Observing Children

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.

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

All children are different in their unique way. The goal of this assignment was to observe different children in an uninterrupted environment. Although all the children observed were the same age, they all acted differently during their observation. The differences in the way we react to different situations are what make us human. These differences can be explained through the theories that different psychologist have developed over the years. Some children react better to things like praise from a teacher or being able to be creative in the activities that they are participating in.

Observation: Yesterday, in the morning, I was sitting on the floor, pretending that I was cooking something on the pot as I stir. “Child A” saw what I was doing and walked towards me. “Child A, come and see what I am cooking”, I said. She took the saucepan with the lid that was on the stove, sat down on the floor and put the saucepan down. She held on to the lid, opened it and closed it. I handed her the spoon that I was using and I took the pot and the spatula and showed her how to stir. “This is how we stir, “Child A”, I said. She started pounding the saucepan using the spoon that I gave her, making sounds. “Child B” heard the sound that “Child A” was making and saw what we are doing. “Child B” was looking at the pot and the saucepan that was on the floor as she crawls toward us. She sat on the floor beside me and opened and closed the pot twice. I opened my eyes wide and smiled, “Wow ‘Child B’ you are making sounds!”, I said. “Child B” looked at me and smiled back. I gave her the spatula and assisted her hand on how to stir. I took the kettle and the cups and put it on the floor. I sang, “This is the way we pour our drink” and pretended that I was from the cup. “Child A” took the other cup and drank from it. “Uh- oh! Out of your mouth, “Child A”, I said. Later that day, after their lunch, “Child C” went to the dramatic area and played with the kitchenware. I went to her and sang, “This is the way we stir our food” as I use the spoon to stir. She moved her head from left

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.

| |2. Vygotsky’s theory believed that economic and cultural forces were very influential in child development. |

Observation is very important in young children because that is how you get to know a child better. While observing how a child interacts with their peers, adults, and how they behave in different settings, you are getting to know the child without speaking to them.

An unannounced monitoring inspection was conducted on 1/6/2016. I arrived at the operation which is located at 3422 Richmond Rd, Texarkana about 12:57 pm. I was greeted by Comekia Island, the person in charge while director was at lunch. I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing. Roshonda Epps the director arrived approximately a hour later. When Epps arrived I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing.

Subject “Chris” is a 7 year old middle class Caucasian male. Observation is taking place in the child’s home over the course of two separate afternoons. Chris is a friendly and well spoken child who is small for his age. Chris is the youngest child in his family and both observations take place while his siblings are home. In each case one or both parents are absent.

Behavior Observed: Upon entering the house Abby politely took my jacket and hung it up on a chair. She then ran up the stairs and asked me to come see her dollhouse. She identified every little thing in her dollhouse as she was showing it to me. She showed me the “windows”, “stove”, “soap”, “mantel”,

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’.

I went to the Gracepoint Church’s Fall Fest on Halloween eve. Many interactive booths were prepared for the children, such as ring toss, dance floor, fishing for rubber dolphins, bean bag toss, beading station, and face painting. I hid behind my roommate who was working at the face painting booth that night. The location was perfect because of the high chairs at the booth gave me an easy view of the families in line and the children at the face painting station. I focused this observation on one pair of siblings, whom I will refer to as Jane (5 years old) and John (6 years old). Most children were impatiently waiting in line with their parents, including Jane and John. The two children discussed profusely what painting they wanted on their

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.

At the snack table “L” was sitting and eating cereal. And “A” was playing with the stuffed animal. “L” got up from the chair and grabbed the toy from “A” and threw the toy across the classroom. “A” started to cry. The teacher saw what happened and went over to them. And she said to ”L” is throwing a good thing. And she made “L” go pick the toy up and bring it to “A”.

Paige, it's definitely important that parents are careful what they expose their children to since a child's mind is very impressionable, this is why it's a parents responsibility to guide their kids down the best path, keeping in mind that kids don’t yet understand what might be best for them because of their age. Showing young children such a video might confuse them as to what gender they should be, young Billy might have played with some of his sisters dolls because he thought they were fun, if the parents or doctors then come in and tell him that that means he’s really a girl on the inside then that is going to confuse