Child interactions are an important component for child development. For this week, I was helping the teacher prep for Halloween, therefore, I did not get to observe the children. However, I was able to observe three sets of children last week. One set of girls that I observed last week were Anyssa and Malani. These two girls were outside playing when one of the teachers brought out cardboard boxes for the children. They used the boxes to hide inside and drew on and colored the boxes with colored markers and crayons. Malani seems to be the leader because I was able to observe how she instructed Anyssa to color and how to use the box for. For instance, Anyssa was coloring the box with a crayon and Malani says "use the purple color". Another
Hi Laddies, 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.
During this developmental interview, I chose to conduct an observation/interview study with my one of my cousin’s child. This child is a 4 year old girl and will be identified as “child K” in relation to her first name. Her parents had no problem letting me interview her, but I had them stay in the same room as us. The purpose of this interview was to observe the child’s physical, cognitive, and socioemotional development. I observed her behavior and gave her several tests to show how well she has progressed.
Angelina is an eight year old child who is currently in the second grade at Abby Lane School. The child reported that she does not have any memories of her mother and father living together. She indicated as long as she has known they have always lived separately. Angelina indicated that she lives with her mother and grandparents in Levittown. She indicated that her grandparents are always nice to her.
According to developmental psychology a person at any age is at a certain stage of cognitive, moral, psychosocial, and physical development. This development is measured by different types of thinking, mental capacity for tasks, physical strength, and reasoning for following rules. Development is easily seen in children. Naturalistic observation is the one of the easiest method to see these developments in children. This is the observation technique I used, while watching a five year old male at Kindercare Daycare at 3:30 on a Friday.
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 school that I attendent to was the child development center. I was looking around the environment where child development is place at really quiet neighborhood. The neighborhood has a lot of tree and not really intersection road. I came in 10/19/17 it was in the morning around 10 am but they had a earthquake drill.
For the color of the babies room I’d go with one soild color all around the room. I would do light colors such as a light purple, light blue, light gray, or a tan color. I wouldn’t have any bright colors because babys need to be able to sleep at any time of day and bright colors would be a distraction. I would have also have minimal bright colors in the room only because when the child is sleeping in the crib I don’t want them to be destracted while trying to sleep. As for toys I would have different shapes and size toys, soft and hard, fuzzy and squshy just to stimulat the babies thinking.
Joseph is a seven month -old infant, he is always smiling every time that I saw him. Joseph currently lives with his father, mother and older sister. Joseph was born premature by four weeks with the best care in the world joseph is slightly death in his left ear. Joseph now weights the size of an average seven-month-old infant. But prior to birth the doctors determine that he would be below the average weight at birth.
She would let them talk and then she would tell them that if they wanted to be picked, to raise their hands and she can see that they want to talk as opposed to squirming where they are sitting. There were many more opportunities for
I end this paper with a concise conclusion. Observation 1 • Summary Daniel is in the dining area of the childcare Centre where breakfast is being served by the teachers. There are three teachers with children ranging from 20 months to 6 years. There are 20 children at the dining area. • Evaluation
Toddler Learning and Development Introduction Unlike adolescents and adults, growth and development is different in infants and toddlers. Observations from the physical, cognitive and perceptual development show that toddlers and infants grow and develop at a faster rate than adults. The physical, cognitive and motor development in infants and toddlers is higher than the same development in adults. This paper is an analysis and interpretation of an observation conducted with an aim to understand the growth and development of toddlers and infants. It explains an observation of an infant boy named Taylor who is 8 months old.
For my observation this semester I am working with Riley , a student at a local Early Childhood Center . She is a 3 and one month old girl who lives in the suburbs of Philadelphia and goes to a child care center in an area outside Philadelphia. She has been attending the early childhood center since she was a few months old and has a sibling who attends, too. At her school now she is in the late 2 year old or toddlers classroom for which she is the one of the oldest in her classroom, but will stay there until January. From what I got from her in my conversations, she lives with her mother, father and older sister and is taken to school daily by her grandma or “Nanna” with her sister.
The classroom that I will be observing is a Preschool classroom at KinderCare Learning Center in Bartlett, Illinois. The teacher I will be observing over the next period of time is Laura Sturgulewski. She has worked at KinderCare for 8 years, mostly in the 2 year-old room until fall of 2013, when she took the lead teaching position of the Preschool classroom. Her classroom mainly has 3 year-olds, but on occasion has a mix of 4 year-olds and transitioning 2 year-olds. The number of students in her class depends on the day, because they are a child care center some students have a part time schedule, unlike an elementary school where children attend every day.
3. Child behavior: What are the children doing during your observation? Specifically describe the children’s behaviors with the teacher (or you) and with each other. Include TWO
The children in the nursery have shown an interest lately in our coloured wooden shapes and also in our cylinders. They have been observed looking into the cylinders like binoculars as well as looking through the coloured area of the shapes like they are glasses. Therefore our activity today was a combination of both of these observations. Our nursery educator Kat taped coloured cellophane (primary colours – blue, red, and yellow) to one end of the cylinders to allow the children to continue their exploration. This is an opportunity for the children practice their fine motor skills as they hold the cylinder shapes (EYLF 3.2), colour recognition as they look through the coloured cellophane (EYLF 5.1), and to explore imaginative play (EYLF 4.1), communication skills (EYLF 5.1).