Observation In Early Childhood

He walks to the stairs and he lies on green pillow and tells to another kid, “Let’s play, drama play.” He touches his right leg shoe with right hand. He removes same shoe with right hand by pulling Velcro with the same hand. He throws some dust out of his right shoe with his left hand. He puts on right leg shoe, with right hand. He closes Velcro with right hand. Aaron’s adult tells everyone “cleanup”. He picks up red car from the floor, which is front of him and puts the red car in the basket on the table. He picks up green monster truck from the floor and puts the monster truck in the same basket. He picks up plastic camel from the floor and put in the basket on one shelf, which is right in front of him. He picks up rubric cube from the floor and puts it in one plastic box, which is open on the third table. He closes the lid of that plastic box and puts the box away in the shelf. He picks up one green car from the floor and puts it in the basket. He picks up one peace of puzzle and sets it in the puzzle frame, which is lying on the floor. He picks up another peace from the floor and joins in the puzzle. He picks up another peace from the floor and attaches it into the puzzle. He tells, “I am done, with the clean up.” He walks towards the dining area of his classroom. He looks at the adult, (wasn’t able to identify whether she was a volunteer) who calls everyone, “snack time.” The adult smiles and says, “Aaron, would you like to eat yogurt and peaches? Wash

Toddlers and preschoolers are at different developmental stages, and therefore require their teachers to use different approaches and techniques to further learning. I completed my observations at the Bright and Early Children’s Learning Center where I observed a toddler classroom and a preschool classroom. My observations took place from 8:00 a.m. – 11:00 a.m. on the 21st and 28th of September. The first day that I observed I was placed in the toddler classroom which had two teachers, Miss Ashlynn and Miss Miranda, and six students, most of whom were two years old. In the preschool classroom there was one teacher, Miss Stephanie, and eight students, each of whom were 3 years old or 4 years old. While the rooms were physically similar, the teachers used different strategies and activities to appeal to the different age groups.

Child two Reaches for paint brushes and chooses the color pink in paint smiles and says “ I like

He sits down next to a teacher at the art table when she invites him for an art activities by calling his name. He watches teacher's demonstration of the art work without any moving. When she shouts, "Go ahead", he says, "What is this?" as picking one leaf up with fingers on the tray. He moves it on the green paper. He picks up a stick, dip into a glue jar with a right hand while holding the jar with a left hand. He taps the stick couple of times on the jar and scribbles on the paper up and down. When the paper tumbles a little bit, he holds the tip of the paper with the other hand firmly not to move. He puts down the stick next to the glue jar, picks up dry leaves and places them on the glue part of his paper. He taps his pointy finger on the table couple of times and grabs some more leaves and pastes them on the paper. He says, "I am done." and moves toward a drying shelf with his art work on his two hands. He places it between shelves carefully. He dips his hands into the bucket filled with water next to the art table couple of times and dries with a towel.

Two boys were dribbling each a basketball. One of the boys was having a hard time doing this. The other boy was telling him “do it like this, and put it in between your legs.” The boy was unable to do it. He threw the ball and said, “I suck at this, I don’t want to play with you anymore.” The teacher came over and told the boy “that is no way to behave,” he said, “well, he can do all this tricks better than me.” She told him “If you want to be able to do all those tricks, you have to be patient, practice really hard, but most of all, never give up.” The boy smiled,

experimenter told the children that she will lend them her pen, so that he/she will be able to

The product being evaluated for this paper is the Doodle Pro by Fischer Price, designed for children 3 and up. This product has been available for 42 years, or since 1974 when originally created as the “Magna Doodle” by Pilot Pen Corporation. It was later bought out by Fischer Price, the specific creator is unknown (Freudenrich, 2008). The Doodle Pro contains an attached stylus and 4 different shapes. It works as a magnetic drawing board that has 2 screens with a honey-comb lattice like structure in between the screens that contains finely cut iron. When the stylus touches the screen it draws the iron to the top layer of plastic, where it stays in whatever shaped intended until erased, creating a no-mess chalkboard (Fischer-Price, 2016). It is designed to allow children to explore and practice writing and drawing in a more creative and open way, where it is seen as fun and not work. The product works to mimic an individual writing or drawing normally, the child picks up the attached stylus and draws as they like, and when they are finished with that particular picture they slide the eraser button across the bottom of the screen to clear the picture and start again. To see a visual of the product, Doodle Pro, please refer to Appendix A. This allows for practicing of the essential skills and penmanship, and confidence children will need throughout their lives.

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.

31.Amazing is using the chalk I asked her "what are you drawing?" she said pink. Amazing handed the

After the snack time, three children were playing Barbie bingo on the carpet. Child A picked up a card from the game box and said “Who have sparkling tiara?” Child C answered “me,” and put a dot marker on her bingo board. When child C completed her bingo, she took out other set of bingo from the board game shelf and said “Let’s play this one and I will pick the cards.” The children started bingo again with new boards which have fruit pictures in the frames. After one round, they flipped over the boards which have letters in the frames. The children continued the game.

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.

I knew immediately that my sneaky, lovable pest of a little sister was responsible. Carefully sketched characters hovered over my desk, each on its own paper and all attached by a single string, suspended like a decoration. My little sister had always surpassed me in artistic talent.

Description: I will introduce the activity with them pretenting that I am mad. This will hopeful allow them to copy what I am doing and make a mad face as well. I will have a chart that they will be able to point to. The chart will give them a reaction to do such as “stomp your feet”. After the activity, the children will be allow to create their own art. This will also be included with a reaction as well. I will over see the children as they do their art and gather them once they are complete.

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

Convinced that she could not draw, Vashti hated art class. When the teacher looked at Vashti’s blank paper, she challenged her to make a mark and see where it would go. Vashti angrily grabbed a marker and made a good, strong jab on the paper. The teacher looked at the paper thoughtfully and then asked Vashti to sign it. When Vashti arrived in art class the following week, she was amazed to see her picture of a dot framed and hanging over the teacher’s desk. Suddenly inspired, Vashti began making pictures of dots. She painted dots of every color. Then she experimented with making designs of lots of dots of different sizes. Vashti’s pictures of dots made quite a splash at the school art show. When a young