Classroom Reflection Paper

Many children have attended a preschool or nursery before starting school, they are now entering a new setting and as part of a much larger group they will need to adapt to much more complex social situations (Yael Schmueli-Goetz). Yvonne Skipper said that 10%have trouble socially, without the friendships they do not have the opportunities to practice skills like ‘listening, responding, it may effect cognitive development because they may struggle more with listening instructions, and responding to teachers. (Yvonne Skipper o.u. video 2015 in Yael schmueli-Goetz.) By having friends children campractice the listening, responding and turn taking which will help them with the school routine once they begin their formal

Vygotsky discussed how children learn socially, in a group with others, by using signs and cultural tools (Smidt, 2009). Once children begin to understand the world around them they begin to learn and develop. We can help this, as practitioners, by being their “more knowledgeable others” (Vygotsky, 1978) and furthering their understanding of the world in which they live. In my setting I find we can do this well by listening and responding to their conversations, moving their beliefs along and filling in gaps (Johnston and Nahmad-Williams). Once they have learnt something on a social level, the next step is to complete it individually. Once this has occurred the child has successful learnt something (Vygotsky, 1978) which we can view through planned observations. This is called the Zone of Proximal Development (Vygotsky and Cole 1978) more sensitive interactions can help children further into the next step of their development and understanding. In my setting I see this displayed a lot, by sitting with the children, firstly observing what they are doing and seeing how I can help them get a better understanding of the task. For

Relationships with peers have significant importance in the lives of very young children by allowing them to experiment with roles and relationships and develop social cognitive and

While the teacher’s assistant sat in to facilitate play in the beginning, she eventually was able to step aside and watch as the children interacted. In the beginning we saw the social conflict, Naylee was struggling as she played with her friend sometimes reaching to strike her or pull something from her hands. Whenever I witnessed her aggression towards someone else, I would ask Naylee, “ how do you think the other person felt when you hit them or yelled at them”? Naylee began to respond, “ I think it hurt their feelings or I think it made them feel sad.” Naylee eventually experienced pleasure while she was playing with the role model. Relying on what is known as Vygotsky’s zone of proximal development and incorporating scaffolding into the child’s learning, she would come to school looking for her new friend each day. She had assimilated the new learning experience into her cognitive development. Although she could not make all changes in her environment, such as mom working evenings or having mom’s boyfriend babysit for her, she was able to handle some of the conflicts that happened at daycare. She was able to do this through assimilation and accommodation. Naylee, was a preschooler in Piaget’s preoperational stage. She was able to use internal thought and rely on perception and cues from her immediate learning. Naylee was able to assimilate this experience of working with the peer and accommodate her previous

During these few minutes, Addison demonstrated some of the cognitive, emotional and social challenges typical to people in her developmental stage. For example, Addison had trouble inhibiting her impulses to move and talk to other children during story time. However, Addison did make an effort to inhibit these urges, an ability made possible by the growth of her cerebral cortex (Berk, 2008). Addison verbally coached herself as she tried to conform to the requested behavior, an action that Vygotsky would categorize as private speech (Berk, 2008). Additionally, Addison’s effective inhibition could be attributed to what Barbara Rangoff called guided participation, or “shared endeavors between more expert and less expert participants” (Berk, 2008). Engaging in the activities of the class and being guided and supported by their teacher helped Addison, and the rest of her classmates, remain engaged. EFFORTFUL CONTROL

John Bowlby formed this theory and established that childhood development depended heavily on the ability “to form a strong relationship with at least one care giver” (citied in Psychologist World 2017.)

A developmental theory that supports this is social learning theory, as Child A is learning through his interaction with the child next to him.

Robinson, Anderson, Porter, Hart, & Wouden-Miller, 2003.pp. 3-21.). These play styles also help a child’s social development. I will need to continue to complete observations on Taylor to determine what stage of play is engages in and how that stage is affecting her social development. Through observations I came to the conclusion that Taylor is slow to warm up to new people and unfamiliar environments. She is an observer during play and also watches people to get to know them before forming attachments. I was aware of the importance of trust to form attachments leading to social development but did not understand how observational learning

The activities may be the same or different however their interest in the each other will be from a short distance. They may choose to use the same object but doesn’t engage the other child. The eyes are constantly soaking in information that makes them ready for the next stage of play, cooperative play.

