observation because I was interested in knowing the factors that drew people from not cleaning up after themselves after eating. When I was eating, I was thinking about the reasons why some of us decide not to pick up our garbage. One reason that occurred to me was probably because people think that employees working at a fast food restaurant or at any restaurant should be the ones to clean up since they are getting paid. A second reason can be because of people’s culture. By this, I’m referring to the developed habits,

According to my Meaningful conversation # 4 from the children’s cue I am planning a learning opportunity. Their cue was apples. So, I take my cue “What we can learn about apples?” Initially an inquiry basis collaboration between the children, myself and the RECE were involved to make this web. Their cue was an apple. As a result, I read a book about apples named “SEED TO APPLE”. After finishing my reading, I reminded Ian, Adeline, and Shirley of when they pretended to sell apples. “Therefore, we are learning about apples. You can ask me about what you want to find about apples. Then, Ms. B will help you learn more about apples.” Then Ian asked his question: “Where can we buy the colourful apples?” Then I explained to him that we can pick apples from the

Over the past few weeks I have observed a child in the twelve to eighteen month old category. Throughout this paper I will refer to him as Z. I had five different observations, each for one hour at the West Chester Area Day Care. I sat in classroom seven, in a little chair in the corner writing down everything I observed about him. It was interesting to learn about Z as I watched him interact with the adults and other kids that were in the room with him. Z caught my attention right away in the classroom. He was very active, walking around while the other children were mainly sitting or only crawling. This lead me to choose him to observe for this project, and focus on his physical movement and interactions with others throughout this paper.

I cannot even explain or understand how much parents love the head teachers in every room, which is a great success on their part and on the owner’s part. I have heard nothing but nice words about the teachers from parents and parents love talking to the lead teacher in infant every morning. I understand how they could love her, she puts on a great front when the parents come, but boy they should see her when they all leave. We have a window that looks into the parking lot so she looks to see when people are coming so she can put on her acting face. She is great with infants she really is, but she is constantly not following the rules and laws that Ohio has for childcare. She is constantly leaving the room to go talk to other staff members

In preschool children get lots of opportunities to play and interact with one another, and who they play with and where they like to play matters. A study was done to observe preschoolers in their social contexts such as where they like to play who they like to play with and playgroup size. The purpose for the study was to observe whether behavior in the fall was related to spring bullying and to see if bullying is different for boys and girls. Participants were preschool children gathered from eighteen head start classrooms and they were observed in three groups over three continous years. The study had a total of 255 children with 131 boys and 124 girls. “Children were observed in their classrooms and on their outdoor playgrounds. Trained observers coded childrens social and interpersonal behaviors over the fall semester of preschool.” (Andrews, Hanish, Fabes and Martin, 2014) Children were observed throughout the school day and obserevers noted if children played one on one or in groups and the gender of childrens peers was noted (Same gender, other gender, and mixed gender play groups) Lastly childrens location was noted. Observers also noted any peer bullying that was observed. The results of the study were that children spent more time playing one on one then in groups for both boys and girls.

I have a eight year old son,when he was younger we would always go to the playground. He started interacting with other children around one in a half to two years old, but he would only interact with other boys never little girls. I thought this was normal ( girls have cooties stage). When my daughter was born she would play with who ever, it did not matter if they were male or female. As I got to looking around the playground kids were playing with whomever, I do not believe there was a preference. My early observation was incorrect it was just my son who preferred to play with the same gender. I did not take in consideration all the other kids playing I was just coming to the conclusion based one my own child.

When I first decided to attend school for child education I was pregnant with my first son, I at first wanted to understand more about children purely to have a solid base to better raise him. I had always loved kids and been around them whether it was in church settings, babysitting family, or working in a daycare. When I started attending classes I realized how I had my own way of relating to children that came from within, and I had a way that I was taught from observing peers and other adults interacting with youth. It seemed as though a lot of what I was taught by observation was just done to be done. We had no rhyme or reason, keep the children safe, keep them fed and warm, sing songs (they really enjoyed this), read them a story if they

i. The child knows all the numbers up to ten and can sometimes say the number 11 and 12. She does classify things into groups whether that be farm animals, or what kind of things need to be recycled in plastic, paper and aluminum bins. She does plan somethings when she plays or draws, but most of the time she just jumps right into it. Thought she did take the time to plan her little kittens house before she started playing with them. Her attention span is avenged she does listen to the teacher when she is talking, but at some time she does get distracted by others around her and will start looking at them.