Child Observation At Swett-Winters

Each day, students do something that is a part of their circle time and it covers much of their math learning for the entire day. At the start of the day, a student is picked to be pointer and the math fun begins. They start with the calendar and count how many days they have been in school that month with one-to-one correspondence. They go over the days of the week, the month, what the previous day was, and the next day will be. The do estimation where there is jar up at the board with various small toys in it and different students get a chance to guess how many items are in the jar. At the end of the week they will find out the exact amount in the jar.

It broadened my perspective and awareness of the importance of being open to, learning about, being sensitive to, recognizing and celebrating, where possible, the holiday customs and traditions of children and families. This course I learned that culture is more than race or ethnicity or more than artifacts, but in a way it is more dynamic and complex. Cultural groups and cultural identity are based on the influences by many different conditions and circumstances. The sense of identity, knowledge, understanding, ability, skills and children 's relationships change during

I have created a simple child base curriculum on real pumpkins. Children will have the opportunity to expand their knowledge on pumpkins through: language, mathematics, life sciences, health and safety. I have also incorporated 2 different abilities accommodations for speech and vision impairments. The activities that I choose are built on the child’s interest and they are free to explore. The children are encouraged to contribute to their findings. I will document children’s responses.

This assignment is in two parts. The first part of this assignment would attempt to use the theories of human development to explain the child behaviours observed during child observation at the preschool while the second part of this assignment would propose an intervention on a scenario at my practice placement. I would demonstrate my critical understanding of the theories and evaluate their relevance for evidence-informed and value-based practice. I would conclude by articulating my critical appreciation of the use of theory to inform professional social work practice based on my experience from the child observation and my placement experience. The notes taken from the child observations and a chosen case from my placement,

Over the past few months, the class has been discussing typical and atypical language development and the assessment and intervention of children with language delay or disorder. In line with this, the students were asked to observe children aged 0-12 years old with language problems for 2 hours. For this requirement, I went to a therapy center situated in Quezon City last November 16, from ten (10) A.M. to twelve (12) N.N. The center has multiple rooms that are used for speech therapy and occupational therapy. During my observation, two speech pathologists and two children with language disorder were sharing one speech therapy room.

The child I am observing is a first grade boy at Prescott Elementary. I am watching over him at the Prescott after school program. Where kids go to work on homework, work on skills, and play with friends while they wait for their parents to arrive. The boy had light blonde, straight hair, and blue eyes. He is also quite small for his age, almost looks like a kindergartener. I could see this being a disadvantage for his age, especially when it comes to playing with other kids in his class. After watching over him for only an hour, I can tell he is a very quiet kid. I think this could be because many of the other kids in the program are older than him. I could see that he might act differently in his own classroom.

Black history is probably one of my favorite to learn about, so it is no surprise that I would take such joy and excitement of teaching it to children.

Lesson 11- Students were able to brainstorms ideas around “what if earth’s mass was 15 times bigger”

Ask the students, “What are the parts of a square? What are the parts of a rectangle?

All five of the activities were chosen in order to encourage children’s numeracy skills. The activities were based around the development of the four fundamental skills of numeracy learning. These are the ability to name and draw basic shapes and colours, able to count up to ten, begin to understand time and start to recognise patterns and routines.

*Have the children sit in a circle & place A4 sized photos of different breeds of puppies. Ask the children to point out the differences between each puppy, for example eye colour, fur colour, size, short or long fur etc. Ask questions of regardless of each difference would they love the puppy any less, would they be less interesting if the puppy was white or brown, just to generate a discussion. This can then lead into talking about our peers that have different coloured eyes, hair, skin & explain we are all the same but we just have differences or perhaps different beliefs etc

Patrick Wiegang’s work, Children and Primary Geography, justifies the importance of teaching geography to students. Wiegang supports that children are first exposed to geography when they are introduced to a place. This work also addresses the environmental and spacial aspects of geography in relation to maps based on children. Weigang deduces that geography allows children to become aware of their surroundings. He also suggests that geography promotes a literate generation that understands the relationship between places, maps, migration and other human/environmental interactions.

MR did well last week a few days we had tantrums and aggressions but we were able to overcome those and have a great week overall. MR was very motivated by the jellybeans I had in my bag and was very willing to work for them to earn. He did really well when running the yes and know program using jelly beans for yes and no something not preferred. I plugged in most of the data but ran out of behavioral sheet so some of that data has to be plugged in. The stars near the programs mean I ran out of the data sheets which I did not plug in. Also Molly, can I have a jelly bean picture for pecs cause he was trying to look for it to hand it to me on his own. I ran his pecs doing breakfast and I had him hand it to the teacher and the teacher knows to wait to he hand her the picture to give him the cereal he wanted. MR home visit also went very well and is mom using pecs at home when it comes to him requesting yogurt?

This week we had conferences in the evening. In literacy, kindergartners learned the letter Jj and Vv. They practiced the letter by tracing, naming words that start with the letter, and reading My Jj and My Vv Book. We also learned about Veteran’s for Veteran’s Day. We talked about the importance of the Pledge of Allegiance and the importance of the flag. Children traced a letter to a Veteran, colored a flag, and read the Veteran’s Day Book. Children learned the book, “Where Am I?” and played farm memory. In the poetry journals, children drew pictures and wrote about what they were thankful for. They learned to add details by sounding out words.