Pre-K Observation

I will be observing a seven-year-old child for my project. What I have learned from being a parent and watching my kids as they grow up the social emotional, physical and intellectual changes that occur in children between birth and the end of adolescence are that they all progress at individual intervals from dependency to increasing individualism. Because these developmental changes may be strongly influenced by genetic factors and events during prenatal life, genetics and prenatal development are usually included as part of the built in parenting skills we all possess. When children are born they have no sense of fear but quickly develop a fear of what

On November 13, 2014 at Grossmont College’s Child Development Center, I observed Konnor who was born on March 11, 2011. At the center, there are roughly around 15 children between the ages of three and five; there is one adult for every six or so kids. The preschool center’s indoor environment is safely secured with a locked gate that separates the outside door which leads to the younger children centers and parking lot with the hallway to the learning and play area. There are two separate rooms, but they both have screen doors that lead to the same play area outside. The room on the left, which Konnor is placed in, was smaller

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.

11:12 a.m. Child A climbed up the ladder on the wall in class. She started with her left foot and pulled herself up with her right hand. Then, she pulled herself up with both hands, while at the same time, placing her right foot up on the ladder. Then, she climbed up three steps. When the climbed up the three steps, she used her right leg and left arm, then right arm and left leg, then right leg and left arm, then right arm and left leg again. After climbing up the ladder, she swung her head back, curving her body with her arms out still holding on to the wall ladder.

I observed in the preschool class for two hours, there were a total of 12 children in the class Most of the kids that are in the preschool class were four years old, but there was one five year old. When I first arrived at the preschool, the kids seemed very shy towards me and they did not seem like they were very sociable. I was a stranger to them, and I would have to guess that all of the children were experiencing a little bit of stranger anxiety. I talked to the teacher about how the children reacted to all “strangers” She said that the children often become very uneasy. As I sat down to observe the children, I noticed one thing right away. The boys in the group were very wild and rambunctious, and the girls seemed to be shy and

For the third observation, I made changes to grammar and fixed my sentences so they could flow better. I started by breaking the third sentence into two in the subjective portion. I did this so that the sentences could remain clear and flow. Next I changed the words "seen alone" to "one on one" to keep a professional tone in explaining that the client was seen by the clinician alone during the therapy session. In the subjective portion I also added details about when the client had his stroke, the effects of his stroke on his facial muscles on his right side, and his personality. For the objective section, I made changes in the spelling of the clinical term rote and used the term "tactical cues" to describe how the clinician helped the client

Panther points. I read this chapter with both of my observations in mind. My observation in North Minneapolis with Erik, at the middle school, at first seemed like I wasn’t going to learn anything. However, I think I have seen the example of what NOT to do in a school environment. My co-operating teacher along with all of the teacher’s in the middle school have decided to give Panther points out as a way to positively enforce good behavior. Eric’s yellow and red card system, followed by removal from class was used as the reinforcement of bad behavior. I directly witnessed a kid, let’s call him Marcus. On day one he was helpful in helping other kids with projects and was given a Panther point for his awesome leadership. On day two he even stayed after class to clean up and pushed many chairs in to straighten up. I even commented he was so well behaved when the rest of the students were out of control. On day three I saw a change. Marcus was told by Erik the co-operating teacher, that he should be doing these respectful and nice things without the Panther Points awarded as Erik had given him a lot of points throughout the days. This child turned his attention not in a good way. His behavior went from model student back to disruptive in one twenty-four hour period. Why? Toshalis writes the answer, “….students reach the following conclusions: nothing is worth doing unless it comes with a reward.” (Toshalis. p. 281)

The Students at Brookeville high school resembled the students of any high school, broken and in need of a savior. As my team entered the football stadium we immediately recognized immodesty in the girls, in which many of those were just in middle school. We continued walking and I notice the less popular kids sitting on the grass hill, or off to the side not participating in the event. We finally reached the bleachers and observed the parents screaming and cheering on their emphasis Brookeville bees. After passing the section of adults, we found our seat behind the student section. This area was prime for observing the high school students interact.

I hope everyone has had their breakfast/brunch/lunch before reading what I am about to type. Otherwise, it might ruin your appetite.

After observing an unusual situation in my middle school classroom I decided to research if physical activities/ sports clubs were helpful or harmful to student grades and test scores. I observed two different middle school classes, one an 8th grade the other a 7th grade. The students are from Imagine Avondale, which is located on 950 N Eliseo Felix Jr Way, Avondale, AZ 85323. Imagine Avondale is a public charter school in the Imagine Schools network, and is only 7 years old. Imagine Avondale is a racially diverse, lower middle class, K-8th school with a small population of students. There are only around 550 students, 130 of which are the middle school students; with percentages of male to female students is almost equal at

I cannot even explain or understand how much parents love the head teachers in every room, which is a great success on their part and on the owner’s part. I have heard nothing but nice words about the teachers from parents and parents love talking to the lead teacher in infant every morning. I understand how they could love her, she puts on a great front when the parents come, but boy they should see her when they all leave. We have a window that looks into the parking lot so she looks to see when people are coming so she can put on her acting face. She is great with infants she really is, but she is constantly not following the rules and laws that Ohio has for childcare. She is constantly leaving the room to go talk to other staff members

“Make me a teddy bear pillow!” pleads Cesar, as I take out materials for our craft project. It is another Tuesday where I spend my time volunteering at Blythedale Children’s Hospital providing companionship to the patients of the facility, and in return I receive a smile and thank you. Given that I have been to this children’s hospital numerous times before, I always notice new faces. Each time I am there I form an unforgettable connection with a child. After volunteering for almost two and a half years at this facility, I came to realize how fortunate I am to be healthy. Many children, both near and far from home, when admitted into the hospital, often are unable to have their families stay with them overnight. These children are away from the familiarity of their own homes, living in a hospital and just desire to feel a little of the comforts of home.

I chose my specific activity because I knew how much the children loved instruments. I knew that it would keep their interest, and they would have fun and be able to learn at the same time. My observations definitely informed my choice. When deciding what activity to do, I made sure to observe activities that the children seemed to have the most fun with. I remember one day in class each child was handed and instrument and we they all walked around the classroom in a big line playing their instrument. They had to follow along with the beat of a song that was playing, and they seemed to have so much fun with it. Because of observation, I knew I had to choose something musical.

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.

During my observation time in a kindergarten classroom, I have noticed that the students have a wide variety of abilities, attention spans, interests, and love for learning. When it comes to the teacher’s instructional strategies, she intentionally takes into consideration all of the above characteristics to make sure each student gets what they need to be most successful. During lessons students are engaged because of the teacher’s ability to implement interests of the student’s into things and giving them options. If an error occurs during a lesson, the teacher normally, allows for the student who got something wrong to try again, or to call on a friend to help them out. This way the students are still giving the answers and not the teacher just telling them the information. The teacher chooses a lot of small group instruction and centers where she can work with a small group, but then, easily monitor all the other groups to make sure they are on task and doing their work.