Name: _______Aly Daniels_____________________ Classroom: __Inclusive_Preschool ________ Time and Date: ___3/20/18__9:00-11:00_______ Primary Focus for Activity (check one): ____ Physical ____ Social/emotional _X___ Cognitive ____ Language Purpose: The purposes of the lab experiences are: to identify and apply developing teaching skills by engaging a an individual child or group of children in a learning experience; to identify and apply knowledge of child development milestones and processed across all domains through observation, and to identify and apply High Scope key developmental indicators (or other professional standards) exhibited in specific experiences. 1. Name of the engaged experience and description: …show more content…
The anecdote with J.S. occurred at a center table. There were 5 children at the center table during this anecdote. There was one teacher at the table during this center time. The center lasted seven minutes a piece and then the children rotated to a different table once the seven minutes ended. The table was in the middle back of the room between two sets of shelves. The materials that were provided are paintbrushes, sprinkles, and a cookie sheet. One part of this activity that was inviting was that the center was very colorful. The sprinkles were all rainbow and the children loved being able to use a material that is colorful and is not normally used in the classroom. In addition, it was also inviting because the children were able use the paintbrush for something other than paint. This made it more exciting and engaging. Also, the children were able to make a mess, and not really worry about it. The children also had the freedom to create whatever they would like. The teachers were engaging the children by asking them what about their creations. The teacher also asked the children to create certain pictures, such as circles, squares, triangles, and letters. The teacher would ask the child these questions, only when they were no longer using their paintbrushes and the materials to draw images. 3. Child behavior: What are the children doing during your observation? Specifically describe the children’s behaviors with the teacher (or you) and with each other. Include TWO …show more content…
Reflect and connect: What developmental milestones were observed or demonstrated? physical (2), social (2), emotional (2), cognitive (2), language (2). • Social Milestones o The child enjoys playing with the same aged peers (J.S., T.M.) ("Child Development Screening", p. 7). During the anecdote, J.S. and T.M. both children were working in-group settings. Neither child fought with their peers. Instead, both children talked with their peers and shared what they were doing with the peer sitting beside them. o The child participates in regular structured social interactions (J.S., T.M.) ("Child Development Screening", p. 7). During the anecdote with J.S. and T.M., both children were placed in-group work. The children both had three other peers at their table. The children were able to communicate and share the materials that were at the table with their peers. • Emotional Milestones o The child has a vivid imagination (J.S.) ("Child Development Screening", p. 7). During the anecdote, J.S. has a vivid imagination because he pretends to destroy a rectangle. Also, he jokes that he cannot draw any other shapes, even though he drew a square in his sprinkles
In Infant and Toddler Practicum, I am observing at the Hannibal Children’s Center in Hannibal, Mo. At the Hannibal Children’s Center I am currently in the Journey A room, which is a toddler room. In this room, the toddlers ages range from one to two. The teacher in the toddler room while I am there is Dana. In the Journey room, there is always two teachers in the room, unless there are four children. There is at least one teacher that is the head teacher in the room when there are two teachers in there.
The Week 4 assignments are addressed on how to use the observational tools in order to evaluate the development and create the activities that promote young children 's development. For example, assignment 4.3 Running Record is one of useful observational tools that educators can use. It requires sensitive observation and writing skills in order to collect detailed information. By using the running record, educator can use the data to evaluate the development of the child and create helpful activities that will help the development of the child.
. Describe the growth and developmental tasks that were displayed by the child you interacted with in this setting (Erikson, Piaget and Freud). Were these tasks age appropriate? Did you assess any developmental challenges in the client that you interacted with? How were they dealt with (by you and by the health care team)?
I observe a bilingual multicultural preschool classroom. My goal was to observe ten children during free choice play time, and to take observations based on play/non-play observations. In this preschool classroom the ages variation ranges between three though five years old. My host teacher. Ms. Rodrigues arrange the classroom setting too create a learning environment depending on the children interest following the creative curriculum.
