Children 's Center Preschool Room For My Prosocial Observation Assignment

I observed a classroom of four-year-old students who are enrolled at the Child Development Center on the George Mason University campus. This observation lasted about fifteen minutes with a total of twelve students in the classroom. At the time of my observation the students were engaging in free playtime where they are allowed to play games, make crafts, and interact with their fellow classmates. I was seated in the corner of the classroom where the children could not easily see me or get distracted by me. I stayed seated throughout the whole observation so the students would not be affected by my presence. Many different activities were happening at the same time, but a couple standout situations reminded me of many subject areas we

In this program our child care providers have a hands-on interaction with the children. They guide our early learners through child directed play. The child care staff provides different learning opportunities by supplying an array of activities based on the children’s interests. This program will allow the children an opportunity to become leaders in their learning, by exploring and discovering their play environment on their own, with peers and through guidance from the staff. Although we have many open-ended play opportunities, we will have a few structured activities for the children to participate in. We find it important to keep some structure within the daily schedule as this will allow the children the

As a volunteer practitioner in a nursery my role is very important part in encouraging play, though it is important to make sure the children are involved in choosing play opportunities. All the practitioners must make a lasting impression and connection on children and be aware of their interactions. Also I must model positive behaviour at all times, it is important that I build a relationship with the children to develop their trust. My roles are as a practitioner:

For the preschool playroom we want to build upon and encourage more skill development and socialization. This age group is moving away from believing they are the center of the world and into realization of others. We want to inspire initiation collaboration with others. We want to improve intellectual stimulation and expand upon make believe play. This can be accomplished through sociodramatic play. We also want toys that will improve upon language skills.

A high quality learning environment should have enough (indoor) space for children to explore their interest and supportive adults to engage them to regulate their feelings and behaviors in it. I will be assessing the “Indoor space” from the Space and Furnishings subscale section of ECERS-3 to rate an early childhood education environment. This playful learning environment is located in Discovery bay and it is named Nolan Kindergarten and Nursery School. I choose to focus a 5-6 years old children’s classroom which has two different areas namely dramatic pretend play and reading. In this essay, I will pinpoint the indoor space with reference to ECERS-3 and assess the selected venue pictures to elaborate whether it supports child development.

The Playgroup room was created in order to address all areas in which a child develops, so the physical climate is stimulating for children to find interests in toys that they have been exposed to. The setup of the room caters to the child’s reading, imaginative play, gross motor skills, fine motor skills, skill building, and sensory. This weekly group of children is generally small; they require a lot of attention since some children are so young and have not begun to walk, multiple children who are very active, a few of the children have a harder time with being away from their parents, and all of the children uses English as their second language. Focusing on one mother and her one and a half year old daughter, the initial observation of the two is their close attachment to one another. The mother and child are not separated often which creates some anxiety in the child when the mother chooses to leave.

My observations are being done in three different rooms. I observed many different materials used for different age groups. However, the environments were all pretty much the same. Each room had many toys nowhere in a certain place like center. The toys were kind of just where ever they were last cleaned up at. I actually didn’t observe centers at all. Just one reading center in the Infant 2 room where they children are between ten months and sixteen months. The environments were very plain. Noting stood out for the children to be excited to go there every morning. Each classroom has giant windows and for the most part good walking space. Just not the Infant 1 room where there are just too many cribs. There was art work displayed on all the

Spaces are set up so that infants can practice self-help skills and Toddlers have their own space for their things. Family pictures with the children are displayed throughout the classroom to provide a way to identify themselves. Each child's development of awareness as part of a family, ethnic group or a social group is supported with conversations and celebrating cultural events with the children. Materials are selected to be developmentally appropriate and changed over time to give more challenges and opportunities to experience success. My children are respected as individuals, personal relationships are built with each one by encouraging, talking and comforting them. I give them one on one time as much as possible. I will always immediately attend to a child who is hurt, scared or upset. I'll help the children recognize, accept and express their feelings in culturally appropriate ways. Many opportunities are provided for toddlers to help themselves to gain new skills. Toilet Learning is encouraged when the child shows readiness or interest. Small group activities with manipulatives are planned to allow cooperation between

For my second practice observation, I watched an 18-month old boy, who I will be referring to as B. The setting takes place in a classroom where two other children are present, two teachers are there as well, and plus the observers. The room had a dramatic play center because it had a dress-up center and kitchen center. It also had a block center. I observed by watching a 5-minute video from 5:40-5:45 p.m. on January 27th, 2018. B played with a ramp, blocks, bottles, balls, etc. He played with a lot of toys in this short video.

For the first observation site I went to First United Methodist Child Enrichment Center. The preschool seemed small to have a total of 46 students age ranges from 6 months to preschool and 16 teachers. 11 teachers were full time and 5 were part time. Full time teachers receive benefits such as health, dental, etc. The part time help did not receive any benefits. The enrichment center hours were 7:15 a.m. until 5:30 p.m. This was different to me most schools start at 8 where this one did not. The center had all locked outside doors that required a code to get in or a bell to be let in. I really liked that it made everything safer. The children received breakfast, lunch, and a snack through the church except the infants the parents provided anything

In the Kindergarten Room we have been developing our ethic of care. We have supported the children’s

The school that I am currently doing my twenty hours for this course is at Carson- Valley Preschool. While I am at Carson-Valley I am observing two different classrooms. One classroom is called the “rainbow room” and the other is called the “adventurer’s room”. The age group that I am observing is four to five years old. There are seventeen children in each classroom. The first classroom that I observed was in the “adventurer’s room”. The environment is extremely nice, clean and organized. The room has many bulletin boards with the student’s class work, art projects and decorations for the holidays. This classroom is a good size classroom; not too big or not too small for the group. The classroom is sectioned into different centers. There is a reading center where the children sit on mats and read books. There is a center for circle time, where the children sit on a big carpet and learn about the weather, calendar, days of the week, and do circle time activities. In this classroom, there are many tables for children to have snacks, lunch, or make arts and crafts. The classroom also has a listening area for children to listen to books on tape. There is a dramatic play area where children can play dress up, puppets, and play kitchen. Also, there is bookshelf along the

Secondly, it is important to consider the strengths of naturalistic observation as a method. This was identified when the child was consistently moving and doing different activities that allowed me to understand how he communicates with other children, how he behaves and what he learns from others. In the play setting the child was able to develop his thinking and according to the Framework for the Assessment of Children in Need and their Families (DOH, 2000) through social relationships, the child was encouraged to express his feelings, emotions, which was achieved by the setting creating an enjoyment environment.

This observation took place September 26, 2014 at a daycare in Homestead. A friend of mine is a teacher at “My Little Angels” and while waiting for her, I sat down to watch some children playing. There were many kids to do the observation on, but a little girl playing kitchen set caught my eye. I started watching her from 2:00pm to 2:33pm. It is fascinating what kids do and what we can find out about their behavior by watching them for just thirty minutes.

Amongst the many theorists, Mildred Parten and Jean Piaget are significant to the field of early observational studies comprising of children in the free play atmosphere. Parten asserted that social participation amongst preschool aged children amplified as the child’s age increased (Parten 1932). To support her logic she categorized play into six distinct categories of social participation which include unoccupied behavior, solitary play, onlooker behavior, parallel play,