Early Childhood Observation Paper

This paper contains observations of a preschool classroom in Bay Ridge, Brooklyn. The observation was conducted in a Pre-K classroom with approximately ten students present. Observations are presented with regard to dramatic play, the presence of gender roles, and themes that emerge during preschool play. Peer relationships and levels of friendship between students will also be discussed. Relationships with adults in the classroom with in terms of attachment styles and general interactions involving teachers and parents will be reviewed. Observations are also described in relation to self-control, self-regulation, aggression,

Based on her reaction it appears she has developed deferred imitation. According to Piaget, deferred imitation is defined as ¨a sequence in which and infant first perceives something that someone else does and then performs the same action a few hours or even days later¨ (Piaget 166). According to table 6.1, stage six intellectual accomplishment, involving both thinking and memory appears at around 18-24 months. Based on this information, Isabella, at 20 months of age, would be within the age range for development and therefore within the norm for her age (Piaget 162).

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

As the primary provider of these children and their families, I will collaborate with caregivers and parents to identify and design intervention strategies to enhance the child’s development. This is in accordance with the transdisciplinary model of intervention, in which the primary provider works directly with the family and the child; while other professionals support him/her by suggesting intervention strategies and sharing information for their field of expertise (Raver & Childress, 2015). This impacts greatly both the family, as they interact with fewer people, something that makes them feel less overwhelmed, and the primary provider as he/she feels competent to apply intervention strategies that have been taught from other professionals (King, Strachan, Tucker, Duwyn, Desserud, & Shillington, 2009).

The date of my observation was April 27th, 2010. It was about 9:30 in the morning when I began my study. I went to Grossmont College’s Child Development Center. The first thing I began looking for was if the child-teacher ratio was correct. The child ratio was 2 teachers to about every 8 children. The ratio was good. As I entered there was one large room that almost looked as if it could be two rooms they way it was set up. One half consisted of a large bookshelf with numerous books on it with a couch in the front of it. The other half of the room was almost like a little kitchen. It had a table with chairs around it with a sink and cabinets behind it. There were “age appropriate” toys as well as books all over the

Jeremy’s biological development has progressed exactly the way it should. I observed him interacting with his family. I was able to observe that he could process information and react to it in an acceptable manner. He was also walking, running, bending and performing many other tasks that a child his age should. He displayed good motor skills and development.

In addition, during my observation, Sydney was able to demonstrate the following gross motor skills. Sydney was placed in a sitting position on the table as well on the floor and was able to sit up unassisted for brief periods of time. Although Sydney appeared to be unstable at times, her mother closely spotted her to ensure her safety. Most babies are able to sit up by themselves unassisted for short periods of time (Oswalt, n.d.). By being able to sit upright and support the weight of her head in the proper position, shows Sydney has developed her core body strength and has met this developmental milestone. In addition, while lying on a blanket on her stomach, Sydney was able to lift her chest and head. According to American Pregnancy Association, most infants at 6 months old can lift their chest and part of their stomach while lying face down (First,

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.

The first principle of D.A.P. is “creating a caring community of learners” (Bredekamp, 2014, p. 85). There are two aspects of creating a caring community of learners, which includes relationships and one’s learning environment. Because children learn and develop by having positive relationships with others, there needs to be a positive relationship between teachers, families, and children as well as between children and adults (Bredekamp, 2014, p. 85 & “Developmentally Appropriate

It puts the child at the centre of the practitioner’s assessments and planning rather than making them the object

Ana Tanaka, a nine-year-old girl is in the third grade. The counselor should consider her age and gender, and use developmentally appropriate language and activities when working with Ana.

I draw my attention into the children’s section as I walked into a department store. My first observation was that it was made easier for one to quickly differentiate between the boys and the girls section. I paid much attention to the boys section which was filled with tons of stuff which includes water, plastic, and rubber guns, industrial tools (hammer, screwdriver, and Plier), balls, and other types of technological tools. All the shelves that were in the children's department are set up with vivacious colors of toys. Children’s concentration was directed displays of toys within the store by the manufacturers, who is very sensitive in diverting the child’s mind through the assortments of toys. The children’s section was arranged in the sense that little babies will be

It was October and time for my yearly checkup. Upon arrival, I was informed my doctor was not in however, Dr. West would be with me shortly. It turns out the doctor had a special interest in nutrition. I thought I had a proper diet and was in good health until I was seen by the new doctor.

It is imperative that practitioners are able to observe and assess each child’s development in order to gain a full understanding of their development and how they can build upon this in order to cater to the needs of the child and allow them to fulfill their potential. This is highlighted by Wheeler (2009, p.63) in stating that ‘Observations are fed into family worker and team planning so that future activities can be based on an individual child’s interests and patterns of behavior and thereby enhance their learning’.

This artifact Assessment of Guidance was created for my Observation and Participation in Early Childhood/Primary Settings course. Over the course of sixteen weeks, I observed a child and documented a child’s development. The types of development I had to observe were her cognitive development, creative development, emotional development, language development physical development and social development. For each type of development, I had to provide an overall summary of results on her development, a photo about that development and examples of the development that took place over my observation.