Playground Observation Paper

Having recess in schools gives students a chance to communicate with their peers. Time at recess with their peers

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.

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,

Based on her reaction it appears she has developed deferred imitation. According to Piaget, deferred imitation is defined as ¨a sequence in which and infant first perceives something that someone else does and then performs the same action a few hours or even days later¨ (Piaget 166). According to table 6.1, stage six intellectual accomplishment, involving both thinking and memory appears at around 18-24 months. Based on this information, Isabella, at 20 months of age, would be within the age range for development and therefore within the norm for her age (Piaget 162).

Diversity is a beautiful thing; from religion to physical looks, the differences among people is astounding. The world would be such a monotonous place if everyone were the same. However, many tend to note that diversity in a classroom can sometimes be an issue- especially among the students. From my own experiences within a diverse class, I realize that the contrast between students is a blessing and a curse

On Tuesday, May 24, 2016 I observed Mrs. Megan Mayer and her kindergarten class at Roosevelt Elementary School. When I got to her class, they were preparing themselves to go to the school garden and learn about fruits, and planting. For this activity they partnered up with another kindergarten class right next door. With the two classes we all walked outside to the back of the playground where Roosevelt has a miniature garden. Between both of the classes there were three groups, A, B, and C as well as three sections of the garden activity. One group would sit down with the other kindergarten teacher Mrs. Peterson and they would draw what they had learned in class previously, another group would go with a different teacher who worked at the

Recess is a period of time during the school day in which students take a break from learning and socialize with each other. The students get to do whatever they want, and they have fun with each other. A typical recess involves unstructured play which means that the students engage in their own activities without adults. Recess can also be structured which means that teachers set up mandatory activities for the students to play instead of letting them be free. There has recently been debate about whether or not recess should become structured or unstructured. Schools should agree with structured recess because the students can be able to interact within the same activity. It can also promote teamwork and teach the students how to help each other out.

The date of my observation was April 27th, 2010. It was about 9:30 in the morning when I began my study. I went to Grossmont College’s Child Development Center. The first thing I began looking for was if the child-teacher ratio was correct. The child ratio was 2 teachers to about every 8 children. The ratio was good. As I entered there was one large room that almost looked as if it could be two rooms they way it was set up. One half consisted of a large bookshelf with numerous books on it with a couch in the front of it. The other half of the room was almost like a little kitchen. It had a table with chairs around it with a sink and cabinets behind it. There were “age appropriate” toys as well as books all over the

Elementary school recess is an opportunity for students to release energy through physical exercise, learn life skills through social interactions, and continue to build relationships with peers independently. Recess is an unstructured social environment where some students shine with solid social skills while others flounder due to a lack of ability to initiate play, engage well with others, or assert themselves. One strategy to support and empower students to proactively solve problems without adult guidance is the Buddy Bench Program.

Jeremy’s biological development has progressed exactly the way it should. I observed him interacting with his family. I was able to observe that he could process information and react to it in an acceptable manner. He was also walking, running, bending and performing many other tasks that a child his age should. He displayed good motor skills and development.

For my home visit, I was able to observe a boy who was almost 2 years old. His name was Liam, and he was born with what is called, upside down guts. He suffered from low blood sugar seizures as well at a very young age. Because of these seizures, he had a feeding tube in all day. His sensory skills are not at his age level because he never had to feel the texture of foods. He is currently doing much better but is very fussy. When I went with the service provider, a speech pathologist also came along. This was his day to be evaluated for his speech. The service providers did not bring any toys with them but used toys at the home. While I observed they wanted him to place a ball into a hole of his toy. The speech service provider would put the ball in his hands, take the ball away, give him a paper that had a picture of a ball and the word on its.

Jackson appeared withdrawn, and was somewhat embarrassed before stating that he did not do well in school. Jackson knows that he can perform better in school. When the other children began to tease Jackson, he was ready to fight some of them. This is typical behavior for Jackson, and is also a pattern of disorganized attachment. Children with a disorganized pattern in infancy tend to show disturbed patterns of relationships, subsequently, their relationships with peers can often be characterized by a “fight or flight” pattern of alternate aggression and withdrawal. Jackson’s coping skills when upset, threatened, or embarrassed is fight, unless the person is physically bigger than him. If this is the case, Jackson uses flight to cope, and seeks his grandmother for protection and comfort.

After observing a nine month old child for this Child Observation paper, the author of this paper has taken copious notes during the session. The purpose of this paper is recognizing the biological, cognitive and psychosocial development of the child. The author of this paper identified the background history of the child, the observation made and the development process of the child.

My first observation was completed by my school professor. Going into the lesson, I really was not sure what she would be looking for when observing me. I felt this was a good thing because not knowing, I just taught the way I usually do and as nervous as I was, overall I was pleased with my performance and evaluated effectiveness as a teacher.

This is an example I observed, when the children and I were out on the playground. There was a boy who was running all over the place. The teacher asked him why he was running if there was no one following him and he just answered that he did not know and started laughing. The teacher told him if he kept running, she would put him in time-out.