In time their language and vocabularies will form rapidly. Children often get their gramma in speech mixed up at times, for example when using a verb word such as kicked they are likely to say “kickeded the ball―. When it comes to social, emotional, moral and behavioural challenges babies start to be aware of their identities in regards to what and who they like and dislike. They build an intense and emotional bond with their parents or main carer, which then lengthens out of the family circle, this could include nursery staff or childminders. When a child engages with others outside of the family circle, it promotes the building of trust, which enables the child asking for help from a certain person and forms other social bonds with others, who deliver care to the child.
During this developmental interview, I chose to conduct an observation/interview study with my one of my cousin’s child. This child is a 4 year old girl and will be identified as “child K” in relation to her first name. Her parents had no problem letting me interview her, but I had them stay in the same room as us. The purpose of this interview was to observe the child’s physical, cognitive, and socioemotional development. I observed her behavior and gave her several tests to show how well she has progressed.
During the past two years, I was given the opportunity to spend some time observing in the classrooms at the First Presbyterian Church of Bakerstown Preschool, a Christian-based school, in the Gibsonia, PA area, the Westminster College Preschool Lab, and the Head Start program at New Castle, PA. Observing in the different classrooms displayed different ways to setup and design one classroom from another. The church preschool was different from the Head Start program, mostly due by the budget and location of each facility. Many of the church preschool classroom materials were provided by donations to the preschool. The classrooms at all three locations, had some physical similarities with each other including: many windows, child-sized tables, chairs, cubbies, and play kitchens that were child friendly, with different areas for children to play in during free time.
I did my observation after the children had a recess period and came inside for a snack and play time. While observing the male child it was obvious to see where he was in cognitive, moral, psychosocial, and physical development. In the first ten minute of observation, the children had just come back from recess to have a snack. The five year old male child proceeded to the sink and washed his hands.
Lastly, “Young children are learning to manage their emotions, to gain an understanding of ‘mine’ and ‘yours,’ to use language to express their needs, and to understand the meaning of ‘share’ and ‘take turns.’’’ (Wittmer & Petersen, 2017b Page 162) Conclusively, toddlers make great progress and learn how to confront negative emotions in conflicts in peer groups. 2. a. Theory of mind- “the ability to know that other people have feelings, thoughts, and desires that are different from your own.” (Wittmer & Petersen, 2017b
They held it really well with the children 's. The children’s carburetor with the adults well. so , they made me wait till they had all the children 's back in the building and settle down. The class i choose to observe was preschool. I wanted to see older kids behave with other childs. The stages are different from toddler to be preschool.
While I was observing the students in the Mr. Kastles classroom, I noticed that some of the girls were playing with their hair, messing with their nails or biting their nails. Some of the students were putting their hands on their head and face; crossing their legs, playing with the pages of the book or playing with their pencils. There were a few students that had their eyes closed and rubbing them. Most of the students were doing the same thing. But very few were different.
Observation is the tool that practitioners use to obtain the necessary information that helps them to plan effectively for each child. Observations are considered to be an important part while working with the children. There are number of reasons why recorded observations are required. To plan for individual children’s needs-
decide to observe a child in my class named Jacob because I noticed that he did not take an active part in activities. Therefore using the following methods anecdotal record, running record, time sampling, event sampling and checklist I observed Jacob. The first day I use anecdotal recording. The time was 9:30-9:45 am, location snack time. Jacob could not open his fruit container and sat there for five minutes before the other teacher opened it for him.
STANDARD 4: ASSESSMENT OF THE CHILD PROGRESS Artifact; Compering Early Childhood Assessment from Child Development 201 I chose this artifact because it is about the appropriate Early Childhood assessments while these have a variety of programs to choice depending on the needs of the child to help him to the next level I learned that there are many resources for the teacher to help children out so they can have a happy childhood; These all examples bellow guidance a center to set up the whole program of early childhood environment so it will be helpful for the provider education to have cozy a safety place for young children.
The classroom that I will be observing is a Preschool classroom at KinderCare Learning Center in Bartlett, Illinois. The teacher I will be observing over the next period of time is Laura Sturgulewski. She has worked at KinderCare for 8 years, mostly in the 2 year-old room until fall of 2013, when she took the lead teaching position of the Preschool classroom. Her classroom mainly has 3 year-olds, but on occasion has a mix of 4 year-olds and transitioning 2 year-olds. The number of students in her class depends on the day, because they are a child care center some students have a part time schedule, unlike an elementary school where children attend every day.