Examples Of Observation On Preschool Observation

For as long as I can remember, I have always wanted to teach young children. I knew I wanted to teach preschool when I dropped my cousins off at their school. It looked so fun and

I went to preschool and always felt like the outcast but now I know I was different in my own little way.I started 1st grade scared out of my mind of what was to come but little did I know I would have a bunch of friends that would always have my back.

What aspect of your professional training/experience has prepared you the most to be a kindergarten teacher?

The place of observation took place at my work, before I clocked in for the day. I work at Oakwood Methodist Preschool/Daycare. I went in to the daycare at about 9:00, which is just free play/ breakfast time in the infant room. The infant room I observed in was a little different than the CDRC, because the infant room is from 7 weeks old to 18 months old. There was not really a place for me to be

Upon first entering college, I struggled deciding at such a young age what I wanted to do for the rest of my life. Through babysitting and volunteering with pre-school aged children at my church and through a school program called STARS, it became evident to me I had a love for helping children. It fascinated me to see how they viewed the world around them and how quickly they learned new truths everyday. Nevertheless, I knew I would not get the full enjoyment interacting with children as a schoolteacher because the teacher to student ratio is so large. Classroom demands would make it much more difficult to devot individualized attention to each student, and I did not like that concept. So

When I first started, figuring different ways to reach the children so that I can help them in learning.

The areas of the classroom are set up so that children can move freely throughout making choices of their own interest. Each area is set up so that a limited number of friends can play within at one time. The Purple room fosters all areas of development, physical (fine and gross), cognition, literacy, math and social-emotional. The environment is set up so that children are encouraged to develop at their own pace yet staff is available for co-learning with the children. Lesson plans are developed on the interest of the child and are created with teaching team so that all individuals have a role in implementing staff and children. Individualism is high priority within the Purple room, each child is assessed and given the proper tools or accommodations so that they are in an environment that will provide success and school

additional groups to work independently, reading at their own specific level. The roles of the teacher

The observation of children is performed by teachers and educators, to help understand each child, and their characteristics. Along with assessment and evaluation, educators are able to understand each child’s development, and make decisions about appropriate activities and experience to offer each child, to help foster their individual development. (Veale, A. and Piscitelli, B. 1988) This essay will discuss the Value of the Observation Process in Planning for early childhood settings, and the role of each teacher in facilitating children’s individual learning and development.

First, the environment in which learning takes place should be appealing. Regardless of the size of the room--whether small or overcrowded--there are a number of ways to create an

The classroom should be set up in a manner which is age and grade appropriate for the level of the

In an early childhood setting, being observant gives professionals and family members a helpful portrait of the children in their care, and as future professionals it helps us see how intellectual, emotional, social, and physical development occurs in children. Observing, documenting, and assessing young children shows how they progress from one stage to the next or when there is a delay in progression. The reason we observe young children is that “there is so much that demands attention and response; at the same time, by building in systematic observation, teachers can improve their teaching, construct theory, assess children, assist families, and solve problems” (Gordon and Browne, p.180). It gives dynamic information about each child’s learning styles, interests, abilities, and needs. Observation helps teachers improve teaching by making them become more objective and self-aware of biases they may have. It encourages us to remember that early childhood development is highly individualized, so customizing activities to benefit each child will help them utilize their abilities to their fullest potentials, and through this we will be able to recognize what behaviors are typical of various age groups. The reason we document our observations is so that we can keep records and show proper evidence of each child’s individual growth and participation in classroom activities. With good documentation, family members will able to see the progression made by their child.

There was some differentiation in the fifth grade classroom, some students were given less to work on. Some ways that the work was modified was by providing paper to cover up problems that weren’t being worked on and graph paper to help some students stay more organized. The more advanced students were given more challenging worksheets when they were done. I did not see objectives clearly posted or stated in either classroom, which is

The activities involved in this plan require children to work as an individual, pairs and as a whole class, however these activities are flexible and could be changed to suit different grouping.

classes. From kindergarten to 5th grade I was in regular classes. Then from 6th grade classes