Introduction
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.
Objectives Observation
An objective is the desired or needed result to be achieved by a certain time. In the Community Center I observation one classroom with three to five years preschool outside of the playground. There was a tire tube swing and one teacher is pushing the children. The color of the tire tube was red and round. There was a basketball court in the playground and three boys playing. There was a toy bear that a boy was carrying around in the playground. There was a purple ball child with happy face on it. There were four girls ridding horse on the ride. Four boys were wearing shorts; 10 girls with blonde hair. The playground was filled with flowers with six tires around playground. There were 10 tricycles in the play area, and four chi...
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Hopefully this observation can give some insight of the preschool age group. Although this was only a sample, perhaps some conclusions can be drawn on the development and behavior of these children.
References
Ivory, Jennifer J.McCollum, Jeanette A. (winter 99) Effects of social and isolate toys on social play in an inclusive setting: volume 32(4) 238 from academic search elite database
Sally dyer and Giovanni B. Moneta (2006) Frequency of parallel, associative and cooperative in British children of different socioeconomic status: volume 34(5) 587-592 from academic search lite database
Kerr, C.; McDowell, B.; McDonough, S. Child The relationship between gross motor function and participation restriction in children with cerebral palsy: an exploratory analysis (2006) vol 33, p22-27 from academic search elite database
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.
Child development is an amazing thing to watch in the way that children interact with one another and how they perceive the world that surrounds. While doing our research of child development we began to observe a group of kids ranging the ages 1 – 12. During these observations we noticed traits such as attachment, comfort, and love. Through the following examples we will proceed to observe development in our environment and explain its relativity to the text
The observation took place at the Triton College, Child Development Center, on Wednesday, March 15, 2017, from 9:30 am-10:30 am. Children being observed range from ages 3-5 years old. The classroom is led in a child center program promoting education through art and play.
Each daycare has their own menu for the children’s breakfast and lunch. Through my observations, I have noticed that the “Don’t Worry Childcare” has a variety of food options throughout the month. For example, the children could either choose from fruit loops cereal, or frosted flakes for breakfast. The snacks eaten varies every day as well. For instance, the children ate milk and cookies one day, and cheese crackers another day. An example of lunch would be, milk, chicken fingers, French fries, green beans, and mixed fruit one day, and spaghetti, corn, peaches, and bread and butter another day. I observed the children eat ham, mashed potatoes, green beans, and peaches one day for lunch. All those food options seemed very delicious. Each meal and snack give the children an option to what they would like to drink. For instance, the children can pick
Lynch, S., & Irvine , A. (2009). Inclusive education and best practice for children with
Natalie lives with her mother, Rachel, her father, Paul, and her baby sister of 10 months Katie. Rachel is a housewife and does not have a job outside the home, but is planning to go back when both children go to school. Paul is a full time self-employed joiner working 8:00-6:00, but helps around the house and with the children on a morning, night and weekends.
This worker talked with Mr. Ziad and the interview was completed through the phone. Privacy practices and Tennessen notices were reviewed verbally. The interview was not recorded.
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).
The site I chose was the Boys and Girls Club located in Brockton Massachusetts. Immediately the site felt comfortable for me because, I have prior experience working with children. I knew nothing about what services were offered or what the main purpose of the club was. The Boys and Girls club is an afterschool program that not only offers a place for children and teens to be occupied with activities and receive help with homework. The Boys and Girls club is a place that wants to keep the younger generation out of trouble but also help them to achieve their goals and be the best they can be. This club along with many others is located in an inner city where you might find more crime. Many of the children I met had parents who worked and this
My hypothesis was to determine the effects of maternal presence versus absence on sibling behavior.
Recently, I went to The Happy School, a preschool in my hometown of Smallville, California, to pass the morning with the students there. In the time I spent there, the children, ages 3 to 5, engaged in unstructured play, and sat in a circle for calendar time and reading aloud. The preschool is primarily child-centered in terms of its organization, meaning it incorporates a lot of child directed activity, and less structured, or adult directed, learning (Berk, 2008). I watched the group of about twenty children with the intention of studying them as a whole, but I found myself compelled to watch two children in particular, Addison and Jack, because they displayed particularly intriguing behavior. (p187) THESIS, what behavior, theories etc.
The names in this Observation Report have been changed to protect the privacy of the parents and the child.
In electing to observe a kindergarten class, I was hoping to see ‘real world’ examples of the social development, personality types and cognitive variation found within the beginning stages of “Middle Childhood” as discussed within our text.
Between the months of January and March, the observer was able to spend five days in a Cardiff Nursery to observe, with written consent from the mother, the development of a child. The child in question, who for confidentiality’s sake will be referred to as Neil, was a three-year-old boy who attended the nursery during the morning sessions from 9 o’clock to 11:30. During this time the children were separated into pre-organised groups and rotated around activities run by both the Head of Nursery and two Teaching Assistants; one outdoors, one creative, one writing-based activity and free play. For this study, the observer focused mainly on Neil’s free time in order to determine his development in terms of social relationships and play. In the
What Kids Really Learn in Preschool. Parenting. (Fall 99):Vol. 13 Issue 7, p 74. October