Early Childhood Classroom Observation

C has developed a lot of his developmental skills and behaviors. C has developed his motor and physical development. Motor skills are put into two categories, gross-motor development and fine-motor development. Gross-motor development is things like crawling, standing, and walking. They

Dave is a four (4) year old preschooler, who seems to be a little bit calm but playful. The classroom is a very spacious room with various toys, furniture, books and other facilities that makes it ideal for a preschooler’s classroom. When I entered the classroom, Dave looked at me, and didn’t seem to care about my presence, as he continued with his play. Since he was the only student in the classroom, he was playing alone on a wooden table and was just preoccupied with his play.

While visiting TK on two different days, I was able to see him at various stages of play. On the day of the time sampling observation TK’s class was again at circle time with around 10 children in the class with one teacher. I was able to observe TK’s sing and participating in finger play. He was dancing and moving around the room with the other students. For the most part, he was engaging in associative play, but at times, TK was just observing the other children. When he was just observing he was engaged in unoccupied play. On a different day, I was able to visit during center time.

In the pediatrician’s office that I work, there is a playroom for the children of parents that came to bring a sibling to the office. I work there at this playroom taking care of the children in this playroom. I often observe how the parents, usually the mother, interact with their children, and also how the children act when the mother needs to leave the room and when they come back. It was not until this week that I was able to name the interactions and to understand what is behind the children reactions. This week, in my developmental psychology class I learned about an experiment developed by Mary Ainsworth called ‘Strange Situation’ (Belsky, 2013, p. 115). In this experiment, a mother and a child enters a play room like the one that I work, and after the child is playing with the toys, a stranger comes in and interact with the child; after a while the mother leaves the room, the same way the mothers at the pediatrician’s office leave the playroom; after some minutes the mother returns and the stranger leaves the room; a couple of minutes after the child is situated again and playing, the mother leaves again leaving the child alone, and returns after another couple of minutes (Belsky, 2013, p. 115). While the researchers observed the children, their interaction with their mothers, and their reactions to the situations through a one-way mirror (Belsky, 2013, p. 115), I observed as the stranger that is in the room interacting with the child.

Charlie builds the relationships with his educators in the Nursery room. He likes to join his educators and friends in the activities that he is interested in. He sits side-by-side his friends, enjoys the good times together such as singing a song, moving along the music and looking at the animal pictures and naming them. He especially loves to look at the pictures in the books and listen to his educator names each picture. He often pulls on his educator's arm and leads her to the book corner to read a book to him as to initiate and communicate his needs to his trusted educator (EYLF 1.1). He confidently makes his own choices in play and exploration of his surroundings. He is often seen exploring something in one corner of the room and loves to share his discoveries with his educator by getting her attention and pointing to what he finds, such as new toys or books in the corner, bird and airplane in the sky.

It seemed like she liked playing with others more than just playing by herself. When the little boy came over to knock the blocks over she started laughing, because she thought it was so funny. Also, when she was in her crib after she got in trouble, and the child approached her again to play she quickly stopped crying and began to play with him. Even when she was walking with the walker she wanted someone to play with her and when she started “chasing” the other child with the walker she laughed again. This shows me that she is very social and plays well with

In the toddler classroom, the children interacted with each other, however many of them were more interested in playing and exploring on their own. The children enjoyed free play at learning centers, story time, and outside play during my observation. The toddlers preferred parallel play in which the children used similar toys in similar ways, but did not interact with each other. For example, when one child began playing with the kitchen toys in the dramatic play center, soon all of the children began playing with the available plastic food items. However, the children were more interested in showing the teachers what they were doing and

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.

Context: I was observing one child playing on the playground at the Brookville Center for Children’s Services. The child was female, and her name was Vanessa. She is three years old and is very energetic. During my observation, I noticed her interacting with another child at the daycare. The other child was male and one year older. Both students were taking turns climbing up the ladder to slide down the playground slide.

Secondly, it is important to consider the strengths of naturalistic observation as a method. This was identified when the child was consistently moving and doing different activities that allowed me to understand how he communicates with other children, how he behaves and what he learns from others. In the play setting the child was able to develop his thinking and according to the Framework for the Assessment of Children in Need and their Families (DOH, 2000) through social relationships, the child was encouraged to express his feelings, emotions, which was achieved by the setting creating an enjoyment environment.

I observed a classroom of four-year-old students who are enrolled at the Child Development Center on the George Mason University campus. This observation lasted about fifteen minutes with a total of twelve students in the classroom. At the time of my observation the students were engaging in free playtime where they are allowed to play games, make crafts, and interact with their fellow classmates. I was seated in the corner of the classroom where the children could not easily see me or get distracted by me. I stayed seated throughout the whole observation so the students would not be affected by my presence. Many different activities were happening at the same time, but a couple standout situations reminded me of many subject areas we

I observed the preschool classroom of Ms. K. Today was a smaller group, as several children are on vacation. This is a new facility and just the host teacher was in there at this time. I came into the classroom at 8:00 and left at 9:00. I spoke with the host teacher before and after the observation for feedback, which I felt was beneficial to both her and me. I observed the children during inside for 20 minutes. I observed the children during outside play for 40 minutes.

This observation took place September 26, 2014 at a daycare in Homestead. A friend of mine is a teacher at “My Little Angels” and while waiting for her, I sat down to watch some children playing. There were many kids to do the observation on, but a little girl playing kitchen set caught my eye. I started watching her from 2:00pm to 2:33pm. It is fascinating what kids do and what we can find out about their behavior by watching them for just thirty minutes.

Setting : Observation took place in a classroom of Richmond Preschool . There were 18 children who are 4 years old, 3 ECE teachers and 1 volunteer during this observation.

In the following report we will examine all of the elements of a Kindergarten classroom that I observed in Miss. Phillips classroom. I will cover over the school, the student’s participation, and the teacher’s overall. I will also include a Building report card. I will discuss how much the experience had an impact on me.