The Observation Of Early Childhood Children

“I know”, talkative, and energetic are three words that describe my five year old nephew, Landon. First, let me tell you a little bit about him and his family! Landon is an only child that lives in a development with a lot of other children. His mother, Jessica, travels for work and is gone most weekends and some week days too. Kyle, his father, is a car salesman and works long days. Landon is often dropped off at daycare by one of his parents and then taken care of after kindergarten by a babysitter. At home he also has three dogs and is very interested in playing baseball.

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.

Our Life-span Development class observed a child in class for his social, emotional, cognitive, and physical development on October 2nd, 2017. The child observed for this report was almost seven months old at the time of the observation. His name is Maddox and he seems to be a very happy baby and developing at a normal rate. He was observed in classroom 1143 on Dordt College’s campus. His mother gave consent for this observation and both his mother and grandmother were present for the observation and answered questions about his behavior and development outside of what was observed in the classroom.

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.

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

In my first semester of college at Concordia, I had the opportunity to have the class EDU 120. A requirement for this class was having 10 hours of fieldwork; at least 3 hours in each level of childhood. The reason for this requirement is to help the students discover what grade level they want to teach in the future.

It was 9:45am on Tuesday, October 20th, 2015: The children were taking part in an art activity. On the piece of paper, each child had a drawn out bubble lettered number one. They were given each given four popsicle sticks and a small pile of glue. The teacher instructed them to use the paint brush to spread the glue out inside the number one and then place the popsicle sticks on top.

She tells her teacher, “Here teacher, help me put it on.” The teacher gives the coat back and tells Rosa to try by herself. Rosa says, “I can’t.” The teacher shows Rosa how she would put her coat on. Rosa then looks for the first arm to put in and puts the coat on the back. She finally then puts both arms in and says, “Look teacher, I did it by myself.” After Rosa put on her coat she runs outside with a smile on her face to play with her friends.

| |2. Vygotsky’s theory believed that economic and cultural forces were very influential in child development. |

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.

observations began at Five, we begun outside where he has a basketball hoop and we

In an early childhood setting, being observant gives professionals and family members a helpful portrait of the children in their care, and as future professionals it helps us see how intellectual, emotional, social, and physical development occurs in children. Observing, documenting, and assessing young children shows how they progress from one stage to the next or when there is a delay in progression. The reason we observe young children is that “there is so much that demands attention and response; at the same time, by building in systematic observation, teachers can improve their teaching, construct theory, assess children, assist families, and solve problems” (Gordon and Browne, p.180). It gives dynamic information about each child’s learning styles, interests, abilities, and needs. Observation helps teachers improve teaching by making them become more objective and self-aware of biases they may have. It encourages us to remember that early childhood development is highly individualized, so customizing activities to benefit each child will help them utilize their abilities to their fullest potentials, and through this we will be able to recognize what behaviors are typical of various age groups. The reason we document our observations is so that we can keep records and show proper evidence of each child’s individual growth and participation in classroom activities. With good documentation, family members will able to see the progression made by their child.

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.

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.