Early Childhood Observation Report

Teaching Strategies: Use the rice or sand to hide the objects, with the spoons and magnifying glasses have the kids look for the leprechaun’s gold, or find four leaf clovers.

This was done by making a flower shape on a piece of paper and then getting the children to cut around it. I carefully supervised the children to make sure that they do not hurt themselves while they were doing the activity. I also asked the children that were

Description: Set out little white bowls filled with each of the materials that were used to fill the balloons. Have the child feel the balloons and try to guess and match the balloons to the correct material.

When we want to stimulate the child’s senses we start them with the sensory tables. Each table consists of a tub that stimulates a different sense. When you stimulate the senses you help to stimulate the child cognitively, and emotionally as well. This can be achieved through science experiments such as the one we did over the holiday with a pumpkin and what does it smell like and feel like on the first day what about before it is carved vs after it is carved. We do this with all the kids from ages 3 to school age.

Kian started an Aboriginal sand art project by using a paintbrush spread some glue, and covering the surface of a tray with glue.  As soon as Grace, William, Arabella, Raphael, Aurelia, and Sylvester noticed what Kian was doing, they all gathered around the activity table and were very interested in the red dyed sand.  They took turns to sprinkle a pinch of dyed sand all over the tray’s surface and to explore special characteristics of sand on the glue with their hands and fingers (EYLF 1.4, Engaging in shared play experiences).  The children curiously examined the surface after it

1: Put a group of boys and girls inside the playroom and invite their parents to secretly observe them from the outside.

To investigate the current trends in the sensory industry, the history of sensory research must first be reviewed. Sensory research began with the five basic senses; smell, sight, hearing, taste and touch. Chemical senses have been defined as taste and smell whereas non chemical senses include sight, hearing and touch (Lundström et al. 2012).

Chapter 8, “Sensory Play” was a very interesting chapter. After reading, I was able to define sensory play, the pros and cons, and ways to mold the classroom into a safe, nurturing, sensory play environment. Sensory play is an important factor in the classroom because it alters and provide support for children life. It is very essential that teachers provide students will the opportunity to express themselves through play whether it is using: sand, water, grass, dirt, etc. Children will likely open up and become themselves through sensory play. Piaget believes that children learn best through play. However, children learn best through play using their cognitive, emotional, and physical development skills. Playing, experimenting, and testing

This activey is for toddlers. This bottle is filled with rice and small christmas blubs but can be filled with any number of thing. Such as sand or beads as the base filler and puff balls or bells the posablity are endless you just need to mke sure that it is center approved if it a fooditem and that the lid is sealed. the goal of this activety is to help develop thier moter skills, to help with color recation, the devlopment of sound/ pattern rection, and the devopment of language. As teacher we help felcate this by asking qustion such as can yu see the red shiny blub or what sound can you hear when shack the bottle. You as a teach can also ask if they can follow the pattern made by your own hand.

Ask the students to think about what it might be like to never have the opportunity to do a favorite activity again- or how their lives may be different if they could no longer play with or use something they love.

Education is among the most important things in a child’s upbringing. It opens doors and brings out their full potential in many ways. But often children can need a helping hand when it comes to tricky subjects.

Human beings perceive everything within their realities through the five basic senses of taste, touch, hearing, sight, and smell. If someone was to talk to you, you have to be able to understand their body language toward you. For example, you can feel when texting someone that they do not want to talk to you. You must touch things to get them and hold them, smell things with your nose. In order, to know if you like something you must taste it.

Make two different lists of somewhat challenging words and pictures. On the chalkboard draw/write the pictures/words for one of the lists that you made. On the whiteboard using the different colored markers draw/write the pictures/words for the other list that you made. Show the test subjects the chalkboard and allow them to look at it for 30 seconds. (Use a timer to time them while they study it) Have them turn around (no peeking) and tell you what they remembered from the list of words/pictures on the chalkboard. Write down the words/pictures that were remembered. Repeat steps 4 and 5 with the whiteboard. Remember to write which list was for the chalkboard and which list was for the whiteboard. Look at the results to see if more test subjects

Get fruity with your next game. Buy small apples or pear with stems – basically enough fruit so that each child has one. Before the party begins, tie a string to all the fruits. Now string them up to objects so that the fruit dangles. Every child has to stand under the fruit and try to take a bite out of it without using his or her hand. It may seem like an easy game, but soon the kids will realise that it’s a task to

The children will go home and document any unique smells they happen to smell. They will write down what type of odor the smell is. The children will also document what they feel is making that particular odor or smell.