Preschooler Children Observation

Smilansky’s work talked of 6 characteristics of sociodramatic play: Taking on a make-believe role, making believe with objects, making believe with regard to a situation, persistence, language used communicate the context of the play, and interacting socially while playing. Sara Smilansky had four assumptions: “high quality sociodramatic play is related to social and cognitive development

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.

I observed the children in outside play, so many of the play behaviors stayed the same. Most of the children played in groups, but a few played parallel to other students, as well as solitary. I observed constructive

Young children learn and grow everyday. Especially, young children, the ages three years to five years old, learn important skills while they play with friends and interact with their teachers. Janice J. Beaty (2014) states that for young children, “play is their way of learning” (p. 167) Thus, teachers need to observe children while they play and assess the development of the child because “Knowing the development of a young child helps a teacher to plan the curriculum, to set up activities for individuals, or to ask for special help when necessary” (Beaty, 2014, p. 3).

Setting: I observed Anna, age four years and five months, on March 24, 2006, at St. Andrew's Lutheran Church Preschool. I observed for two and one-half hours from 9:15 am to 11:45 am. The preschool has three teachers and a full enrollment of 24 children, ages four and five, on Monday, Wednesday, and Friday. They also have 24 children, age three, on Tuesday and Thursday. On the Friday that I visited, there were 21 children in attendance. There is a large enclosed play area outside. There is a large covered sandbox area with several toys including large plastic scoops, a large metal spoon, plastic bowls, shovels and buckets, a large play structure with a slide and climbing apparatus, a log cabin play house with

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.

Ms. Nicole Ince's classroom welcomed me for an observation on Wednesday, July 29th, 2015. Ms. Nicole has recently had a few drops with children preparing for kindergarten so her numbers have changed. There were 21 children when I began my observations but the class roster has dropped down to 18 with the class split nine boys and nine girls. Her classroom is located in the Sault Ste. Marie Tribe of Chippewa Indians Child Care Center which is located in rural Sault Ste. Marie, Michigan. The school is also a private school that maintains a waitlist. It contains four classrooms; Ms. Nicoles preschool class, two toddler rooms consisting of children 18 to 36 months and an infant room with children birth to 18 months.

According to the Child Development Institute, “75 percent of brain development occurs after birth”. Physical play helps a child to develop, fine and gross motor skills, socialization, personal awareness, language, creativity and problem solving are improved. Ideal physical play incorporates play with social interactions and problem solving (Wonderly 2013). These are games that children can play anywhere. They can go home and teach their parent to be active and participate in these activities to get some exercise themselves. Another great thing for the childhood room is to play board games such as Connect Four, Memory, or UNO. Social cognitive theorists emphasize playing board games to help the child in becoming a self-regulated learner. Games can exercise children’s decision making function and self-regulation skills, and allow them to practice these skills once they have a game down pat. Once the skills are down pat, switch it up on them and create a different way to practice decision making. Through strategizing, a child’s working memory, inhibitory control, and flexibility have to work together to support effective play. (Stregelin 2002) This will teach them to get along with others and authoritative figures. This is needed to respect others when they grow up. A

On April 4, 2017, I observed two preschool students playing with magnet tiles in Ms. Carrilo’s Pre-K class at Pre-K 4 SA North Education Center. The two students that I observed are the following: Eda and Zander. Zander was a four year old little boy and Eda was a four year old little girl. Eda and Zander were playing with the magnet tiles in the toy area because the block area was being used. The materials that were available to Eda and Zander were trinkets (like buttons), toys (like mini plastic figures), and magnet tiles. The activity that Eda and Zander were doing in the toy area was the following: creating a “party” out of magnet tiles.

Researchers have found that before young children can develop better language and problem solving skills, they have to learn to socialize and control their emotions. To begin with social development, According to Irwin (1975), “With growing experiences and maturity, play becomes more reality oriented and constructive, just as the child himself becomes more socially adapted” (p. 16). The child uses different objects or even one and uses it specifically for something from their imagination. They make it talk a certain way; like a car, for example. A car could become a talking race car, a transformer, or anything the child makes up in their mind. According to Smith (2013), “Play provides opportunities to socialize with peers of the same age, and to learn to understand others, to communicate and to negotiate” (p.4). Although in associative play, the students are not interacting and communicating directly, this is where the associate stage of play begins that socializing

The key to understanding children is observation. As observers, we begin to look for daily patterns in their behavior. Once patterns of behavior are recognized, the observer can then give positive guidance in securing the child’s developmental needs.

Play is the eager engagement in physical or mental effort to obtain emotional satisfaction (Sheridan, 1977, p. 5). The above definition specifies the three most important domains of development which advances through play. In this essay, I will highlight the ways children develop these skills through play with a few examples from my practicum experience to support my statements. First, I will discuss the relevance of play to children’s learning between zero to five years of age. I will do this by beginning my discussion with differences between play in India, my home country and play in New Zealand. Then, I will provide an overview of the theories of Vygotsky and Bronfenbrenner and compare them. I have chosen these two theorists as their

Play is usually a natural activity in early childhood and has significant importance in early childhood special education. Play assists in enhancing the children social competence, creativity, language development, and their thinking skills. Play is usually the key vehicle for the developing of language, social skulls in young children (Rogers ET all. 2009). Moreover, it serves as a functional behavior which contributes to the life quality of the children. .

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.