Preschool Classroom Observation

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.

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.

In conclusion, observing in Lewis E. Wadsworth elementary school with Mrs. Poland was an amazing experience. As I said in the beginning it was my childhood dream come true. I have always wanted to work with children who struggle in academics and everyday life. It has always been a passion thriving inside of me. I have already made plans to continue volunteering with Mrs. Poland and Mrs. Byrne’s. Mrs. Byrne is the EBD teacher. I was able to meet her in person today Friday September 11th. She has such a heart for these children as well. I would like to add she has incorporated many calming techniques in her classroom to help keep the children relaxed and comfortable. She was explaining to me how she first started off a few years back

An unannounced monitoring inspection was conducted on 1/6/2016. I arrived at the operation which is located at 3422 Richmond Rd, Texarkana about 12:57 pm. I was greeted by Comekia Island, the person in charge while director was at lunch. I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing. Roshonda Epps the director arrived approximately a hour later. When Epps arrived I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing.

After the snack, it was book sharing time. The special area for reading was very small. The environment feels very cozy. The letters of the alphabet were against the wall with corresponding animal name. It was a big sliding door to the right that kids were very distracted with it. It has two bean bags so the infants could sit. In the left it was a table with two CD player for the preschoolers. The preschoolers have a book and the earphones to read the book. The preschooler trace some letters with the crayons that were in the basket after the cd with the book was over. The infant were different they have two baskets against the wall.

In conclusion, I enjoyed observing the pre-school because it reminded me that the Communication Sciences and Disorders field is extremely rewarding, and we need to be more competent when it comes to surrounding ourselves with different cultures. After watching the teachers and graduate students, I can visualize myself working in this career, which motivates me to work hard and continue my education. Overall, I had a great experience at the pre-school, and I plan to observe frequently throughout my college years at Missouri State

This is an observation of a three-year-old Caucasian female in a suburban preschool. The three-hour observation includes the child listening to a story, and playing and interacting with peers and Mrs. G., the teacher. Both the student and the teacher are of Caucasian background; however, there are several student peers from multicultural backgrounds in the class.

On November 17th, 2015, I did an observation in the Children Center of California State University, Sacramento through Desired Results Developmental profile-Preschool (DRDP). I did my observation about my focal child. For the purpose of confidentiality, I will call her Lina. She is a three-year-old girl. When I walked into the room, most of kid were still taking a nap, only couple of them woke up. There were about sixteen kids and two teachers. Since the other kids were napping, teachers did not allow them to play themselves. Lina woke up, sat on her napping mat quietly, and tried to fold her blanket. When she saw other kids left their mats, she stopped playing with her blanket, went close to other kids, and tried to talk to them. For this

When supervising young children, it is often difficult to handle children that are uncooperative and energetic. Each morning in my assigned classroom at Playhouse, the children come running into the classroom oftentimes yelling or speaking too loudly. In order to get out some of this energy head teacher, Laura allows the children to have twenty to thirty minutes of playtime and then we meet for circle. Each morning before the children come into class I am responsible for setting up the carpets in a circle. This is so that when the children are finished cleaning up their toys, the go straight to circle with no interruptions. At circle time, the children are expected to be seated quietly and “criss cross apple sauce” unless otherwise instructed

From this OIR I have learned about the communication and language skills and also literacy skills of toddlers/preschoolers. I have learned that children’s communication skills start developing early on and the more you work with children, talking with them, asking them questions, and engaging in activities with them, will further help those skills be strengthened. I learned that children can hear the differences of sounds when they are born, and in some cases it can be more challenging than others. I have also learned that there are more than just verbal communications, I learned from observing F that many times he watched what was going on first (i.e. giving the ball to B). I will use this information by encouraging them to engage more with

In early childhood it is important to observe children because it allows you to form a bond with the child. It helps you with setting up centers according to the child's needs. It takes the opinion of what the teacher assumes the child needs and force them to base there information on facts. It helps you with organization. It also introduce new things to the child based of there development. When creating a lesson plan it helps you decided what topic to use based of what you learn from the children. For children that are quite or not willing to participate in group this will help you see where they are

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.