Infant Observation

Today is my first day doing my practice observation in the Infant Room Classroom Number 3, my fears are how the infants go reaction to see me because I am new person for them that they never have seen before, how the teacher go feel to have a student in the classroom, if they will support me and cooperate with practice, and how the parents will response to see a new teacher in the classroom, I know for my teaching experience that parents are very special about the people who is round to their children.

In the initial few months babies will recognise familiar voices and faces, they will try to 'people please' and bay for attention by performing for their audience through laughter and giggles. They will enjoy playing games with others such as peek a boo.

This interaction took place in a Day Nursery named ‘The Mill’. It was between me, Michelle and Lily, aged 3. For this piece of coursework I have decided to change the name of the child and the nursery for confidentiality reasons. Lilly was playing with her dolls. In this interaction I used verbal and nonverbal communication.

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,

Their relationship is somewhat similar to the relationship of Aiden and his mother, though Aiden was simply imitating facial expressions whereas Holly was copying actual movements. Holly and her mother have formed an attuned relationship as demonstrated by Holly copying her mother’s movements throughout the game. Both relationships indicate that attuned interactions can be incredibly beneficial to forming a strong sense of security and trust between an infant and their primary caregiver. Infants can learn more about the world they live in by trusting their caregivers and feeling secure in their environment, indicating that one of the most notable ways caregivers can establish this trust and security is through forming an attuned relationship. Infants and toddlers can also learn to regulate their emotions through an attuned relationship by observing their parent’s moods and behaviors.

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.

They can now balance and lift their heads, and even entertain themselves by watching their hands, feet as well as by putting everything in their mouth. Infants at this stage are able to recognize caretakers. Responding to others by reaching, smiling and laughing is also observed (Zastrow & Ashman, 2016, p. 79). By eight months infants are able to sit without support, but still require it to stand. They may also begin to crawl and play by banging objects as arm movements are better controlled. Self-help is attempted and achieved with easy to grab food items such as toast them (Zastrow & Ashman, 2016, p. 79-80). Their communication becomes more frequent and complex, trying to imitate sounds they hear. The few words they able to say, still hold no meaning and are simply sounds to them (Zastrow & Ashman, 2016, p. 79-80). By eighteen months, the newly toddlers begin to combine simple words to express themselves. Usually holding a vocabulary of three, to less than fifty words on average (Zastrow & Ashman, 2016, p. 81). Words are based on their individual experiences and surroundings (Zastrow & Ashman, 2016, p. 81). By twenty four months, toddlers do not take part in teamwork, but are more aware of the feelings of those around them and continually seek approval. By this stage, toddlers have mastered most locomotive skills and even some non-locomotive skills such as balancing, as well as having almost entirely mastered bowel and bladder

Sara spoke her first words “ma ma” at an early age of 9 ½ months. By 12 months she was adding words to her vocabulary with about 10 to 15 words that she would repeat. Sara spent most of her first six weeks of life solely with her mother and then the rest of her newborn development with a female day care provider, which could have played a part in the use of “ma ma” as her first words. Especially when taking into account that Sara would often call her mother and the daycare provider “ma ma.” Noam Chomsky ideas on the innate characteristics of language, are also supported with Sara’s development; her rate of language development was consistent with average newborns and the words she used showed that she was innately able to learn the language that she was exposed to.

Since my observation took the course of three days I have several findings. So day one’s observation begin with Regina and Gabriella who appear to be accompanying Annabel to what appears to be a building of great interest. While the exterior looked plain the inside does not the walls are lined with these brilliant garments the walls are also adorned with several looking glass. When they enter Annabel begins communicating with another human who then leaves and the three appear to sit on these rectangular prisms. The human from earlier comes back and she is followed by four other humans who each appear to be bringing a square on wheels and in these squares each appear to be carrying five brilliant garments. When I first entered the building there

I think I just heard the floorboards creek. She must be awake now. Abigail slowly walks into the living room. She yawns and asks, "How long have you been up?" "Not very long" I reply. She sits down next to me. She's blushing and trying to avoid eye contact. It makes sense,

Good morning John and Susan, it’s good to see you and Baby Steven today. After reviewing his growth chart and comparing it to the CDC growth chart, it looks like baby Steven is at the 75th percentile. A percentile that is greater than the 50th percentiles means a baby is above average (The WHO Child Growth Standards). This being said baby Steven is a little above average for his age. He is considered to be slightly overweight but it is nothing to worry about at this point. The rule of thumb is there is nothing to worry about unless a child jumps above or below two percentile lines.

Social interactions constructed by the mother will provide more opportunities for secure attachment to form and language learning to thrive. Scaffolding is a common method used by caregivers to share language with their children. In social interactions the caregiver demonstrate small bits of language and allow the child to absorb and respond, while offering any needed support. Conversations is driven by the caregiver and essential in routine and games, such as scripted play like tea parties. The mother and child will take turns talking, with the mother typically prompting further discussion (Bloom et al., 1996). Routine joint picture book reading is an effective tool in scaffolding. Time together builds up a foundation for a conversational

In observing a normal newborn's behaviors and activities, reflexes play an important role. They help to identify normal brain and nerve activity. In my observation of Baby A, she demonstrated reflexes of rutting in finding the nipple of her bottle, sucking, head turning and grasping of my fingers. Although she was born full-term, she was quite small in stature and weight. She also showed alertness to senses of sight, hearing, taste and touch. Of course, at first, she slept most of the time while she was in my care, but as she aged, she became more active and alert. The key element to keeping Baby A happy was taking care of her physical needs first…diaper changes, feeding and burping. Although she is still very small in weight and height, she shows no sign of delayed development and is now a happy, healthy toddler.

Thursday, September 6th, a little girl ”M“ comes to daycare in the morning a little bit late, at 10:15am. When she arrived her classmates were about to have a snack and she was very excited to see everybody. “M” gave her teacher a hug with her two arms. Then she turns to her mom and says: “Bye, Mommy!” and ran to the classroom. “M” was trying to grab the chair with her left hand to sit down and have a snack with her friends. 3 boys and 2 girls were sitting at the same round table. After trying twice to get a chair, she decided to use both hands to pull the chair out. “M” walked around the chair, bent down her knees and pulled the chair under her as she sat. She slowly sat down in the

She moved around the room associating with the students and instructors on the mat, but kept close to her mother. Amelia showed no signs of stranger or separation anxiety. She was a very happy baby and was always smiling. She interacted well with the other babies present, creeping along side Denim as they were discovering the toys scattered along the mat. Although Amelia was in an unfamiliar environment, she did not cry; she adapted well and was eager to play and move. The speech patterns and vocalizations Amelia presented in lab coincided with the expectations of her age group. Her mother said that she understood the meaning of no and could say dada and mama, but Amelia did not say any of these words in lab. She produced long strings of gibberish and babbling as if she were trying to say words in her