Reflections . 1) As you planned your activity, how did you use what you learned through the child assessment assignment to ensure that your activity was developmentally appropriate for this group of children and your target child specifically? Reference specific observations. Through the child assessment assignment I learned that my target child shows great interest in fine motor activities. During free time, Z or target child will always be found working on his letters or drawing pictures. I also noticed that all of the students in the class were at least emerging in fine motor skills, so I felt that this activity would be developmentally appropriate for the class. In addition, my activity involves the integration of science through prediction and count/number recognition. I have observed both of these traits in the classroom. While conducting a class science experiment on, “which heart will dissolve first”, I observed every child I the class make a prediction. In addition, I have observed the class counting multiple objects of ten, and referencing the number chart during math. The children often count blocks, illustrations in the books, Leggos, and craft materials. The assessment assignment help me to distinguish which characteristics to look for, …show more content…
Seuss theme. The cups have a resemblance to the Cat in the Hat’s hat. In addition, The Cat and the Hat Comes Back involved stacking of the little cats, so the stacking theme of the cups carries from the story. The cup stacking activity is appropriate for the environment because the children could individualize the activity to fit their needs. If the cups were a challenge to stack, they could do a minimum, or make a cup fortress that is wide instead of high. If the cup stacking was too easy, the child could add more cups to their tower in height to challenge them. The cup stacking activity can be changed easily based of the needs and interests of the
Compare and contrast a child from younger age group with a child from an older age group.
To gather information about the child we should consider a few aspects like, age, gender, place, time, environment, how is the child feeling and activities that the child goes through. It is relevant to emphasize the strengths of the observation when the child is playing football, and how he is communicating with the other children.
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.
Throughout this learning segment students will take part in various informal assessments that will help me monitor children’s progress. For example, for Learning Experience 1 students will be asked to look at artifacts and be asked to use their prior knowledge to think about what they represent. Then they will be read the book I am Jackie Robinson and asked to take part in a class discussion connecting the artifacts to Jackie Robinson and how it relates to their previous language arts story Luke Goes to Bat. Thus, these probes will serve as pre assessments. Students will also complete worksheets that require them to cut and paste the given objects or phrases and glue them in the correct chronological order. These worksheets will serve as formative
[7] Section 25 voluntary of the C (S) A 1995 to section 73 (4) of the
Children’s number competence was measured using the number competency core battery (Jordan et al., 2009) . Seven subtests were included in the number competency core battery, namely, counting task, number recognition, number comparison, nonverbal calculation, story problems, and number combinations. Considering that nursery children have limited mathematics knowledge, story problems (8 items; e.g., “Mike has 6 pennies. Peter takes away 4 of her pennies. How many pennies does Mike have now?”) and number combinations (8 items; e.g., “How much is 2 and 1?”) subtests were not conducted in the present study. Thus, the present study included five subtests involving 34 items. Similar tasks have been used to test three-year-olds (Lee, Lembke, Moore,
On 6/18/18, at approximately 1753, I was dispatched to 2739 Bungalow Blvd, Sanford, Seminole County in reference to an ex boyfriend entered the residence and pushed the complainant.
For this assignment, I participated in play with my two-year-old niece. Completing this assignment was not difficult for me at all. I have had several experiences with toddlers and adolescents. One reason is that I have worked with two-year-olds over a year during my undergrad career. Therefore, entertaining my niece came quite easy. My dad dropped her off at about 7 am, and I was not quite ready to start the assignment just yet. Once she got in she did began to cry, however, I quickly quiet her down and laid her down to sleep.
My hypothesis was to determine the effects of maternal presence versus absence on sibling behavior.
Dr. Tom Mawhinney did a masterful job at demonstrating exactly why that we needed not only data, but also fresh, accurate, and on-going data in order to properly assess children in order to plan exactly how we will be teaching them the subject matter. He introduced and demonstrated specific strategies such as baseline data collection, on-going assessments, multiple means of assessment, and well-planned instruction. Dr. Mawhinney challenged us as a class to create our own unbiased testing questions created by us from the Edtpa handbook. We then had to administer the test to each other and grade the test. We also had to grade each others double entry journals based on a certain rubric. This class was extremely challenging and required many hours of reading and rereading. Dr. Mawhinney was emphatic in his belief that all children learned and demonstrated what they have learned differently. He taught us that not only must we teach each child differently because of their own personal learning styles, but that we must also evaluate and document how each child is learning so that we can better plan exactly how we will be teaching them. Creating a
I loved witnessing what we talked about in the classroom being put to practice at Oasis. The first graders were towards the end of the preoperational stage of development—ages 2 to 7. This term, coined by Jean Piaget, is defined as “the stage at which children learn to represent things in the mind” (Slavin 34). Robert E. Slavin, an educational psychologist, also mentioned how children in this stage have a greater ability to think about things and can use symbols to mentally represent objects. I saw this a lot when we pulled out flashcards to work on counting money and telling time. They were able to use skills they learned in class to be able to count the minutes and hour hand on the clock. They were also able to count the money by thinking about how much each type of coin would cost and remembering what their teacher taught them about money. In EDUC 2130, in chapter two of “Educational Psychology: Theory and Practice”, the author briefly talked about sign systems and how it effects a child’s cognitive development. Sign systems are symbols that have been created to help people communicate with others, contemplate within themselves, and help solve problems. Lev Vygotsky (a Russian psychologist) said that these sign systems—a culture’s language, writing systems, counting systems, etc.—are extremely vital to an individual’s early development. My students used flashcards (symbols) to practice simple things like counting change, telling time, and practicing addition and subtraction. There was also a bulletin board that had numerous pictures of different types of workers (i.e. a nurse, a construction worker, a teacher, a librarian, etc.) and the students had to figure out what each person did for a living and then write a sentence about the
Child development and growth observation can be quite fascinating considering the uniqueness of each child. As children grow, they normally develop and acquire new skills whether complex or not. The abilities experienced by each child progresses differently that is it depends on the nurturing given by the parent or guardian and on the characteristics that they inherit. Proper development and growth of the child occurs when basic needs are provided by the reliable adult guardians, including such things as love, food, encouragement, shelter and warmth. The essay evaluates child development and growth through observation conducted by myself on my nephew. The essay will include physical development, general health, emotional development,
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).
In contrast, students with dyscalculia often use a count all method when working with math problems. As stated in Socioeconomic Variation, Number Competence, and Mathematics Learning Difficulties in Young Children “Young children who develop mathematical learning difficulties rely on the more basic “count all” finger strategies for extended periods…thus make frequent counting errors while adding and subtracting” (Jordan & Levine 2009, pp.63). Students with dyscalculia approach problems in a similar fashion and do not use effective strategies when working with numbers. As a result, they tend to take long periods of time to figure a problem and make mistakes when counting. On the other hand, students who use effective strategies, such as grouping when doing addition or subtraction are more likely to arrive at the correct
As I personally take the time to have a reflection over the course of “Child and Adolescent Development” I find myself intrigued with the amount of knowledge I gained during this course this semester. I wanted to take the time to concentrate on three specific areas in which I felt I had the most growth, but also came as a challenge to me as well. It is important when reflecting over a course that I look at what I found to be challenging, as this was an opportunity of growth for me individually. In this paper I will review some of the main topics that I found to be interesting but also resourceful for my future aspiration not only as a family life educator but also a mother one day.