Toddler Classroom Observation

I got an appointment for observation on July 13 at De-Anza Child Development Center. I chose room No. 26 for observation. I observed one child from 3:26 P.M. to 4:00 P.M. There are total 10 children present in room no.26 at the time of my observation. Out of 10 there are 4 girls and 6 boys. They range from 3 to 5 years of age. There are three adults in the room, all are female. One adult for every 3 children- 1:3. When I entered kids are doing free play. I settled myself and started to observe a kid named Aaron. He is around 3 and half years of age.

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,

I observed the children in outside play, so many of the play behaviors stayed the same. Most of the children played in groups, but a few played parallel to other students, as well as solitary. I observed constructive

As a toddler teacher, I was interested in attending an ECFE class with children between the ages of 16 months and 24 months. Therefore, I contacted the STMA (St. Michael/Albertville) school district to set up an appointment for their Terrific Toddlers class. After getting a background clearance, I was contacted to set up a time to observe the Terrific Toddlers class. On October 24, 2017, I observed this ECFE class. The class goes from 8:30am to 10:00 am, and it was led by parent educator Ms. Liz. The class was a non-separating class, as the children are at the side of their parent(s) the entire time. I was particularly interested in attending a non-separating class because as a toddler teacher, I have never been in a classroom setting with both the child and parent(s) present. This ECFE class meets for eleven weeks every Tuesday; therefore, I observed their 5th session. In this class, the majority of the participates are stay at home mothers.

My observation of children took place at a private preschool. The name of this preschool “Music, Art Shostacovish school”. As this a summer time, there were only 3 small groups of children. First group has children from 2-3 years old, second 3-4 and third 4-5, and each group has only one teacher. I observed second group. There were about 7 children that day, 5 girls and 2 boys. But as per teacher, Miss Alena, this group has 9 kids.

It was 9:45am on Tuesday, October 20th, 2015: The children were taking part in an art activity. On the piece of paper, each child had a drawn out bubble lettered number one. They were given each given four popsicle sticks and a small pile of glue. The teacher instructed them to use the paint brush to spread the glue out inside the number one and then place the popsicle sticks on top.

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.

Setting: I observed Anna, age four years and five months, on March 24, 2006, at St. Andrew's Lutheran Church Preschool. I observed for two and one-half hours from 9:15 am to 11:45 am. The preschool has three teachers and a full enrollment of 24 children, ages four and five, on Monday, Wednesday, and Friday. They also have 24 children, age three, on Tuesday and Thursday. On the Friday that I visited, there were 21 children in attendance. There is a large enclosed play area outside. There is a large covered sandbox area with several toys including large plastic scoops, a large metal spoon, plastic bowls, shovels and buckets, a large play structure with a slide and climbing apparatus, a log cabin play house with

Ms. Nicole Ince's classroom welcomed me 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.

I have talked to the classroom teacher about three similarities between activity transitions in the learning environment for infants and toddlers compared to children 3- to 5-years-old the teacher said that parents, childcare teachers, teachers need to teach children when they are they are still infants to help prepare them for their life when they grow up. Teacher and parents need to have schedule for infants and toddlers for feeding, sleeping,and playtime so that they can learn so that they can become to depend on their own (Honig, 2002). Teachers can have mobiles on cribs or on things so that they infants can listen to the play music, or the teacher can have toys that can sing to the infants and toddlers to help them develop

After the snack, it was book sharing time. The special area for reading was very small. The environment feels very cozy. The letters of the alphabet were against the wall with corresponding animal name. It was a big sliding door to the right that kids were very distracted with it. It has two bean bags so the infants could sit. In the left it was a table with two CD player for the preschoolers. The preschoolers have a book and the earphones to read the book. The preschooler trace some letters with the crayons that were in the basket after the cd with the book was over. The infant were different they have two baskets against the wall.

The key to understanding children is observation. As observers, we begin to look for daily patterns in their behavior. Once patterns of behavior are recognized, the observer can then give positive guidance in securing the child’s developmental needs.

From this OIR I have learned about the communication and language skills and also literacy skills of toddlers/preschoolers. I have learned that children’s communication skills start developing early on and the more you work with children, talking with them, asking them questions, and engaging in activities with them, will further help those skills be strengthened. I learned that children can hear the differences of sounds when they are born, and in some cases it can be more challenging than others. I have also learned that there are more than just verbal communications, I learned from observing F that many times he watched what was going on first (i.e. giving the ball to B). I will use this information by encouraging them to engage more with

Today I was very frustrated in the infant’s classroom. Because two of babies were crying for long time, I asked to teacher Maria why the babies are crying, and she told me because they are teething. They look very irritable. She told me that one of the babies had runny nose and the other baby had fever and diahrrea.

In the preschool, snacks for the children are provided 'buffet style' in an open kitchen area furnished with two connecting child-size picnic tables. Snacks and juice are accessible to the children in this area for a 45-minute period followed by free play time. Children are free to sit with one another as they please.