Summary Of Early Childhood Observation

While some children were playing “house” others were taking part in constructive play. In this stage, toddlers have a deep understanding of what various objects can do and will now try to build things with the toys and everyday objects they find around them. One child had a box of blocks and was building a train track. Once he finished he assembled a line of trains to ride along the track he had just built. He repeatedly made noises that trains usually make such as “choo-choo.” Other children were interlocking Lego blocks and creating various structures while some were playing with play-dough and sculpting

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,

During my observation at the preschool here at Harper, I looked around and realized a lot of similarities and differences it has; compared to other daycare and preschool centers. The age of children in the room I observed was ages 3-5 with one lead teacher, and depending on the ratio of how many kids showed up on that day, about three or four helping teachers. The program was set up to a very open, happy and overwhelming setting. Every furniture and object in the room had a sign saying what it was, and then underneath the typed out word was the children’s way of writing what the object was. For example, a book shelf was in the corner of the room; on the book shelf was the word printed out “Book

The day is Thursday, March 16. I am at the Child Discovery Center, observing Josiah, age 8. Josiah is part of the after school program, in room 1. The observation takes place outside, on the school's playground. The time is 4:30 pm.

The pre-observation conference was held with the Health Care Cluster (HCC) instructor on September 10, 2015. The instructor is a twelve year veteran and has taught HCC at the Lancaster County Career & Technology Center (LCCTC) for all of those years with two years at the Brownstown campus and ten years at the Mount Joy campus. Before becoming a teacher she was employed in the medical field as a nurse, staff educator, and manager at hospitals in the Lancaster area. She has earned a Bachelor of Science in Nursing and has her Vocational II Teacher Certification.

Reflecting on class readings, class discussions, case study observations and activities, I find that testing and accountability is negatively impacting instruction in early childhood classrooms at three levels. First, I believe that in this era of high-stakes accountability teachers are being both implicitly and explicitly forced to teach to the test. For example, during my three classroom observations that I conducted, I witnessed how the lead teacher was more concerned about coverage of the material versus students actually understanding and being comfortable with the content. Consequently, I believe this teacher practice led to students misbehaving or not understanding additional problems. It appeared that children were not making connections about the information being taught and therefore were not able to see purpose and larger goals of the lesson (Krechevsky, Mardell, Rivard, & Wilson, 2013).

He did not follow anyone to look with anyone. Therefore, teacher looks all his mates, and teacher had a conversation about needing specialist equipment, such as, special change table, special chair. Educators really wanted some more support around health. Teacher helps him eat food, check his body. His mother told many things about him. This video tells us, give full consideration to children with disabilities in their classrooms need help, it is necessary to ensure effective communication between parents and teachers, so that the work for the development of children and teachers have

I enjoyed reading your post and looking at your observation chart. What age is the boy that you are observing? The only reason that I am asking is because he sounds like the boy that I am observing. Although mine does not scream, but he hits, kicks, throws things, and raises his voice. The first time I was in there I was shocked. I am around young children all of the time, but I am not used to this type of behavior.

I have a eight year old son,when he was younger we would always go to the playground. He started interacting with other children around one in a half to two years old, but he would only interact with other boys never little girls. I thought this was normal ( girls have cooties stage). When my daughter was born she would play with who ever, it did not matter if they were male or female. As I got to looking around the playground kids were playing with whomever, I do not believe there was a preference. My early observation was incorrect it was just my son who preferred to play with the same gender. I did not take in consideration all the other kids playing I was just coming to the conclusion based one my own child.

Overall I enjoyed doing this assignment and the other observation assignments too because I thought it was interesting and fun to go to the lab school and analyze and put the information I was learning in class to use. It was also exciting to be able to identify children’s developmental stages and see/put real examples into my head. I also thought that it was cool to see how much a child can developed over the entire semester because I noticed some children have achieved milestones that they were not able to achieve or complete at the beginning of the semester. I thought that it was easy to find examples for physical development and language development but was way harder to find cognitive and especially social/emotional examples. I

I performed my observation on a 3-year, 5-month old girl, P.H., from rural Oklahoma. She is the middle child of three children. During weekday working hours, P.H. spends 4-5 days a week with her grandparents. Her parents, siblings, and P.H. do/have not received any special-needs (speech or language) services. I was able to observe several aspects of communication, motor, social, sensory, and literacy development.

On Monday, October 23, 2017. I went to the Bergen family center to carry out observation and assessment of children, from age 3 to 5 years old. For my observation, I set out to the achieve the different developmental milestone of the children along with the cognitive, emotional, and Physical development of the kids.

For this ten minute observation I observed a girl with brown hair, she had bangs across her forehead and her hair length went along her ears, hardly touched her neck. She was wearing a pink stripped shirt that had stripes on the top 3/4 of the shirt and the rest was pink and white flowers and she was wearing jeans that had purple, pink, and white butterflies on the back pockets, and her shoes were blue and pink with a Velcro strap. She was in the other room today where there is a stage in the far right corner and to the left of that there is a reading area. Behind that there is some tables where the children can play and interact.

The respondent who I interviewed went through many obstacles within his life to get to what he considers to be a satisfied place in his life. Looking into his story, his early childhood started off abrupt; living in a house hold with his mother, father, two older sisters, an older brother, and a younger brother. Around the early age of five his younger brother suffered from a kidney disease and passed away. His brother’s death affected not only him but the family dynamic; seemingly foreshadowed events which occurred later in his story.

In this essay, I will discuss my experience during middle and late childhood. I will address three stages which are the physical, cognitive, and socioemotional development. The physical development consists of body and brain growth, health issues, and motor skills. The cognitive development consists of language, memory, and attention. Socioemotional development is based on relationship, employment, and personality.