Child Observation Papers

I did this activity with 3 children. I first had them sit down while I read the book “Sort it Out” by Barbara Mariconda, after reading the book we talked about the different items that Pack rat came home with, and how his mother told him to sort them out. We discussed what items at home had to go in a particular place, for example, dishes in the kitchen, beds, in the bedrooms, toilets in the bathrooms, to list a few. We followed by talking about the types of shoes we were wearing, and the color of the shoes. How we were all wearing sneakers, and how every one was wearing a different color. I Introduced them to the Jumbo Pegs, and the Pegboards, and I went over the different colors inside the tub. I asked they what their favorite color was, and once we they had all chose their color, I asked them to grab a pegboard, and look through the container for the color they choose, and place them into the pegboard. They all started

When we ask the children to share their ideas orally using solid objects (teddies or animals), the teacher will be able to define their ideas and strategies. In addition, the children will have the opportunity to be involved in their learning process as part of their sense of agency.

invite the †̃normsâ€TM of conversation with children so that they build up an understanding about how it works. They will do this through experience, so show that you are interested and respond to their questions.

Another way to assess the development is to discuss or ask questions. Teachers can talk about class activities such as story telling in order to explore the child's thought process. Mcaffe & Leong (2011) continue to discuss one of the last ways is for teachers to speak with other adults for information. Getting insight from others to include former teachers or other parents will help the current teachers get a deeper understanding of the child's needs. These tools can be used in order to gather specific data on children and get accurate results. These results can help teachers bridge the gap with students

Lastly it would be important for me to make sure children can use the materials and resources on their own to encourage independence but also ensure the items can be used in a group. This will encourage children to collaborate

This classroom was very organized and it did have a lot of things labeled. I recognized that the teacher had a lot of things in her classroom labeled. She had words like door on the door in the classroom. She used a lot of bright colors. I also recognized that the teacher did a lot of one-on-one with her students. For example, she did very small group activities and a lot of the activities consist of one-on-one activities. She allowed the children to experiment with the project. She stated that she like to have children to participate in morning discussion. This time allows her to introduce the new letter of the week. She believes that children learn a lot of literacy through song and dancing. The children would sing the songs as they played in the classroom. Some of them would dance to music.

After observing a nine month old child for this Child Observation paper, the author of this paper has taken copious notes during the session. The purpose of this paper is recognizing the biological, cognitive and psychosocial development of the child. The author of this paper identified the background history of the child, the observation made and the development process of the child.

I observed at a daycare called Children's house, I have observed here before and I know the teachers very well. I interviewed a teacher that was formally called Ms. A now called Ms. C who has been working there for 10 years. The Children's house is a private, suburban daycare with 20 children. The room that I observed in is a 3 to 5 year old room. Ms. C had a lot of 3 and 4 year olds. 7 of her children are 3 year olds, 11 are 4 and only 2 are 5 year olds. in her classroom she has 4 children with speech problems and 1 child with a development delay. She has an aid named Ms. M who works with her during the day. Ms. C tries to make their jobs equal, Ms. C teaches lessons and Ms. M teaches other lessons. While they are at center time they have one teacher work on a activity and the other teacher will drift around and insure that the children are behaving well and are out of harm's way.

If the children work together or side by side, they have the opportunity to learn from each other. The children also learn to share their ideas with others. If one of the children is too small to understand the procedure, have material available for the child to use hand-eye coordination Have them tie shoes or zip zippers to use their fine motor skill or run, throwing a ball to use their gross motor skill. They can also mix, measure, or pour the required material for the experiment.

I record both, short and long observations of the children and alongside their drawings and photographs, collate a learning journal, which is then shared with their parents. This allows me to plan activities that interest and challenge the children and set the next steps for each child. This also encourages parents to work in close partnership with the school.

The fourth is to “replace lectures with set of questions” (Reinhart, 2000, p. 480). Asking questions instead of just doing a lecture keeps them alert, focused, and in tune with what you are teaching and they are more likely to participate. The last step is probably the most important and that is to “be patient. Wait time is very important” (Reinhart, 2000, p. 480). This step gives children that are not quick to raising their hand or that know the answer to get it and to be called on.

The structure of the classroom in which I was observed in had a warm welcoming and childlike atmosphere, which every preschool or head start classroom should have. As one should enter the daycare center, the first thing that is seen at the door is a bulletin board of all the teachers and staff at the daycare. Along with that is an introduction piece of the teachers for each classroom, it talks briefly about how long the teacher has been in their profession, as well how long they have been working at the daycare center, and what they love about working at the center. As you enter the classroom, there is the office and in front the office there is the cubbies for the student to put their jacket and things of that sort. Behind the cubbies are

Observation is something that educators do carefully to gain information about young children. Documentation is the process of collecting evidence that serves as a record. When teachers observe the young children, it provides the information that the teachers need to build relationships with individual children and enable them to be successful learners. The best way the teachers should learn about children by carefully watching them, listening to them and studying their work. When the teachers are watching and listening to children helps us understand what they are feeling, learning and thinking. Observation is an excellent way to track children’s

Let them follow their curiosity to stay on the path of exploration and insight. For example, a pond of tadpoles brings immediate joy to a first grader. That joy ignites the spark of curiosity in her. She may look for tadpoles in other ponds too. On each occasion, she will pose questions like "What do they eat?" or "How fast or far can they swim?", and make hypotheses about them. The child will soon observe the tadpoles growing stubs of

The next step would be to show the student how where they access this collection and how to search for materials. I demonstrate how to use these collections by searching for some materials that have organized into the grade 5 age appropriate category. Once in this category I can show him how to search through this material in order to find items that contain information about his chosen subject.