Pre K Observation

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

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

As usual, the children begin the day by having free play. I noticed that this method is used as a way to give everyone enough time to check in, while not having them miss anything specifically. I would say that the schedule for the Pre-K class begins at 8:30 am, when breakfast is served and mostly everyone has arrived and settled down. At times children do arrived while the other children have already been served. Today, I served the children their breakfast, which included a pancake, half a banana, and a cup of milk. As other children arrive, Mrs. M or I would offer them breakfast. Some said yes, while other said no. During breakfast time, Mrs. M joined one of the tables, as she had her own breakfast. Before sitting, she did ask “Is it ok if I

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)

While observing Ms. Melanie’s Pre-K class, I was able to see some techniques she used to teach her students and how the students interacted with each other. The students start off their day by signing in, which helps the student learn how to spell their name. After signing in, while other students are arriving to school the students are able to play. Once it is 8am, Ms. Melanie calls all the students into group for morning meeting. During morning meeting they pick jobs for the day, such as cleanup inspector, lunchroom assistants, line leader, caboose, etc. During this time they also discuss any activities they will be doing in their small group that day. Today, the small group activity dealt with monochromatic colors, so when it was their small

We (Holli and Abbey) sat in on a Science REACH class at Leopold Elementary School. Science REACH class is a specials class that the third graders attend outside of their normal class time. At Leopold, the third-grade staff has chosen to combine both the Dual Language Immersion students and English Language Immersion students during specials to avoid too much separation between the two groups. Because of this, we thought that observing the language used by students during this time would be interesting.

There are many different areas that one must focus on as they are attempting to create a developmentally appropriate curriculum for young children. All of these aspects are equally important to the learning process. Therefore, it is imperative that we as teachers take the process of planning this curriculum very seriously. Not only is it important that we understand the basic guidelines for a lesson plan, we also need to be knowledgeable of the developmental and learning theories as well. These theories will help us to understand the way a child learns mentally and physically. Once we fully

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.

Inside the classroom, the creative curriculum teacher creates an atmosphere in which children are safe, and they feel emotionally secure, as well as have a sense of belonging. It describes activities and teaching strategies that are challenging but at the same time are within the children's reach. It also suggests giving children choices and a role in determining how they will learn.

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

Through out the observation both children were moving from place to place. The little girl would grab one toy then go find another one. She would play one type of activity then go back to building blocks. She would stack blocks and connect the rail road tracks for the train. For approximately 3 minutes or more the girl would stay fully engaged trying connecting the railroad tracks. She would forget that she was in a room full of other toys, for a moment I possibly thought she could be autistic because she was able to stay focused on one activity for a long period of time and not engage other children. Her fine motor skills were adequate for her age she was able to hold objects in her hand. While she was fascinated in putting together the railroad

This paper will describe a research that investigates the effectiveness of The Creative Curriculum for Preschool (Teaching Strategies, LLC.). The Creative Curriculum is a commonly used, all-inclusive curriculum based on children’s growth and early education research and philosophy. The materials used will give details on how to construct learning environments; change the curriculum to meet the needs of different students; instruct in content areas; and incorporate in-depth significant explorations of topic that appeal to children.

I read those two articles and feel like they have some connections since they all deal with the same audience, which are children. However, the ways that they try to approach to children are very different. The museum that let the children to curate the exhibit is National Museum in Warsaw, and the museum that turned away the kid is Neue Galerie. I love the idea that letting kids being as the curators because clearly it is a great way of interaction. Also, it is a way to let the children expose themselves to the arts and by having this kind of experience, the museum is trying to educate those children and create their early appreciation toward arts. When I was visiting France during this spring break, there are many children were taken a field trip at

My observation was spent at Bedford Rd School in Pleasantville, New York on January 9th to 13th during my winter break with Mrs. Vecchiariello’s kindergarten classroom. The classroom has two teachers one is a teaching assistant and the other is the teacher of the room. There are 20 children in the classroom with some students with special needs so in the morning the teacher gives 1/1 help on the side in the room on a table and some get pulled out with a special education teacher.

In the following report we will examine all of the elements of a Kindergarten classroom that I observed in Miss. Phillips classroom. I will cover over the school, the student’s participation, and the teacher’s overall. I will also include a Building report card. I will discuss how much the experience had an impact on me.