Rapport Children Observation

CS III b: Times have changed. I can remember when coporal punishment was an acceptable means of re-direction and discipline. Today, with more education, educators and providers have better ways of communicating and developing stronger characters in children. A completely different means of fostering growth and discipline have evolved. Proven lesson methods through psychologists have opened doors for marked and proven progress. Understanding my students backgrounds through home visits, parent meeting, and one-to-one time with my children help me and my fellow educators develop a "whole" view of a childs image and make-up. Re-direction, strong fun-tasks, and constant guidance is the initial start to helping children with challenged

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.

When I was in this program, I found that working with these young children was very rewarding. It was rewarding to me because I felt like I had a positive influence on them and their education. It made me happy to know that I was going to leave a mark on them and potentially help them flourish into a wonderful, well-rounded adult. Some of the challenges that I faced when working with these young children was communicating with them and their parents. Sometimes, the parents would get upset and wonder why we are

classroom activities because he cannot control his behavior so he acts on impulse. The child also

Briefly describe what you observed. Include the number and types of adults, ages and gender of children, time of day and type of environment.

“The goals are to maximize an individual’s functional independence and quality of the life through development and learning improvements in social skills and communications, reductions in disability and comorbidity promotion of independence, and provision of support to families”(Lai, 2014). We are looking for the child’s weaknesses and strengths. What behaviors need to be targeted and how the change will come. William or Will for short refuses to comply with staff. When asked to stop talking or to finish his work and get in trouble with other students. Monthly behavior incidents average about 10 per month.

Sophia is a four-year old child who is currently in kindergarten at P.S. Manhattan Beach School. She indicated that she likes her teachers and has many friends school. Sophia stated that she her father drives her to school each day and her mother is home after school with her.

Have you ever noticed how a younger child acts around his friend compared to his family? Through observation I noticed there is a huge difference. Whether it be topics of conversations, attitudes, or expressed emotions they all differ. It really made me wonder what went through a six year old’s mind.

The first day of student teaching in the first period I observed a child named ‘Kyle.’ Kyle seemed to get out of his seat even after my mentor teacher asked him to sit in his seat. He was at the front of the class very close to where the teacher taught. After a few times of this he growled at the teacher. I could tell that he was different than the typical student because of his constant interruptions. I found out after the class Kyle was autistic and had behavior problems. I also found out he was operating at an age level of 6 to 7 years old. This behavior happened often so all the 7th grade teachers composed a chart for Kyle to reward him for staying on task but didn’t seem to work. Kyle is interested in science,

This a perfect film for any person that has never had an opportunity to interact with kids. Many people have never had an opportunity to interact with kids and remain curious about how they carry on their daily life activities. The producer of this movie moved across the world, specifically America, Japan and Namibia, to produce a lovely footage of children growing up in their natural habitats. The documentary movie brings out differences in cultures and developments and how these influence the development of a child.

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

I went to Keiki Hau‘oli Children’s Center preschool room for my prosocial observation assignment. During my visit, it was indoor free play time, meanwhile teachers were offering breakfast. The schedule is not rush, they can play indoor and outdoor with free choices for one hour. First, the room was organized by the section. Each section has double or multiple amount of toys for children to play with their friends. For example, on a shelf, there are three baby dolls and their matching clothes. Children interact each other by asking questions such as, “Baby is hungry. What can I do?” Another child said, “I will show you.” She used her baby bottle to pretend feeding a baby. There is big open floor space in the back of the room for the children to play freely. Children were playing with blocks and cars on that open floor. Some were playing with “Kapla” on a low table with one caregiver. Other children were sitting at the carpet, listening a story. Children play peacefully because there are variety of activity choices they can play.

According to Piaget, Marcus is exploring and learning about the world that he lives in as he acts in his environment. As I observed, he grasps, grabs, stares, listening, as well as pretend in the classroom. Therefore, these are the developmental sensorimotor allows him to grow (Berger, 2016). When I observed Marcus, he exhibited these skills as he played with his favorite ball. He also demonstrated his developmental social and emotional skills during the time he interacted with his peers. When Marcus classmates left him, he cried, this allows him to express himself as well show his feelings. Although, the caregiver redirected him, he demonstrated emotions at that time. Children express their feelings through both nonverbal communication and verbal communication. However, this depend on their caregivers to read and recognize their cues. Emotional expression is not developed in isolation; children’s emotional expression is linked to their ability to regulate their emotions (Illinois Early Learning Guidelines). The infant up to two years old strictly depend on their caregivers to assist them. I also learned, that emotions are connected to the cultural and societal influences

I would explain objectivity at a parent letting them that I observed their child. I would tell them that my personal opinion was not involved. Everything I recorded was said and heard the exact way the child said it. In the observation, I will identify their child’s age, I will incorporate the date, time of day, and setting, I will identify myself as the observer, I will provide them with an exact record of the child’s activities and direct quotes from the child’s conversations, I will include responses of other children and/or adults, if any are included in the situation. In the first place, it must portray only observable actions. Therefore, I should not be speculating about the motives, attitudes, and feelings of the children are not included.

Although it is hard to know how to guide or react in a situation, experience with actual children is like no other. You can read and watch things about how to handle a situation, but when you are in the moment you will learn the most. This is something that I took away from the experience. The children that tested you the most and caused the most “problems” were also the ones that taught you the most. You had to learn about their triggers and what helped or made them worse.