Outdoor Play Observation

This school is a licensed childcare program and NAEYC accelerated. The center is providing child care program for children age from 2.9 to 5 years old. There is 2 preschool classroom, I did my observation in preschool classroom room no: 1 on 10/2/2017 time from 9am to 10am. There are around 13 children in the classroom. All the children’s engaged several activities like

There are many advantages to child-initiated play. Children’s emotional development is particularly supported because children are able to make their own choices. They also gain independence skills as they can help themselves to resources. This type of play helps children to be creative as they have to develop their own ideas of how to play indoors and outdoors.

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

Context: I was observing one child playing on the playground at the Brookville Center for Children’s Services. The child was female, and her name was Vanessa. She is three years old and is very energetic. During my observation, I noticed her interacting with another child at the daycare. The other child was male and one year older. Both students were taking turns climbing up the ladder to slide down the playground slide.

2 . Explain the importance of observing and analysing children’s and young people’s play. Through observing a child, it helps you to understand and be aware of the child’s interests

Setting : Observation took place in a classroom of Richmond Preschool . There were 18 children who are 4 years old, 3 ECE teachers and 1 volunteer during this observation.

While visiting TK on two different days, I was able to see him at various stages of play. On the day of the time sampling observation TK’s class was again at circle time with around 10 children in the class with one teacher. I was able to observe TK’s sing and participating in finger play. He was dancing and moving around the room with the other students. For the most part, he was engaging in associative play, but at times, TK was just observing the other children. When he was just observing he was engaged in unoccupied play. On a different day, I was able to visit during center time.

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.

The importance of observation to anaylse children and young people 's play is it helps you to identify the children 's play needs and play preferences. It is also important because it helps us as playworkers to discuss the effects of change in ambience or

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

Young children learn and grow everyday. Especially, young children, the ages three years to five years old, learn important skills while they play with friends and interact with their teachers. Janice J. Beaty (2014) states that for young children, “play is their way of learning” (p. 167) Thus, teachers need to observe children while they play and assess the development of the child because “Knowing the development of a young child helps a teacher to plan the curriculum, to set up activities for individuals, or to ask for special help when necessary” (Beaty, 2014, p. 3).

I begin observing Faith Sanchez a six-year-old, who is in the first grade at Emerson Elementary School on November 7, 2017 over the course of three days. The observation took place at the child’s home, where we had access to the materials needed for the different set of skills that I would be conducting during the observational period. The reason for observing Faith was to see if her Physical, Cognitive and Psychosocial domains are developing at the average range for a school age child or if she was showing signs of atypical development.

I choose to film my play therapy session with my six year old niece, Jazmine. The first session with Jazmine was nondirective or child centered play therapy. “Non-directive play therapy makes no effort to control or change the child and is based on the theory that the child’s behavior is at all times caused by a drive for complete self-realization.” (Landreth, 2012) Therefore, I allowed Jazmine to direct the play. While she played with her various dolls and toys, I verbally tracked her play, body movements, facial and vocal expressions. This allowed Jazmine to know that she had my undivided attention. Although I was not comfortable with tracking her movements, because this is not a normal action during our play, she did not seem to be affected by the tracking. I did feel more involved with Jazmine because I had to be fully present with her in order to properly track her play. In addition, she seemed to like the positive attention and it fueled her play.

Being a few weeks making my observations The hour of free play is a very good opportunity for children to choose the place where they want to play and the area of drama is the favorite of some. After finishing the circle time the children chose in area where they wanted to play; In the area of drama were playing four children, including Ceana, she is three years old and when she reached the area she went to the register of the store, began to play the buttons and repeated the numbers that the recorder spoke; Another boy came up and took some fruits and vegetables and placed them on the counter and said, "I want these things," Ceana took an apple and said, "this one dollar", then a broccoli and said: Another dollar; Then the boy took some toy

Early childhood education is pivotal for children development (Berk, 2013). In order to meet the students need, early childhood centers offer alternative education environment. Some of early childhood centers fully adapt technology and offer all the benefits of technology, others provide nature-based approach to students in their backyard or like forest kindergartens they offer schooling inside of a forest. The forest kindergarten movement started in the 1960s in Scandinavia and then spread through Norway, Sweden, Denmark, United Kingdom, Australia, New Zealand, United States and many Asian countries as well. In the forest kindergartens, children learn and play by interacting with natural environment and led their learning (Sobel, 2016). Even though nature based education appears to be a new alternative, educational scholars such as Frobel, Montessori, Dewey, and Rousseau all addressed the importance of children’s experience in the nature and its role young children’s development and wellbeing (Elliott, 2010; Wilson 2012; as cited in Ernst, 2014). Once you think about how much children are soak in to technology and over protected by parents, you will realize that as teacher of forest kindergarten program; forest kindergarten programs are not only re-connecting children with nature, but also offers numerous opportunities to play new games (Braithwaite, 2014).