Reflection Paper On Child Development

I set goals for all the children in my care and we are constantly working toward them each day. When I began this project with the child I set them goals after I seen they were capable of completing the present goal. I think the benefits form this is a positive step forward for the children and their learning goals.

Meggitt, C., 2006. Child Development : an illustrated guide. 2nd Ed. Oxford: Heinemann Educational Publishers. Available at: https://ebookcentral.proquest.com/lib/dundeecollege-ebooks/detail.action?docID=3384832

She demonstrates an emerging ability to skip count by 2’s and 10’s and is encouraged to work on counting by 5’s. Marina can recognize and create patterns like AB and ABC. With support she is able to translate and extend simple patterns. Marina has shown growth in representing numbers in a variety of ways by extending past pictures. In our shape unit, Marina was able to name most 2D and 3D shapes. She is able to draw a triangle, square, circle and rectangle. Marina is encouraged to work on making her notebook neat so it is easier to read. She shows respect for other students by listening and valuing their contributions. An example of this is when engaging in a shape hunt Marina was able to work with others to find 3D objects in our environment. Marina is encouraged to continue working on adding numbers together. She is supported by the use of manipulatives and different

At this stage any activities will have an impact on their intellectual development as they become aware of the different activities they do.

Academically speaking, most of the students in this Spanish II class are proficiency in reading, writing and speaking the target language. In a recent project, they had to write a story of their own authorship, create a three dimension book, and make an oral presentation in front of the class. Most of them successfully

The lesson is about the story called "Owl Moon" which is composed by Jane Yolen. Before I start, I set myself up to be prepared for two hours day by day and ensure that I have everything sharp including questions, the reason for this story, action, show them five words in gesture based communication, et cetera. The understudies' response went exceptionally well and stay center to the story. The educator revealed to me that she was inspired that the understudies stay peaceful and anxious to answer the inquiries. Also, I think they are pulled in to my communication through signing and attract their advantage the story. It ran well with the story, inquiries, and action. When I show them the five words in American Communication via gestures, they

During this observation I was able to view Ms. Yanik Second grade English as a Second Language classroom. This specific classroom was a pullout instructional format and they were focusing on science weather lesson. In this classroom, there are six students, half of which were from Haiti and the other half were from two different Spanish speaking countries. Due to the fact that the students were not all from the same country the English proficiency varied from the beginner to some students who were considered at the intermediate level. In this classroom, there were two specific students that did not speak a word of English, but they could comprehend what was being said to them.

For this lesson Guillermo needs to have the teacher adapt a few things for him in order for him to fully comprehend the information. I would first pair Guillermo up with a bilingual child for support in his group. I would also use clear language, writing, and hand gestures to assist him. Instruction would be repeated several times in order for him to feel comfortable and confident with moving on. There would be a lot of teacher modeling to insure that not only Guillermo but the entire class understood what was being asked of them. I would provide Guillermo with an easy vocabulary word list that he could have to help in his writings. I would also provide extra assistants, praise and time to Guillermo in order to boost his self confidence in

I am writing to you to inform you of Noemi Julgiui’s progress and performance in my class so far. She has been making great strides to communicate with her peers and myself. She has been able to communicate her wants and needs for the most part, which she could not do as well when she first arrived in our classroom. When she first came to us, she would answer simple questions, and from my background in ELL students, I know she does more complex answers but her language barrier is keeping her from expressing this. This transition will come with time and practice! I am so proud of her for feeling more comfortable in our classroom though! I want to remind you of a theorist by the name of Jean Piaget. He was a developmental theorist who talked

Over the past eight weeks this class has not only fulfilled my major requirements, but also made me understand more about the complexity of child development and how I can become a better person as a future parent and educator. Since I am an Education major, the four topics that would benefit me in the future are Erikson’s stages, Induction, Educational Self Fulfilling Philosophy, and Adolescence. I plan to be successful with my career and use what I have learned in Child Development to prepare future’s leaders of tomorrow.

The use of various SDAIE strategies will be incorporated, including but not limited to speaking slowly, providing individual assistance, and scaffolding. The SDAIE strategies are helpful for all the students in the class because most of the students come from Spanish speaking homes and they struggle with the language. In order to provide extra support to ELs, I designed the lesson segment with lots of group work and pair sharing, which is very helpful for ELs, because it allows them to participate and become engaged with the content versus having to work alone. These accommodations for learning and assessment tasks provide students with access to the curriculum and allows the students to demonstrate their learning through a variety of modalities. The lesson segment was created with multiple learning styles in mind. Thus, much of the material will be presented orally, visually, and kinesthetically to help all students understand the material in their own

These adaptations should help her overcome her shyness and increase her English vocabulary. Having Elena practicing with her classmate about the record explanation in English, it would help her to gain more practice and self-confidence when presenting her work. I have found that to share and discuss the classwork with other students before a presentation in front of the class can reduce the level of anxiety and shyness because they have practiced what they would say. Elena is a good student who obtained good grades while studying in Mexico. Therefore, she is a type of student that wants to succeed and works hard in school. Providing her with these adaptation strategies, it would help Elena to be able to succeed in the learning goals of this lesson.

When reviewing progress and observing Juan as a 4th grade ELL student (English as a second language); Juan’s teacher and ELL team need to determine his challenges and propose possible strategies to provide him with a world class education and every possibility that entails.

Teaching moves Ms. Rodriguez makes to support her multilingual students: She begins with a narrative story about yesterday’s work, She uses a visual cue to remind students of the writing she demonstrated yesterday, She provides a verbal demonstration for her students, modeling English syntax, Her tone is inclusive, and she talks to her students like fellow writers, She writes about a Spanish-language television show that most of her children know and watch, She points to each word and has the children read with her, demonstrating concepts of print that are significant for children learning to read in English, She asks students to turn and talk to their partners, which provides her multilingual student the opportunity to try out their ideas with a partner before speaking to the whole group, She models her writing and writes in Spanish, which validates the majority of her students’ language(s), She checks for understanding, She verbalizes the internal question that children can ask themselves when they complete their writing.

I went to Richmond provincial court for the court visiting project on October 26, 2017. The courtroom number is 104 and the level of court is provincial. There was only one judge, one clerk and one bailiff in the court. The judge is female, but I do not have her name. There were numbers of applications had been discussed in the courtroom and most of them were related to driver license and child parenting issues. Most of driver licence issues only took around less than 5 minutes because they were arranged for the next court session with documents required. However, when it came to child parenting, it took longer time. There was an application related to child parenting. A father walked into courtroom with his son and the mother was with a lawyer.