Example Of Child Motivation For A Child Observation Of A Community

My observation began in the outside play, first with the animal pin and then played with the outside toys. When going into the animal pin Emily had a smile on her face and walked around and looking at each and every animal, she bent her knees down, reached using both hands she grabbed a chicken and when the chicken would move she would say, “silly chicken”. During the outside play Emily kneeled down, petted the pig with her right hand and said “Aww, it’s so cute!” Later on in the animal pin Emily reached put with both hand and pushed another classmate for trying to hold the same chicken. In addition, Emily would repeatedly tell other classmates “pet him softly, don’t hurt him” when they would try and pet the animals. When transitioning into

I observed a classroom of four-year-old students who are enrolled at the Child Development Center on the George Mason University campus. This observation lasted about fifteen minutes with a total of twelve students in the classroom. At the time of my observation the students were engaging in free playtime where they are allowed to play games, make crafts, and interact with their fellow classmates. I was seated in the corner of the classroom where the children could not easily see me or get distracted by me. I stayed seated throughout the whole observation so the students would not be affected by my presence. Many different activities were happening at the same time, but a couple standout situations reminded me of many subject areas we

The team needs to be aware of all the children situations, to all work in the same direction and provide a common and strong support or pace of action. Moreover, through observing kid’s needs, the team can share what they have spotted and thereafter set the play setting according to their needs, likes and dislikes. At the same time, the team is responsible to act collaboratively to keep the space safe and “organised” for the kids to enjoy fully of their time to play and take the most of it, for the same reason the team needs to be ready to respond, trigger and challenge to children’s cues.

“Current theories about inclusive play revolve around the idea that play is important for life and that all play workers should be committed to creating play environments that are inclusive and that offer multi-sensory experiences for all children. Play environments should ensure children and young people can become involved in imaginary play and can help develop motor activity. They should also allow interaction in a safe environment. Play is seen as the language that can bring children of all different abilities together. All children and young people have the same basic needs and go through the same development stages, even though they may not all go through them at the same pace: some go through some stages more quickly than most, while others may become static in their development for a while. None of this should prevent access to any setting. Through play with other children they develop social skills and learn about behaviour, communication and friendship. Play is the tool for practical learning

Anne’s First Street Preschool is in Beaufort, North Carolina. Anne Street has a Mother’s Morning Out Program. The MMO is everyday 8 to 12, so the mothers and fathers can do what they need for that brief period of time without having to watch over their child. The MMO has two teachers, A and G. They supervise 7 children, 4 girls and 3 boys. The child used for this project is named C and he is almost 2 years old. The other girls named L, B, K, and T. L and B were twins who were 2 years old. K was almost 2. T was almost 3 years old. The boys, not including C, were D and M. D and M were both around the same age, almost 2 years old. The observation took place from 8 to 9:30, when the children went outside to play.

Due to the fact that it was the day after a holiday and many people would have off of work, I was surprised to discover that there were very few men at the playground with their child/children. Of the few fathers who were there, a majority of them had come with a women, but were mainly playing were their child/children. When the children would be running around and playing with other children, several of the mothers or female guardians would be telling the children to be careful or for them to not do something on the playground (ex: jump down from the monkey bars). Of the children who were told not to do the activity that they had done, many of them listened. However, there were 2 children, one white girl around six years old and one white boy around 9 years old, who did not listen to what their parent and said and continued to do the

I was welcomed into Ms. Nicole Ince’s classroom 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. Ms. Nicole has been

The classroom observed for this assignment was a 4/5 year old (pre-kindergarten/kindergarten) room in a local day care. After researching the correlation between play, development, and diversity, many realizations came to light. First, there are different stages of play and they all correlate with the developmental stages. Then, diversity is found in every classroom, either positively or negatively effecting the room. Educators who are flexible with change and comprehends the levels of development for children are expected to create a positive and effective learning environment filled with play-based activities. Below show three scenarios of classrooms from infants, toddlers, and preschool/kindergarten room.

The Playgroup room was created in order to address all areas in which a child develops, so the physical climate is stimulating for children to find interests in toys that they have been exposed to. The setup of the room caters to the child’s reading, imaginative play, gross motor skills, fine motor skills, skill building, and sensory. This weekly group of children is generally small; they require a lot of attention since some children are so young and have not begun to walk, multiple children who are very active, a few of the children have a harder time with being away from their parents, and all of the children uses English as their second language. Focusing on one mother and her one and a half year old daughter, the initial observation of the two is their close attachment to one another. The mother and child are not separated often which creates some anxiety in the child when the mother chooses to leave.

