Early Childhood Observation

On November 13, 2014 at Grossmont College’s Child Development Center, I observed Konnor who was born on March 11, 2011. At the center, there are roughly around 15 children between the ages of three and five; there is one adult for every six or so kids. The preschool center’s indoor environment is safely secured with a locked gate that separates the outside door which leads to the younger children centers and parking lot with the hallway to the learning and play area. There are two separate rooms, but they both have screen doors that lead to the same play area outside. The room on the left, which Konnor is placed in, was smaller

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.

The first level of teaching I observed was early childhood, which I am currently interested in making my major. I went to Ms.Bizena’s preschool classroom at The Chapel School in Bronxville, NY. Her class consisted of five boys and four girls on that day. I arrived at about 8:30 and that is also when the students started coming in. When the students arrived they were allowed to have some “free play” time, some of the activities

To complete my Preschool Atypical observation I went to Bruceton Elementary School. While there I observed a 3-year-old boy named Tucker who was diagnosed with High Functioning Autism. Tucker is a little boy who was born and raised in Preston County, West Virginia and is attending the Preschool offered at Bruceton Elementary for half a day. He is an only child who speaks only English, both Tucker’s parents are local and have been part of the Bruceton communities for years. I observed Tucker from 7:30 in the morning till his lunch at 11:30 while he participated in multiple activities showing off his development in all 5 major areas.

Ms. Nicole Ince's classroom welcomed me for an observation on Wednesday, July 29th, 2015. Ms. Nicole has recently had a few drops with children preparing for kindergarten so her numbers have changed. There were 21 children when I began my observations but the class roster has dropped down to 18 with the class split nine boys and nine girls. Her classroom is located in the Sault Ste. Marie Tribe of Chippewa Indians Child Care Center which is located in rural Sault Ste. Marie, Michigan. The school is also a private school that maintains a waitlist. It contains four classrooms; Ms. Nicoles preschool class, two toddler rooms consisting of children 18 to 36 months and an infant room with children birth to 18 months.

I have talked to the classroom teacher about three similarities between activity transitions in the learning environment for infants and toddlers compared to children 3- to 5-years-old the teacher said that parents, childcare teachers, teachers need to teach children when they are they are still infants to help prepare them for their life when they grow up. Teacher and parents need to have schedule for infants and toddlers for feeding, sleeping,and playtime so that they can learn so that they can become to depend on their own (Honig, 2002). Teachers can have mobiles on cribs or on things so that they infants can listen to the play music, or the teacher can have toys that can sing to the infants and toddlers to help them develop

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).

According to Teaching for Equity and Justice, participatory/experimental means to give children a chance to do hands on activities, which allows them to actually get involved with something rather that telling them information and giving them a test. At the early childhood center, I saw many of the kids showing intelligence through this. When I first walked in the teacher was reading a story to her students and asking them questions to seek participation from her students. Later, I observed children who were painting with popsicle sticks. In this room some kids didn’t want to paint so to get them involved the teachers played music with them. After observing the classrooms, I watched Claire's Classroom. In this video a speaker was informing

My observation was at Lincoln Elementary School, located at 221 Cross Street, Harrison, New Jersey. I observed an atypical child in the Kindergarten Inclusion Classroom, in which had a teacher aide Collen Sawyer, a general teacher, and a teacher aide assistant. The classroom has seven students with special needs participating in a Least Restrictive Environment with 14 students without disabilities. The classroom was ample with reading area, dramatic area, science area, manipulative area, writing and art area, and the area with a border and projector for the teacher interact with the whole-group, it also had a bathroom inside the classroom, which the teachers could keep eye on them.

On November 18 at 10:30 AM I had agreed with Alicia’s teacher to let me in the classroom for just about 20 minutes so I could observe her for my early childhood education class. I told her that I wouldn’t be using the real child’s name and that I was just going to observe her movements and what she did while in school. As soon as I came in the classroom I saw the classroom full of colors like pink, green, red, orange, yellow and much more. The classroom was also full of bulletin boards about the season and about the latest holiday witch in that time was Thanksgiving. and pictures of the children and their families that were places in front of their cubbies. I also saw different types of books like "The very hungry caterpillar" and "The five

I have chosen to observe the second video of preschoolers participating in free-play. In the video the toddlers are gathered in the classroom taking part in different activities. The room is a large open concept room with a variety of sections that enable the children’s play.

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

The subject I observed name is Blake, a 6-month-old boy. His birthday is January 12, 2015. I would think his cognitive, physical, socio-emotional, gross motor and fine motor skills to around his age. Blake just turned 6 months so there is a high likely hood that he is not performing as a 6 month performs yet. I chose to complete the observation in his home in his living room. I thought there would be fewer distractions in his familiar environment.

Introduction My observation was in the playground in St Stephen’s Green. It was a sunny day and there were a lot of children in the playground and surrounding green areas. The white girl was approximately five to six years old. She was wearing a fluffy pink boots, a dress and a colourful jacket.

As the kids began to warm up, I felt a tiny hand tug on mine. I looked down to see Amelle pulling me towards the ball carts, expectantly waiting for me to warm up with her. After grabbing a volleyball, she turned to me and asked, “Can we set?” I nodded yes, and a grin filled her face. She tossed the ball up in the air, extended her arms with her hands forming a triangle, and pushed the ball perfectly to me. As we set back and forth to each other, I smiled to myself as I thought to just 3 weeks prior, when I had been entrusted with the job of teaching her and the other 4-year-olds how to set.