Classroom Observation On two different days, several observations took place in two different types of environment. I observed a teacher and her students of a second grade elementary school and a teacher and her students aged 18 months to two years old in a daycare environment. I observed the environment and interaction of the teacher and his or her students. Although both are learning environments, they have some similarities and some differences.
The first observation of each classroom environment was the demographics. In the second grade class [Add comma (Use a comma to set off most introductory elements)] I learned that 10% was dyslexic, 35% special education, 60% Black, 30% Hispanic, 5% white, and 5% other. The demographics of the daycare environment are different from the demographics in the second grade class because the students in the daycare class were categorized by race and gender only. The daycare class had 55% Hispanic children, 25% black children, 12% white children, 8% other children, 65% male children and 35% female children. The second observation was the teacher management style. The similarities in the two environments were that they both had rules and a positive and negative reward system. Both environments allowed the children to try to and make right choices by setting rules. The difference in the two environments was the way the rules were stated and the plan of action if the rules were broken. In the 2nd grade environment, the teacher examined the classroom rules daily at the beginning of each day in order to refresh each student’s memory. The rules were lis...
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...s were also utilized during free time when the teacher allowed the students this opportunity. In both environments I also observed a few things that I never expected. While in the second grade classroom, I did notice that the teacher would sometimes ignore a child when he or she would act out and compliment another student about how well they were doing. What shocked me more was how the child would notice that and corrects their behavior on their own. What was shocking in the daycare room was the amount of free time versus the actual lesson time.
These two observations show some similarities and differences. The similarities are that they both want to provide the best care and best learning experience and learning environment for children. The difference is the method in which each institution deliver the learning experience and the learning environment.
Overall, I was very impressed with the infant room I observed. To start off the day, the teacher warmly welcomed all of the children and parents. The teacher asked the parent how their night was since they left the daycare the night before, when they ate last, had a diaper change, and when did they wake up. I made me feel like the teacher really cared about the children even when they where not in her care and waited to make sure everything went ok at home. All of the personal care routines where fallowed and the teacher where constantly washing their ha...
A sample of children ranging from 4 to 13 years old are going to be asked to watch a Rainbow Brite video. The children will be randomly picked from a childcare center. To ensure that the children are going to be randomly assigned, the children will range in different age groups. The first group will consist of 4, 6, and 8 year olds. The second group will consist of 10,12, and 14 year olds. It would have to be a field experiment because you have to go out and collect the data.
In this assignment I am going to describe a child observation that I have done in a nursery for twenty minutes in a play setting. I will explain the strengths and weaknesses of naturalistic observation through the key developmental milestones based in Mary Sheridan (2005) check-list and provide a theoretical explanation to support the naturalistic observation.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Early Learning The purpose of this research paper is to investigate the issue of preschool to determine if children who participate in structured preschool programs are more successful in kindergarten or first grade. There are a few types of preschool programs. First, there are structured preschool programs that focus on emphasizing an actual school setting and classroom activities in order to prepare the child for kindergarten or first grade. There are also day care centers, which are not as structured as preschool centers.
David a Senior that goes to a not so wealthy school gets good grades and has friends. But because of where he lives and the amount of African Americans in his school, he has less technical hands on items to use such as a computer, ipad or Smartboards. David’s classes are also very small. Owen on the other hand goes to a good school with more a percentage of whites than African Americans. Owen’s school has more advanced technology and his class is very well organized with more hands on activities. David’s school barely has enough money to do fundraisers so they take gain money from taxes to do these activities. Many of the teachers are not as well educated as the school with a higher percentage than African American. In Owen’s school you can tell that the teachers are more into their jobs than the ones at David’s
Overall my time in this preschool classroom met all of my expectations based on best practices. I feel that on a typical day when it is the primary teacher or teachers, the room meets the expectations of best practice, NAEYC, ECERS and state standards. Once meeting the teacher, you are able to tell that she is up to date on her research and theories about children and early childhood education. The teacher truly cares about the children, their education and their future.
It is common knowledge that a parent is considered the most efficient caregiver for their children. It’s also known that with daily responsibilities of caring for a child financially, parents partake in full-time and/or part-time employment. While needing to do so, many children attend daycare/preschool facilities. Granted, it is the parent’s responsibility to cautiously select where they decide to take their children. This is because parents know that while they are away for numerous hours of the day, their children are in the hands of another care provider and that their care would have an enormous impact on their children. At a young age, a child’s social and cognitive skills are continuing to take shape and the amount of time spent in these facilities has a resilient impact on a child’s development. With proper and superior care no matter the time spent, such positive effects on a child’s development should endure in a child’s cognitive and social development. In other words, there is a great benefit of childcare/daycare attendance on a child’s development.
The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in their environment, gives them motivation to study, interact with other children and follow the practices of their adult models. Moreover, they develop strategies and skills to represent objects in their environment.
Observation is important as the practitioner can find out what the child is interested in and what motivates them to learn alongside their progress and how they behave in certain situations, additionally at the same time it identifies if children need assistance within certain areas of learning or socially (DCSF, 2008). Furthermore the observations check that the child is safe, contented, healthy and developing normally within the classroom or early years setting, over time the observations can be given to parents as they show a record of progress which helps to settle the parent and feel more comfortable about their child’s education. Observations are not only constructive within learning about an individual child, they can be used to see how different groups of children behave in the same situation and how adults communicate and deal with children’s behaviour (Meggitt and Walker, 2004). Overall observations should always look at the positives of what children can complete within education and not look at the negatives and all observations should become a fundamental part of all practitioners work alongside reflection (Smidt, 2009).
As an early childhood educator my job is not to simple play with children. I must plan, provide and supervise all while “playing” with my students. The classroom serves as the physical environment for the children for most of their waking hours. These classrooms need to be attractive and function effectively. Concerns for any early childhood educator should always include space, equipment and materials used, outdoor space and the daily schedule to ensure that all students are provided ample opportunities to learn and grow within a safe and secure environment.
The evaluation form that was used to evaluate a classroom teacher’s performance is a rubric used by the school district (Hillsborough County Public Schools, 2012).
On April 1, 2010, I was welcomed into Mrs. Smith’s all day kindergarten class at the O’Dea Core Knowledge Elementary School in Fort Collins Colorado to observe and note the classroom conditions, interactions of the children among themselves, the teachers or other authority figures and the manner in which learning takes place.
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.