Observing children in a pre-k classroom I am told they are all between the ages of 4-5. I first shift my focus to their math center, an activity area on the far left of the room. Here I see blocks with patters, counters of different kinds, shape puzzles, books about numbers, big shape buttons and many other items. I noticed that although there is a variety of themes (farm animals, transportation) everything seems to be big and easy to grab and everything is essentially the same basic colors, with each individual item consisting of entirely one color. The reason why I am going into so much detail about the content of the activity center is because I initially noticed all these details as I was observing a group of three girls which seemed to have approached the center due to different reasons. …show more content…
All of a sudden one of the girls, which seemed to be the smallest of the trio, reached out and took one of the others girl’s activity set although her set looked very similar. To this the girl who had her activity taken from her got up and just grabbed another and kept on about her business, totally unbothered. I approached the assistant teacher, Mrs. Valles and briefly recounted the situation and expressed my amazement not at the first girl action of taking a toy away form a classmate, but at the calm reaction that she received in exchange. Mrs. Valles mentioned how that was very typical behavior from both of them actually. After hearing this I decided to inquire about their outside of the classroom lifestyle that might have contributed to such demanding and pacific personalities. To this Mrs. Valles told me that the first little girl is an only child and that her single mother works many ridiculous hours, and how the second child on the other hand had many siblings, both older and younger and her mother was a stay at home
The fourth finding I found was that even though Pre-K environments have an emphasis on group activities there was often a designated area in the classroom where children could go and be alone and self-reflect. However, these spaces were used differently throughout the three programs. In one program children went to what they called the “cool down chair” when they misbehaved. In this particular program usually a talkative child who may have been disruptive would have to go to the chair and think about what he or she did wrong. The chair was located in a corner where there were crayons and other play items that the child was allowed to use, but mainly it was a sort of punishment.
While I was completing my field experience, I was working in the afterschool room every other Tuesday and Thursday. The grades of the twenty-six students ranged from first grade to fourth grade and there were more females than males in this class. My two mentors, Kelly and Brooke, were awesome, showing me how to keep up with these older children while also keeping peace within the chaotic classroom. While these children were from Watkinsville, they really were not from a low SES background, but there were many instances that the children would get into arguments and bring up someone else’s family
I have been doing my student observation at Scobee Middle School with Coach David Ellis. He currently teaches 8th grade U.S. History. Coach Ellis has different approach for each child in his different classes. These approach help him keep the class in order and help keep the students on track.
On the sixteenth of November, I observed the Eastridge High School Concert Band, under the direction of Mr. Jeff Hoffman. It is important to mention that the piece being rehearsed have been worked on for around a month and a half, with Mr. Hoffman around half the band for forty minutes a day. The concert was a little less than a month away. The rehearsal, which began at seven-thirty am, started off on a great note.
During the past two years, I was given the opportunity to spend some time observing in the classrooms at the First Presbyterian Church of Bakerstown Preschool, a Christian-based school, in the Gibsonia, PA area, the Westminster College Preschool Lab, and the Head Start program at New Castle, PA. Observing in the different classrooms displayed different ways to setup and design one classroom from another. The church preschool was different from the Head Start program, mostly due by the budget and location of each facility. Many of the church preschool classroom materials were provided by donations to the preschool. The classrooms at all three locations, had some physical similarities with each other including: many windows, child-sized tables, chairs, cubbies, and play kitchens that were child friendly, with different areas for children to play in during free time.
I will calculate her age of three. Joanna is life really friendly person. I can tell that she like to socialize with other child. Joanna is nothing like bobby because, she is more hyper then bobby. Bobby is really calm kid who obey orders.
The preschool building was empty of children also as they were outside also. The Early Head Start building there were six classrooms with four being occupied during the walk through as other two classrooms were outside. The first classroom had four children 2 years old with one caregiver Angeletta Beasley; they were dancing to music with scarfs and musical instruments. The next classroom there was eight children 2 years old with two caregivers Jessie Caudle and Barbara Stuckey. Also present in classroom was Lisa Salina the ECI coordinator who was working with a child.
Participants in this study consisted of 14 undergraduate students from a research methods psychology laboratory held on Wednesdays from 1:30pm to 3:30pm during the spring 2018 semester at Simon Fraser University. There were __ males and __ females ranging from the ages of __ to __ years, with a mean age of __. The participants were randomly assigned to either the experimental or control group. The experimental group was given the yellow paper condition, different from the control group who were given the white paper condition. __ males and __ females took part in the yellow paper condition with a total of __ participants.
My major is Early Childhood Education and I am looking forward to teaching pre-k. For my first clinical I was sent to Hilldale Elementary School, located in Putnam City. I was paired with Yolanda Castellanos and her pre-k class. She has a class with about 24 students in it. Almost 3 of the students won’t be at school in a given week. About 70 percent of the students in her classroom are Hispanic.
This week in field observations, I noticed that the students in the first hour were extremely active. Some of the students were getting up out of their seat to touch other students, and taking other students supplies to complete their assignment. The students also started talking about their future and how they planned on not having children. The teacher told them to stop talking and to focus back on their assignment. The next class was more calmed than the other class but, one behavior issue occurred from a student.
Ms. Laura also encourages these choices by letting the students pick some of the centers in the morning, she will usually have 2-3 set centers and then give a child or two the option of picking a center. The room arrangement supports children, because she has quiet activities next to quiet activities, so if a child is trying to read a book they don’t have blocks in the same area. She also made sure to be aware of different family’s cultures, by labeling items in different languages and making sure when you look around the room there
I work in the preschool classroom, SunKids, an inclusive program that has four peer model and 11 children with special needs. The child that I observed is a 3 year old girl, R, with a Down Syndrome. We were in the classroom ready to line up, after centers, and go to the playground. The playground is gated and there is grass and wood chips on the ground. There are also two rocks benches, four swings, and a playground set.
During both observation days there was no behavior problems. It was a well obtained class, and I am excited to continue participating in this classroom. One student during the classes library visit came up and gave me a big hug. He would not let go for the longest time. This class has a special place in my heart and I only been in there two times.
But she was right for the bears and the pens. The conservation of the volume for the girl did not support Piaget’s theory that children around 5-6 will develop this principle, but the other two conservation tasks supported his theory. The conservation of volume for this girl supported Vygotsky’s theory that children that are in the ZPD, need scaffolding, or guided participation, sharing social experiences and master independently what they need to work on. Instead the conservation tasks done with the boy of age 5 supported Piaget’s theory that he still needs to develop the conservation principle, not just focus on the
Student misbehaviour: Describe what happened in the first class. What types of misbehaviour did you observe? When did these happen? How did the teacher respond? What were the most effective strategies used?