She tells her teacher, “Here teacher, help me put it on.” The teacher gives the coat back and tells Rosa to try by herself. Rosa says, “I can’t.” The teacher shows Rosa how she would put her coat on. Rosa then looks for the first arm to put in and puts the coat on the back. She finally then puts both arms in and says, “Look teacher, I did it by myself.” After Rosa put on her coat she runs outside with a smile on her face to play with her friends.
During my observation at the preschool here at Harper, I looked around and realized a lot of similarities and differences it has; compared to other daycare and preschool centers. The age of children in the room I observed was ages 3-5 with one lead teacher, and depending on the ratio of how many kids showed up on that day, about three or four helping teachers. The program was set up to a very open, happy and overwhelming setting. Every furniture and object in the room had a sign saying what it was, and then underneath the typed out word was the children’s way of writing what the object was. For example, a book shelf was in the corner of the room; on the book shelf was the word printed out “Book
The center will include musical instruments such as flutes, small drums, and guitars. Musical instruments reflect our creative arts expression program. This program will help our children express their feelings through music. We will also have all different types of arts and crafts such as markers, scissors, glue, etc. These materials are part of creative arts expression program. The center will also include dress up materials, for our children to express themselves and play pretend. Playing pretend opens up their imaginations, and helps them with self-expression which is an important factor in our philosophy.
Task 3 - links to learning outcome 3, assessment criteria 3.1, 3.2, 3.3 and 3.4.
The child’s engagement in imaginative or fantasy play is typically of a preschooler’s functioning level. Preschoolers delight in fantasy and play and engage their newly found cognitive abilities to extend their world of make-believe (Timberlake & Culter, 2005). He appeared to delight in fantasy play with his action figure and was able to create sound effects to further expand upon the fantasy, suggesting his age and development is consistent with the expectations of a preschooler. According to the Center for Disease Control and Prevention (CDC) social and emotional developmental milestones for a four-year old child, the child under observation appears to be meeting established benchmarks as observed by the child’s enjoyment in participating in activities, creativity with make-believe play, preference to engage with another child rather than by himself, and cooperation with another children (Important Milestones: Your Child By Four Years, 2016).
This paper will discuss the observations made at the Child Development lab, and how they are connected to various types of development learned throughout this course.
The observation took place on January 27, 2016 at 7 o’clock at the Denny’s located at 894 Cypress Gardens Blvd, Winter Haven, FL. The child that is being observed seem to be between the ages of 2-3 years old. According to Erikson’s Stages of Development during this time the child is in the final process of the Toddler / Early Childhood Years which is also known as Autonomy vs. Shame - Will. During this stage kids are basically building self-esteem and autonomy as he or she learns new skills and right from wrong. Also during this time if the child is not learning certain skills as other are this can tend to make the child vulnerable during this stage, sometimes feeling shame and low self-esteem during an inability to learn certain skills. The
On May 2, 2018, I went to the Williams College Children’s Center to observe a group of children and see how signs of development show up in everyday life. According to the website, the Center serves a wide age range of children, going from six weeks to preschool, while also caring for elementary-aged children with after-school care. However, the group I observed when going to the Center were the preschool children that were roughly 3 to 4 years old. Arriving at 10 AM, the group started the session with show and tell, before moving on to play outside. Within the hour, there were many examples of physical/motor, perceptual, cognitive, language, and emotional/social development from the children that was very appropriate to see within their particular age range.
I did my child care observation at The Children’s Center here in Asheboro. I observed a classroom that was made up of 2-3 year olds. The classroom was very spacious and was sectioned off into different centers where the children were able to play. The class had about 12 children and there were 2 teachers in there supervising and guiding the children. Thus showing that the class was in compliance with the teacher/ratio state rule. I actually talked to the director there and she said that they never reached the maximum group size that was allowed because she wanted every child to get the maximum attention and care that a teacher could provide the children with. I also did have the opportunity to talk to the teachers and find out more about them. Both teachers did have their credentials and one had her
I chose to go to Orchard Hill elementary school in South Windsor, Connecticut. A few of my cousins attended this school so it was an easy choice for me. I decided to observe Mrs. Zerella, who is a kindergarten teacher. I fell in love with kindergarten when I did my first observation two years ago and I knew for this assignment I wanted to go back to a kindergarten classroom. They are so eager to learn and we all know they are pretty cute. When I walked in I first saw a big circle rug in the middle of the room. It looked like an inviting place for children to gather. There was a great deal of colors and posters around the room it was almost overwhelming. Right away, I noticed an enormous smart board and three desktop computers. When I
Consider what you have learned about why we assess young children. Based on pages 33-35 of Assessing and Guiding Young Children's Development and Learning and the video segment "Overview of Assessment"," briefly explain the importance of developmentally appropriate assessments.
The child that I will be observing is my friends four-year-old son, Jeremiah. I’ve known Jeremiah since he was born on August 7, 2012. He is an energetic kid that loves cheese and candy. He lives with his mother and older sister. He started head star at three years old and is now in Pre -K. The observation was made at my house. I invited my fried and her children over for dinner.
On April 24, 2017, I attended the Minnesota Association for Children’s Mental Health (MACMH) conference in Duluth, Minnesota. I attended two workshops pertaining to early childhood. The first workshop was titled, “Keeping the Baby in Mind: Promoting the Reflective Functioning of Parents,” and the second was, “Assessment in Early Childhood: The Importance of Observation.” I found both to be incredibly helpful and allowed me access to tools that I know I will be using in my future classroom.
“…Many brilliant people think they are not because they have been judged against this particular view of the mind” (Robinson, 2010). This statement couldn’t ring any more true. It is interesting to me how we begin school as Robinson said, with this great “divergent thinking” and how it seems to deteriorate, as we grow older. This prompted me to ponder on my experiences throughout elementary all the way until high school. I was a very excited student in elementary, I was always ready to learn and could never choose a favorite subject because I liked them all. As I grew older, hearing teachers, family members, and friends saying they “hated this subject” or that this was their “worst subject” it really changed my thinking. I decided that I liked math and only math and I was bad at everything else. In reality, I wasn’t “bad” at any subject; I told myself I wasn’t good and I simply didn’t try as hard.
The findings in the article are very interesting and realistic based on my experience working with children. The part of the article that surprise me was the study where literacy experts found that early vocabulary impact comprehension in the later grade. It is appauling how studies revealed that, but realistically of we think about it. When we are reading, if we know the words, we will undertsnad what the sentence menat. However if we do not we would be struggling as to what the text is saying. Therefore having the children enruiche diwth vocabulary at a young age will make decoding and comprehension easier for them because