Observation In Early Childhood Education

Before doing my observations I decided that I would use the narrative technique. A narrative assessment involves recording things as and when they happen in detail, over a period of between 10 and 20 minutes. I decided to use this technique as they can be used frequently without the children noticing too much. The only disadvantage could be that you may miss key observations as you are busy writing things down.

Resources are selected as part of my formative observations and planning system and reflect the requirements of the EYFS curriculum (Early Education/DfE,2012). When observing children’s play, it allows me to identify the child’s interests, how they learn and what is required to develop their learning further. As a practitioner I can then provide varied opportunities within my planning to support development.(KS1)

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

During my observation at the preschool here at Harper, I looked around and realized a lot of similarities and differences it has; compared to other daycare and preschool centers. The age of children in the room I observed was ages 3-5 with one lead teacher, and depending on the ratio of how many kids showed up on that day, about three or four helping teachers. The program was set up to a very open, happy and overwhelming setting. Every furniture and object in the room had a sign saying what it was, and then underneath the typed out word was the children’s way of writing what the object was. For example, a book shelf was in the corner of the room; on the book shelf was the word printed out “Book

In my first semester of college at Concordia, I had the opportunity to have the class EDU 120. A requirement for this class was having 10 hours of fieldwork; at least 3 hours in each level of childhood. The reason for this requirement is to help the students discover what grade level they want to teach in the future.

Observations and assessments can help the teacher plan activities that take into account the individual needs of the children. They also show how a child is developing. In my setting the teacher uses observations when planning and we complete narrative observations on a daily basis.

I observed the preschool classroom of Ms. K. Today was a smaller group, as several children are on vacation. This is a new facility and just the host teacher was in there at this time. I came into the classroom at 8:00 and left at 9:00. I spoke with the host teacher before and after the observation for feedback, which I felt was beneficial to both her and me. I observed the children during inside for 20 minutes. I observed the children during outside play for 40 minutes.

It is important to observe the child carefully, closely and to listen to them in different situations to ensure that the teacher is clear about what their needs are, their strengths and difficulties. It is important to observe the

For this research project, I chose to interview my very own daughter (Alaina). She is a 7-year-old first grader who lives with her mother full-time. She has one older sister who lives in another state. Alaina is an active and inquisitive young lady. She attends year-round schooling and in her free time, she participates in Tae Kwon Do and basketball.

In the planning cycle, the planning characteristic can be reflected into the ‘respond’ section of it. There are two different planning styles that can be use, the DOPS planning cycle (MoE, 1998) or the progressive filters which is notice, recognise, respond and possibilities (MoE, 2004a). In the planning the environment is viewed as the foundation of the child’s learning. Te Whāriki defines planning as “helping adults who work in early childhood education to understand what young children are learning, how the learning happens, and the role that both adults and other children play in such learning” (MoE, 1996, p.28). Observations have a very important role in planning for the child, as the observation shows a lot about a child and what their interests are, which can help to determine the ‘what next’ characteristic to extend children interests. Observations help teachers to plan in regards to what they have seen (MoE, 1996). It helps to create an environment that facilitates the children’s learning, so that they can get the optimal benefits in regards to what they are interested in. It also indicate

It is imperative that practitioners are able to observe and assess each child’s development in order to gain a full understanding of their development and how they can build upon this in order to cater to the needs of the child and allow them to fulfill their potential. This is highlighted by Wheeler (2009, p.63) in stating that ‘Observations are fed into family worker and team planning so that future activities can be based on an individual child’s interests and patterns of behavior and thereby enhance their learning’.

The observation made me reflect and discover the child’s interests, I could assess his developmental levels and I have observed what strategies were being used to attain their goals. After the observation I reflected upon it and realised that I have learned a lot about their personalities and skills that they need to practice.

Observation is something that educators do carefully to gain information about young children. Documentation is the process of collecting evidence that serves as a record. When teachers observe the young children, it provides the information that the teachers need to build relationships with individual children and enable them to be successful learners. The best way the teachers should learn about children by carefully watching them, listening to them and studying their work. When the teachers are watching and listening to children helps us understand what they are feeling, learning and thinking. Observation is an excellent way to track children’s

The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in

My practicum took place on September 7,2016 from nine thirty to ten thirty. The practicum took place at Impact Early College High School in Baytown. The class I observed was Ms. Nguyen’s class of juniors and seniors that contained twenty students, seven boys and thirteen girls. The class appeared to be alert and ready to learn. Since this was their second period class they already had enough time to shake off their fatigue. The subject was Pre-Calculous and the topic was operations of functions. Students entered the classroom in a calm manner and socialized until it was time to start class. The teacher instructed the students to take their seats and take five minutes to write their assignments into their academic calendar. The teacher went