Observing Children In Early Childhood

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.

I observed a local daycare that just opened its doors in January. I observed in the preschool classroom; it had twelve children in it. I wanted to observe there to see how the interactions are since it is a new childcare facility. Each day the number of children changes, as it is summer time. There is one host teacher, but another aide comes in, as needed. I came into the classroom at 7:50 and left at 9:15. I observed the children while they were outside, so most of my observation consisted of sensory and physical development.

On May 2, 2018, I went to the Williams College Children’s Center to observe a group of children and see how signs of development show up in everyday life. According to the website, the Center serves a wide age range of children, going from six weeks to preschool, while also caring for elementary-aged children with after-school care. However, the group I observed when going to the Center were the preschool children that were roughly 3 to 4 years old. Arriving at 10 AM, the group started the session with show and tell, before moving on to play outside. Within the hour, there were many examples of physical/motor, perceptual, cognitive, language, and emotional/social development from the children that was very appropriate to see within their particular age range.

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.

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. |

Observation is very important in young children because that is how you get to know a child better. While observing how a child interacts with their peers, adults, and how they behave in different settings, you are getting to know the child without speaking to them.

I have talked to the classroom teacher about three similarities between activity transitions in the learning environment for infants and toddlers compared to children 3- to 5-years-old the teacher said that parents, childcare teachers, teachers need to teach children when they are they are still infants to help prepare them for their life when they grow up. Teacher and parents need to have schedule for infants and toddlers for feeding, sleeping,and playtime so that they can learn so that they can become to depend on their own (Honig, 2002). Teachers can have mobiles on cribs or on things so that they infants can listen to the play music, or the teacher can have toys that can sing to the infants and toddlers to help them develop

I was able to observe the oldest preschool classroom we have at the center I currently work at for one hour. The classroom has about 20 children, ranging from four to five-year-old’s. They are the classroom that gets the children Kindergarten ready. There are three teachers that work in the classroom: Teacher P., Teacher A., and Teacher J. The large group time started after the children went to the bathroom, about mid-morning. Teacher P. leads the group time and teachers A. and J. did room prep.

The observation took place on January 27, 2016 at 7 o’clock at the Denny’s located at 894 Cypress Gardens Blvd, Winter Haven, FL. The child that is being observed seem to be between the ages of 2-3 years old. According to Erikson’s Stages of Development during this time the child is in the final process of the Toddler / Early Childhood Years which is also known as Autonomy vs. Shame - Will. During this stage kids are basically building self-esteem and autonomy as he or she learns new skills and right from wrong. Also during this time if the child is not learning certain skills as other are this can tend to make the child vulnerable during this stage, sometimes feeling shame and low self-esteem during an inability to learn certain skills. The

I did my child care observation at The Children’s Center here in Asheboro. I observed a classroom that was made up of 2-3 year olds. The classroom was very spacious and was sectioned off into different centers where the children were able to play. The class had about 12 children and there were 2 teachers in there supervising and guiding the children. Thus showing that the class was in compliance with the teacher/ratio state rule. I actually talked to the director there and she said that they never reached the maximum group size that was allowed because she wanted every child to get the maximum attention and care that a teacher could provide the children with. I also did have the opportunity to talk to the teachers and find out more about them. Both teachers did have their credentials and one had her

According to Teaching for Equity and Justice, participatory/experimental means to give children a chance to do hands on activities, which allows them to actually get involved with something rather that telling them information and giving them a test. At the early childhood center, I saw many of the kids showing intelligence through this. When I first walked in the teacher was reading a story to her students and asking them questions to seek participation from her students. Later, I observed children who were painting with popsicle sticks. In this room some kids didn’t want to paint so to get them involved the teachers played music with them. After observing the classrooms, I watched Claire's Classroom. In this video a speaker was informing

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.

While walking through the front gates of County elementary school, you see children of all ages playing while they wait for the school bell to ring. Walking to the classroom that I will be observing you see students with their parent’s line up waiting to get signed in. The students are to be signed in by a parent or guardian for safety precautions, and shows that the child was signed into school. As a visitor, I am to sign myself in, this shows I was in the classroom, at what time was I there, and reason for visiting the classroom.

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.