Early Childhood Observation: Indian Boundary Park

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

The state of early childhood profession has rapidly been changing because of the current trends, policies and movements in the rapidly changing 21st century world. This report articulates the key issues of diversity of the early childhood settings, a number of models of early childhood education and care, diversity among people, the status of early childhood profession, the belief that the profession suits female than male, the poor status of the profession and less pay than other professions associate with the early childhood profession The study consisted of analysing the strengths and challenges of the early childhood profession. The study methods of analyses include the National Quality Framework, The National Quality Standards, Assessments

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

I am a French teacher in Murch Elementary School, and I observed Julian on November 10, 2014 between 11:30 am and 12 pm, during his outdoor play. Julian is 6 years old and he is a boy. He attends a second grade Class in Murch School. Observing Julian during his outdoor play will give me an opportunity to learn more about his physical, social, emotional, and intellectual development. I decided to observe Julian because Julian is a confident child who is taller than other children in his class. He enjoys play outside. Julian is a child who likes smile and runs everywhere. My observation method was to write everything I saw Julian was doing, and there were sufficient staff supervising outdoor play so I was able to concentrate on observing Julian

In my first semester of college at Concordia, I had the opportunity to have the class EDU 120. A requirement for this class was having 10 hours of fieldwork; at least 3 hours in each level of childhood. The reason for this requirement is to help the students discover what grade level they want to teach in the future.

I thought he was the cutest thing he said please and thank you every time he asked for a toy from an adult. He was able to say complete sentence such as” I need to go poop, don’t touch my toy”. Followed by “Can I please play with the other toy”? I though he was the most adorable thing very well mannered. He played nice with all the other children and was able to share. His sentences were understandable and clear. Although he was sitting next to the girl, he played to himself and he talked to himself. He made the train noise as he crawled around playing. At one point during his play while he was lying down on the ground and he was holding the train over his head, he became loud and started saying “stupid” followed by other words. This made me wonder do his parents when expressing stupid say it in aggressive manner. He sure has a great memory remembering this terms I believe the boy had no idea what he was saying since he was express playing. His attention seemed normal when and adult called his name he stopped playing and looked in the direction the individual was calling his

This child observation was carried out at the ETSU Child Study Center, after an appropriate permission was taken. I arrived at the Child Study Center at about 7:50am on Friday November 13, 2015, and I was taken to the Cricket Preschool classroom for my child observation. When I got there, there was only one child present at the class, and when I asked the teacher if he was the only student in the class, she said the rest students were yet to come. So I began my observation of the child. For the purpose of this observation, I am going to call this child Dave.

Norton, B. et al. (2011) "Somatic Expressions of Trauma in Experiential Play Therapy" in International Journal of Play Therapy, Vol. 20, No. 3, 138 152.

1. Context/ Introduction: For my third observation, on Monday October 17th, I returned back to the Kean University Child Care Center. Just like my second observation I came for my observation for the hour of 10:30-11:30 am. This time in the classroom there was four teacher aides and the teacher Ms. Kierah. When I walked into the classroom I was surprised when one of the teacher aides told me that Ethan has a lot of energy in class that day. She explained that Ethan had a lot of energy that his listening skills were a little off as well. Once she was done explaining this I was anxious to see this for myself. I saw Ethan was playing at the middle table with one other boy Steve. Quietly, I sat at the table to the right of the middle table and began my notes.

Within my ten hours of observation, I witnessed an Early Childhood, Childhood, and Middle Childhood classroom. Through the duration of these hours, I visited School 17 and School 30. My seven hours at School 17 consisted of experiences within an Early Childhood and a Childhood setting. The Early Childhood hours occurred in a Pre-Kindergarten classroom setting with Ms. Mitrakos. The Childhood observations occurred in a first-grade classroom with Ms. Hordan. My three hours at School 30 involved experiences within a Middle Childhood setting. These observation hours occurred in a 6th-grade math class. My observations within both schools inspired me to continue my passion for Early Childhood Education.

For this assignment, I observed my six year old niece, Faustine Bui who was born on August 16, 2007, at the park where I was babysitting her with her mom for approximately thirty minutes. The park I observed her at is packed with children and dogs are allowed. There is a large play area with jungle-jims and slide and it includes a sandy area which has a variety of playing equipment as well.

My home region is the Chesapeake and Annapolis area. I moved into Pasadena, Maryland in September 2015. The new neighborhood is a small private community, and I live in a huge colonial home. Each home in the neighborhood has a two-story ceiling room, a two car garage, a back deck, a front porch, and a master bath with a whirlpool. The area is located towards southern Pasadena, near Gipson Island, and it is part of the Chesapeake school district. This area reminds me my old neighborhood at Cape St. Claire, Annapolis Maryland. Cape St. Claire has several beaches that looks-out on the Chesapeake Bay, and provide access to kayaking, boating, fishing, crabbing, and sailing. Moreover, the Cape is a great neighborhood to walk because the neighborhood

I observed a three-year-old male child as he played in the playroom at a home daycare facility. The playroom consisted of various toys along with a jungle gym with a slide attachment. When the child arrived he immediately ran over to the slide, climbed up and slid down the edge of the slide. Even though there were other children on the slide, he did not interact with them. After coming off of the slide he ran over to an area of the play room that had a racetrack and a set of cars. He chose one car and rolled it down the track. He waved his hands up and down in joy as the car rolls off of the track. He looks around the room and sees a box of plastic bugs. He gets a couple of bugs out and moves them across the floor. He looks around the

Observer visited a play place of a restaurant in New Jersey, Hackensack. Why I have chosen the place is easy to observe every part of child development such as cognitive, social emotional, language as well as physical at the same time. Observer performed the observation on April 28 from 1 pm to 3pm. The child was an Asian boy. He has strait short black hair with dark brown eyes and thin black eye brows. His height looked around 37 inches that he may be a little smaller than other early childhood children. He looks thin and has a full set of teeth inside his mouth, full cheeks, and a small button nose.

In this essay, I will discuss my experience during middle and late childhood. I will address three stages which are the physical, cognitive, and socioemotional development. The physical development consists of body and brain growth, health issues, and motor skills. The cognitive development consists of language, memory, and attention. Socioemotional development is based on relationship, employment, and personality.