As a provider, I will utilize a program that will facilitate the physical, cognitive, grammar structure, and creative aptitudes of infant/pre-schoolers. The implementation of activities and various resources encourage the "oneness" of a child. Through the timely and suitable learning strategies of the four Functional Areas below, I will collectively demonstrate my ability to meet Standard II.
James is a calm and happy child who attends Balmain Cove ELC for two days per week (Thursday and Friday). He loves being around by his educators. He always smiles in response to his happiness and satisfaction.
In the YouTube video, "Building Blocks" by Shannon Schwartz, he shows his son Duncan playing with blocks. By observing Duncan, he uses biosocial, cognitive, and psychosocial domains; within these domains he shows developments such as large and small motor development, language, and emotion. These types of developments of young Duncan can be found in the book " The Developing Person Through Childhood and Adolescence, Ninth Edition" by Kathleen Stassen Berger. By my observations, I will be explaining how Duncan uses these abilities as he interacts with his blocks throughout this essay.
9) I observed that children play together and interact in different activities. They look confident and integrated with the group. I did not observe any sex segregation, girls and boys play together. I observed cooperative play skills, language and communication skills. I also observed that children share their materials and exchange ideas. 287,305
The third stage of Erikson’s eight stages of development is Initiative vs. Guilt. Initiative vs. Guilt is the stage in which children really begin to explore about the “real world”. This stage usually occurs around the age of preschool. During this stage dramatic play becomes a big part of the child’s life; they began mimicking what they see adults do, they make up stories and play them out usually revolved around what they have seen. Another factor during this stage children start to learn male and female roles, you will see the girls playing with the babies and in the kitchen because they are mimicking what they see many other women do. They start to use the word “why” and start to explore and try things. The book “Introduction to Early
This lesson will be taught in a Pre-K ESE classroom with 19 students. They are between the ages of three to five years old. Nine of the children are developmentally delayed (with speech delays, ADHD, and/or Autistic tendencies). Two students are English language learners. 17 students are dual language learners.
Our children enjoyed the physical activities this morning. Sean and Farley jumped up and down on the trampoline to practice the ability to maintain and balance their body position while moving up in the air or landing on the surface of the trampoline. They were also engaged in a shared process when they needed to sit in the chair next to the trampoline and count to ten for three times for each child who get on the trampoline to build their anticipation. They develop the essential of any conversation, which is the ability to listen, process the information, and follow the instructions. The children were involved in walking on a balance beam and stepping on the stepping stones. They develop the ability to think while positioning each foot on the beam or on the stepping stone in order to hold a stationary position with
My observation was scheduled during the nursery classroom’s outdoor activities; hence, I was able to observe approximately an hour of their free play. During this period, I observed the types of interactions the children had with each other and their environment, and two major points stood out. Firstly, the children’s interpersonal exchanges were quite random, such that the groups that interacted with each other changed frequently. Moreover, with the exception of a group of three girls, the rest of the kids frequently changed their playing partner(s), and no group’s composition remained constant for more than a couple of minutes. Secondly, contrary to my expectations, conflict among the children was minor, both in frequency and severity. For
Childhood is a journey, not a race. Every individual mature and develop uniquely at different pace and meet milestones in domains such as physical, cognitive and emotional-social. The observable milestones act as an assessment tool of the child’s immerging and emerged developments and thus creates a channel for the educator to plan objectives and goals according to the needs of the child. As children actively explore and perceive their surroundings, they constantly reflect, retain and add new knowledge to their schemas through trial and error and free play (Berk, 2013). Therefore, this observation focuses and serves as a guide to recognise and understand the observed child’s physical and cognitive responses that influence her
This paper is about child observation. I observed a child, Daniel (coded name). He is four years and two months old. Daniel is 103 cm and 18 kg. He is studying in Nursery 2 with 10 others children and a form teacher. Daniel has been with me for almost two semester. He is well – liked by his peer and he is able to interact well with both teachers and peers. He speaks and acts politely with peers and adults using words like ‘please’ and ‘thank you’. He is from a Mandarin speaking family, thus he speaks in Mandarin most of the time.
On Wednesday, March 15th I went to Christ the King to observe a child in preschool. The child I observed was a female and she was four years old. While I was there I observed her physical development, social and emotional development, thinking skills, and communication skills.
Observations are a quintessential part of an early childhood educator’s day. The book by Heidemann and Hewitt, Play the Pathway from Theory to Practice created a checklist to help educators with observations; “The Play Checklist has been developed to help adults understand children’s sociodramatic play skills” (Heidemann and Hewitt, 2010, p. 81). There are ten different criteria to observe as a child is playing. As an educator, I used the play checklist to observe a girl in my classroom to help see how the child develops.
Lego helps children develop as they can build up the blocks and knock them down. Children can also develop their social, language and communication skills as they can be playing with others.
On February 19th and 28th I was able to observe play in Ms. Maclachlan’s kindergarten class. In this class the children in this class were around 5 years old. The first observation on the 19th was located in their gym there were a mix of the class I was observing and 3 to 4 year olds and around 30 kids total. In the gym there was a number of materials from large noodle, bikes, tunnel like structures, and even books. The gym was also split up using cone to create an individual space for the bikes and a reading center. The second observation took place in their normal classroom with only the one class of about 16 children. This room once again had individual areas for the different activities or play the children could part take in. Some examples