Preschool Child Observation

On Wednesday, February 3, 2016 at 1500 hours I was dispatched to 119 S. Main St. for an assault in progress. Schuylkill County Communications (COUNTY) advised me it is being reported that a male is assaulting two females out in the street. COUNTY advised me that screaming and yelling can be heard in the background on the telephone.

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.

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,

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.

As a toddler teacher, I was interested in attending an ECFE class with children between the ages of 16 months and 24 months. Therefore, I contacted the STMA (St. Michael/Albertville) school district to set up an appointment for their Terrific Toddlers class. After getting a background clearance, I was contacted to set up a time to observe the Terrific Toddlers class. On October 24, 2017, I observed this ECFE class. The class goes from 8:30am to 10:00 am, and it was led by parent educator Ms. Liz. The class was a non-separating class, as the children are at the side of their parent(s) the entire time. I was particularly interested in attending a non-separating class because as a toddler teacher, I have never been in a classroom setting with both the child and parent(s) present. This ECFE class meets for eleven weeks every Tuesday; therefore, I observed their 5th session. In this class, the majority of the participates are stay at home mothers.

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.

vBetween the ages of 2 and 4 year a child will have greatly improved both their gross and fine motor skills. Most young children can jump off the ground with both feet. They can walk up and down stairs with both feet on one step and run without falling. Some children may also be able to pedal a tricycle, aim, throw and catch a large ball and walk on their tiptoes. Toddlers may also be able to follow a simple dancing rhythm. Fine motor skills of a young child between 2 and 4 years may include drawing circles and dots, drawing faces and turning a single page in a book. They are capable of using a spoon to feed themselves, can thread large beads and undo buttons. By the time a child is 4 they are capable of drawing more detailed pictures of people and can cut around an object with scissors.

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.

get ahold of anyone. I later completed two Auburn PD motor vehicle forms and had

For our child observation project, we interacted with a seven year old boy named Nolan.

Overall, my movement stations were successful and helped me identify the motor skills of the children I worked with. My first movement station dealt with simple movement tasks such as hopping, balancing, marching, and leaping. My goal was to assess the children to identify their basic ability level. By doing this, I was able to accommodate their needs in my other movement stations. This movement station made me realize that I should have completed it with fewer children because it was slightly chaotic. The children lost focus and were all trying to get my attention. Therefore, I completed my second movement station by working with groups of four to six children. I also incorporated a carnival theme into my second movement stations so the children

How do you collect information about the children and their interests? You collect this by observing the children. “Observations can be overt (everyone knows they are being observed) or covert (no one knows they are being observed and the observer is concealed).” ("Data Collection Methods for Program Evaluation: Observation," 2008) Mainly you want to watch the children in their environment and then take detailed notes without being objective. You also want to have what you would like answered before doing the observations. For example based on this question we want to know what the children are interested in, so through observation we can see what they play with mostly. If they are in blocks do they may play with cars and then in home living they may be acting like they are driving in a car. This would show us that this child is interested in cars.

I observed free time at Promise Day Care. Free time were provided in class because of the cold weather outside. Children played inside of the day care. All children have chosen their toys and began to play. I started to watch several children. Kamila, Milana, Lara, Lera, and Misha played together. First all of they played with cars. Then, Lera, as I understood, took the lead over everyone. She said very sternly that they need to build a road so the cars will travel only using the right side. The children agreed with her and began to collect the road using the constructor. Soon, other children who watched them, also wanted to participate in the game. However, Lera disagreed with them and told them not to interfere them to play because they first

hey want to know how their child/children is doing and it we have any concerns. When you observe a parent with a child to tend to find out things. Non verbal and verbal can affect an infant/toddler in many ways if you are non verbal to your child you can put them behind and make their language delayed. It can be hard for you to meet the needs of the child if you don't understand or communicate with the child. Sometimes you can tell by the child vocabulary you can tell who communicate with their child at home and who doesn't. The head start program that they have implement group socialization for infant and toddler as well. The teachers plans activities with groups and individual that are age appropriate. The program focuses on the parent child

I have a better understanding of why observations and assessments are performed on a regular basis. Although, I have been writing anecdotal recordings for a while, this class has given me a clearer understanding of how they can benefit teachers, parents, and specialists, by giving a more accurate picture of a child's performance in different developmental areas. This class has also put words and descriptions to what I have been doing on a daily basis. For instance, I have a better understanding of how to use different types of anecdotal recordings to monitor each individual child's development process. Through the use of written, pictorial, and video documentation, I will acquire a better understanding of each individual child and their learning