The child I observed was a four year old boy. My Child's weight is 39.6 pounds. His height is 42.1 inches. My child lands on the 75 percentile. The child's body mass is 15.62. He landed on the 50 percentile for his body mass. My child's height, weight and body mass is a typical for a four year old.

I participated in an activity called S.W.A.G, which is an acronym for Stop Waiting and Go. The group’s objective is to stop speaking, go into the community, and actually undertake an activity. As such, several teens and I went out into the poorer neighborhoods in Lakeland to seeks and engage children. We visited homes in the area, going door to door of the houses containing young children, and asking the parent’s permission to take the children with us. After gathering the kids who could make it, we settled down on a porch in front of an apartment complex. Most of the day consisted of playing with the children- games such as jump rope, letting them play in my hair, pushing them around in shopping carts, and playing make-believe barbecues. However,

I was in Casa 1 with the children from the age group between 3 and 5 years old at the ASI Children’s Center. There were one teacher and three aides overlooking the children. The teacher and aides are all female. The teacher, Pa Dao Vang, has a bachelor degree in Child Development, while the aides are students attending the University. The teacher speaks another language, but English is the language used. The class consist of more girls than boys. I observed 10 groups of children while using the Peer Conflict Checklist. They were a culturally mixed group with several bilingual children. There were approximately 27 children present.

Child C, a Caucasian male three years of age who is blonde and wearing a gray and green sweatshirt, communicates solely with the teachers in the room not with the other children, as opposed to Child A, a Latino girl four to five years of age who wears a purple dress and has black hair in a pony tail, who communicates solely with her fellow students. It is viewed that Child A has trouble sharing so it may be that she has gotten in trouble with these teachers because of her rood actions causing her to alienate herself from them. It is possible that he child has a high reactivity and that their parent is on that is more authoritarian thus resulting in play that is more disruptive (Gagnon et al). The child expresses this disruptive play when she takes another girl’s pot and tosses it on the floor. Another difference present in CCB is that as Child B, an Asian boy with black hair and a grey and blue shirt about four to five years of age, interacts with other people he does so in short bursts typically asking them questions; whereas Child D, a Caucasian girl with dirty blonde hair and a white shirt about 5 years old, interacts with people over long periods of time as she plays a game with them pretending she is a cashier. The reason for this may have been because Child B was plating with animal toys which are not nearly as open ended as the cash registrar. Because Child D was playing with a more open ended idem, from which she decided to take up the role of the cashier, which may have been inspired by the adults she was interacting with. This adult interaction has a huge impact on a child’s play (Parmar et al). In the article “Parents Participation in Children’s Activities” the author explains that Asian children partake in more constructive play that of uro-american’s however from what was observed in CCB there is contradiction (Parmar). The contradiction is that Child B being an Asian boy was not partaking in

Ms. Williams stated that she resides at the above listed location with her children, sister, mother, and a boyfriend. Ms. Williams stated that her boyfriend name is Mr. Tavars Wiggins with a DOB of 3/15/1998, and he has been living with her for approximately 2 years. Ms. Williams stated that Mr. Wiggins never disciplined her children. Ms. Williams stated that she's the one who discipline her kids and taking care of them. Ms. Williams stated that she trust Mr. Wiggins with her children and doesn't think he is physically abusing her children. Ms. Williams stated that Mr. Wiggins and her children play fight sometimes in the living room. Ms. Williams stated that she normally disciplined her children by having them stand in the corner and taking

Melanie had a twin brother, Vladimir who lived until he was four months old. Melanie’s grandmother’s name is also Elba and her grandfather’s name is Jose who are both in their mid-seventies. Elba and Jose are her mother’s parents. Her grandfather Jorge, great grandfather Rafael, great grandfather Juan, and great grandmother Rafaela are all deceased. Melanie’s grandparents and great grandparents’ median age of death is 81 years. Melanie and her husband Joshua reside in the same household, Raul and his wife reside in the same household and Elba and Jose reside in the same household. The other members of her family are either single living alone, married, living with their spouse or deceased.