I observed in the kindergarten class at Eugene Field Elementary in Carmen Ott’s classroom and then I also observed in a pre-k class at the Early Childhood Center in Cassie Hoskin’s Classroom. In the pre-k classroom, the ages range from 4-5 years old. Now, in the kindergarten classroom the children’s ages range from 5-6 years old. In both of these observations, I was able to learn a lot while I was in the classrooms. I enjoyed being in both of these classrooms, the information that I learned I will be able to use later on and in my classroom. The emotional, physical, social and motor skills of the children in each classroom was a little different from each other. But not that much difference, since they are close in age. In the pre-k classroom, the student’s emotional skills were good. There was some of the students who would have some melt downs because they didn’t get to do what they wanted to do. Or there was one who would get …show more content…
In the kindergarten class, there is several children that were of different races or ethnicity. Or the height difference between the children; some were a little taller than others and there was a couple that were smaller than most of the students. Furthermore, the pre-k class didn’t have much difference in the races or ethnicity. All of them are Caucasian in the classroom, but the height difference you can tell. Some of the students are taller than the students and there are a couple of them that are somewhat shorter than the other students in the classroom. Next, is the student’s motor skills, now the kindergarten class had a little bit better motor skills, just because they are a little older than the pre-k. Pre-k students motor skills are getting good, they just still need a little help, but so do the kindergarten students sometimes. Just really depends on the students; there are some that have better motor skills than the other students in their
The environment in which an infant is raise, has to do a lot with his/her development. I was surprise by this observation because there were different personalities. Loui was the child who interact more with the students in the classroom. Also, he was surprise of the things that he was able to do by using his gross motor skills. Charlotte imitate the behavior with the toys that were in the classroom. On the other hand, Benjamin was insecure child that needed to be near his mom/dad. I learned many things from this activity. I was able to understand the concepts because I related to the observation. This will help me in my future
Hedges, Helen. ""You Don't Leave Babies on Their Own": Children's Interests in Early Childhood Education." Early Education. Ed. Janet B. Mottely and Anne R. Randall. New York: Nova Science, 2009. N. pag. Print.
The daycare that I visited was Rosemont Daycare and Preschool. This center is faith based and I was able observe the “Duck Class” which was the age group of four and five year olds. I went to observe on February 11th and 16th, from 9:00 a.m. to 12:00 and the 18th from 3:00 to 6:00. On the 11th and 16th, there were a total of 12 children in the Duck class. At 9:00 the children were engaged in circle time meaning that the children were learning about their bible verse for that month which was “For God so loved the world that he gave his only begotten son.” The children then discussed what they thought that meant. On the 11th I was present to see the children, the ones I decided to observe were Kali, Roslyn, Fiona, and Brayden. When the children were doing crafts I sat near the counter island in the class room so I was out of the way but still able to see and hear what the kids were doing and saying at the table.
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
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.
I completed my final observation on October 15 at the UTC Children’s Center at Battle Academy. When I arrived to my classroom, the students were on a field trip so I quickly went down to the fire hall on Main Street to meet up with the class. At the fire hall, parents, as well as the two teachers accompanied the students. The students arrived back in their classroom around 11:10, and that is when the parents left. After the field trip the children ate lunch in the cafeteria, had a brief lesson in the classroom, and played outside. The class I observed was preschool, with most children around 3 to 4 years old. All the children seemed to be developing normally. There were 7 boys and 3 girls present in the classroom.
Catalina was observed during the afternoon in her fifth grade classroom. At the start of the observation, the class, along with Catalina, entered the room. Catalina walked up to the observer and said, “are you the substitute for Ms. Taylor?” She then took a seat at her desk that was arranged in a group with approximately three other classmates. Mrs. Carter, Catalina’s fifth grade teacher, asked the students to get out their snacks as she began a math review. Catalina pulled out a snack out of her desk and showed it to a student seated in front her before she ate it. While Mrs. Carter read math answers to the class, Catalina appeared to check her answers, as she wrote on her math sheet. When Mrs. Carter asked the students if they had any questions,
The results of quality preschool programs can be seen early after they begin. Children learn many important life le...
The lesson was a living history tour of the Desert Queen Ranch in Joshua Tree National Park. The goal of the tour is to show how life and work was like during the height of the ranch in 1939. To do this, the tour utilized two park rangers, one who explained the process of the tour and the other who presented the ranch as if it were 1939.
This journal entry will be about the observation of a Six Grade Science class. There are twenty-four students in this classroom with one teacher, Mr. Kessler. The energy and knowledge that this teacher portrayed during his lesson was exciting and engaging. He showed that an excitement for the subject you are teaching encourages the students to learn. His students were captivated by this excitement the moment they walked into the classroom. He was energetic and joyful and the kids showed these same feelings as they sat down to begin the warm up exercise for the day.
The two major developmental domains are physical and cognitive. As a future educator, knowing the major two domains regarding development and physical is of much importance. Throughout my time taking this class, I have done a number of observations on students who range from Pre-K to Seniors in high school. These observations all took place at Metcalf and University High School. Through observing these students, I have been well educated on how children develop over time. These two aspects are crucial to determining how you can make each of your students as successful as possible. There are many ways to assess both developments. To fully understand these two concepts, we will need to consider each aspect in detail. Both physical and cognitive
The first type of development that can be observed is physical development. Physical development refers to a child's gross and fine motor skills. Gross motor skills are the use of large groups of muscles that can develop naturally through outdoor and indoor play. During play, a child may use their gross motor skills by standing, jumping, climbing, running or riding a bike. "If children are encouraged to be physically active, these skills can develop into advanced patterns of motor coordination that can last a lifetime" (brightfutures.org). Fine motor skills are the use of the muscles in the hands. These muscles can develop by using fingers to cut with scissors, write, paint and many other activities. Underdeveloped muscles, weight gain, and high blood pressure are all signs o...
Those who support children in starting school at an early age, claim early childhood education is of critical importance during a child’s early developmental period. They believe it is important for early social interactions, play, and learning among peers to be best ingrained early on in a child’s youth. Gunilla Dahlberg, a psychologist specializing in childhood education, wrote a book on the success and factors that play into success a child will have in their education. In Dahlberg’s chapter, “Constructing Early Childhood”, he talks about factors
Linda, M. & Linda, P. (2011). Theories and approaches to learning in the early years.
What Kids Really Learn in Preschool. Parenting. (Fall 99):Vol. 13 Issue 7, p 74. October