When I arrived to Dr. Singleton’s Identity, Cultures, and Democracy class in September, I had no idea what importance the name of the course held in my life. Now, nearly completed the course, I see the importance of the course’s title and how impactful each word is to me. The two terms that were used most often throughout the semester were “American Dream” and “Culture”. After extensive conversations regarding the American Dream and Culture, I have a new perspective for each that will forever serve me well on my journey through college and life in general. The definition of the American Dream mentioned in class is the idea that every US citizen should have an equal opportunity to achieve success and prosperity through hard work,

When I first picked this class I had in mind that I speak another language as well, I might be able to bring a different mindset to the class. I can say that the class was not what I picture or would have liked to be. I imagined more of setting where we discuss more languages and how they shape people and their culture.

In the classroom I observe, there are 32 students equally broken up into sixteen boys and sixteen girls. Each one of these students has their own personal chrome book. A chrome book is like a mini laptop that the teacher can assign the students assignments and assessments. A chrome book can be used for any subject. Some example programs on the chrome book are type club, math, writing, educational YouTube, and dictionaries. I see the use of chrome books as a great technology used in the classroom. Back when I was an elementary school student, I did not have chrome books in my classroom. The first lesson I observed on a chrome book was a math lesson. The teacher assigned through her computer a particular practice assessment to the students. The students then clicked to open the assignment and began. I found this technology helpful because if a student was stuck on a question, there was a video tutorial for them to view specific to the question. In fact, there was a specific video tutorial for each one of the questions. At the end, students were able to see how they did immediately. They are able to see their progress toward the actual test coming up. The teacher was also able to see the class statistics overall, and statistics to each question. This let the teacher know what the class struggled with and what should be taught again. Chrome books definitely caught my attention. Technology grows everyday and schools have to keep up with the change. It is interesting to me, to see

disciplines. Since this class was used for formal instruction, I noticed that they never had a hard time with subtle refinements. These students used appropriate levels of vocabulary while answering questions and understanding the complex syntactic structures of the teacher’s PowerPoint. Although I didn’t notice any such grammar structures or phonology, I did notice how automatic they were with recognizing common words. One of the students had noticed that in the PowerPoint the teacher had used the wrong “new”. The teacher praised the student because he was even unaware he had used “new” instead of “knew” in his instruction. This showed me the ability of how late adolescence automatically recognizes critically evaluation of texts. I wish I had observed a child where they were ELL, but I thought this helped me see the developmental trends of different age groups. I thought everything I have learned in this class thus far, abstracts the idea of a child’s cognitive process theory. These students were advanced, proving that the child’s unique experiences lead to differences in their pathways to proficiency and how they communicate. I thought it was great to hear the sarcasm the teacher used with his students to interrupt the text. For example, he had made a joke about Julius Caesar’s wife and how ugly she actually was. The students laughed and really connected to his humor. I asked the teacher why he liked teaching 10th grade and he said “because I can say and act in different

It is essential for early childhood children to express their needs and wants with others. This helps children develop; relationships, develop their social skills, build on their self-esteem, learning strategies to ease separation anxiety, managing conflicts and learning techniques to assist them with guidance and discipline (Curtis & Carter, 2013, p. 169). Children express themselves in different ways, causing disagreement amongst them as they all have different opinions and thoughts to one another. The video of Nina and Max called ‘Learning to clay together’ shows early childhood children dealing with a conflicting situation (Videatives Inc, 2013).

Walking into the first two weeks of the EDU program I desired to experience what it would be like to be a future educator and have a grasp of how to help the molding of our youth and giving them the possibility to become future leaders. Doctor dresser was able to bring in a Concordia alumni who had just begun to experience his professional education, career and is teaching multiple different grade levels as a young teacher. When he first walked into the classroom my first impressions were that unfortunately he looked very inexperienced and unsure of what was to be expected of the lecture I thought to myself in the position of a younger student in his classroom this is a person I would not take seriously. He then proceeded to communicate