Preschool Analysis

On November 13, 2014 at Grossmont College’s Child Development Center, I observed Konnor who was born on March 11, 2011. At the center, there are roughly around 15 children between the ages of three and five; there is one adult for every six or so kids. The preschool center’s indoor environment is safely secured with a locked gate that separates the outside door which leads to the younger children centers and parking lot with the hallway to the learning and play area. There are two separate rooms, but they both have screen doors that lead to the same play area outside. The room on the left, which Konnor is placed in, was smaller

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.

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.

The date of my observation was April 27th, 2010. It was about 9:30 in the morning when I began my study. I went to Grossmont College’s Child Development Center. The first thing I began looking for was if the child-teacher ratio was correct. The child ratio was 2 teachers to about every 8 children. The ratio was good. As I entered there was one large room that almost looked as if it could be two rooms they way it was set up. One half consisted of a large bookshelf with numerous books on it with a couch in the front of it. The other half of the room was almost like a little kitchen. It had a table with chairs around it with a sink and cabinets behind it. There were “age appropriate” toys as well as books all over the

Many children attend both three and four year old preschool. If you plan on switching to a new preschool for next school year, make sure you spend some time preparing for the transition. If you allow your child to saw goodbye to their old school friends, and allow them time to adjust to their new preschool, this transition will be a lot easier.

developed by the Child Development Division, California Department of Education. This publication was edited by Faye Ong,

For the last 5 weeks, we have been using Horizons Preschool Curriculum Set (https://www.aop.com/horizons/preschool/prs100) by Alpha Omega Publications (https://www.aop.com/?utm_source=TOS&utm_medium=digitalmagazine&utm_campaign=2015HSC); today I am going to review it, tell you how it worked for us, and give you a peek into our preschool day.

At Apple Creek Preschool, our half day preschool programs for two, three and four year olds and pre-kindergarten classes are divided into AM and PM sessions. Enroll your child in whatever class is convenient for you. Each program has a curriculum designed with its age group in mind. Apple Creek Private Preschool is the only National Association for the Education of Young Children (NAEYC) accredited school in Frisco.

The student I focused on for this child art analysis report is an eleven-year-old male, and his name is Rustin. Rustin is in the fifth grade and currently resides in Smyrna, Ga with his father, mother, younger sister, and his pet cat. Both of Rustin’s parents are English speaking Caucasians that were born and raised in Georgia. Rustin is an older brother to his five-year-old sister, and they are both Caucasian and speak English. My student’s living environment consists of a two-parent household in a middle class neighborhood in Smyrna. Rustin’s parents both work full time but are able to stay very involved in their children’s lives. The student remains very active through sports teams such as soccer and tennis. Rustin is an extremely bright

In England since September 2010, all three and four year olds are entitled to 15 hours of free nursery education for 38 weeks of the year. This also applies for two year olds who meet the eligibility criteria.

In this essay I'm going to be comparing and Contrasting between the site visit to the elementary and to the preschool. For the preschoolers I was working with mainly three year olds most of the time. At the preschool I got to watch them play with other kids in the preschool. Also I got to play with them in the gym and we played ball and other games. Working with this age group was easy for me because I babysit this age group but it gave me more experiment to work with this age group. At the elementary the ages are between six to seven years old. At the elementary I listened to them read, played a game called pop. At the last site visit we helped them get ready for their play and finish other class work. I liked working with this age group

Edwards, C. P. (2002). Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research and Practice, 4(1), 2-14. Retrieved from http://ecrp.uiuc.edu/v4n1/edwards.html

The preschoolers in Star room constantly surprise me with how intelligent they truly are. I came into practicum assuming that the preschoolers would not be able to comprehend many things such as; rules, effective communicating, identifying different categories like colors, animals, textures, etc. My assumptions prior to practicum were based on that fact that I have never really worked with such a young age group before. Therefore, I expected the children to be much slower in developed in comparison to the six-year old’s I have worked with at camp. However, the children have surprised me ever since I entered the room on the first day of practicum. I was in awe when I observed how advanced in development the preschoolers are. One example of when

Along with the high-speed development of the society, forms of childhood have become multiple. The certain views we see of the child and ideals of childhood should be changed correspondingly as our understanding and implementation of our role as early childhood teachers would be affected by the beliefs we hold about children and the images of childhood on which we draw (Woodrow, 1999). In this essay, I am going to analyse three images of children from different backgrounds through three different theoretical perspectives, consider how childhoods are represented in different ways and demonstrate the impact of how images are constructed and therefore to reflect on the potential impact of the representation of childhood in the images in pedagogical

In the preschool, snacks for the children are provided 'buffet style' in an open kitchen area furnished with two connecting child-size picnic tables. Snacks and juice are accessible to the children in this area for a 45-minute period followed by free play time. Children are free to sit with one another as they please.