Group Observation Report Preschool

Name: _______Aly Daniels_____________________ Classroom: __Inclusive_Preschool ________

Time and Date: ___3/20/18__9:00-11:00_______

Primary Focus for Activity (check one):

____ Physical ____ Social/emotional _X___ Cognitive ____ Language

Purpose: The purposes of the lab experiences are: to identify and apply developing teaching skills by engaging a an individual child or group of children in a learning experience; to identify and apply knowledge of child development milestones and processed across all domains through observation, and to identify and apply High Scope key developmental indicators (or other professional standards) exhibited in specific experiences.

1. Name of the engaged experience and description:

The anecdote with J.S. occurred at a center table. There were 5 children at the center table during this anecdote. There was one teacher at the table during this center time. The center lasted seven minutes a piece and then the children rotated to a different table once the seven minutes ended. The table was in the middle back of the room between two sets of shelves. The materials that were provided are paintbrushes, sprinkles, and a cookie sheet. One part of this activity that was inviting was that the center was very colorful. The sprinkles were all rainbow and the children loved being able to use a material that is colorful and is not normally used in the classroom. In addition, it was also inviting because the children were able use the paintbrush for something other than paint. This made it more exciting and engaging. Also, the children were able to make a mess, and not really worry about it. The children also had the freedom to create whatever they would like. The teachers were engaging the children by asking them what about their creations. The teacher also asked the children to create certain pictures, such as circles, squares, triangles, and letters. The teacher would ask the child these questions, only when they were no longer using their paintbrushes and the materials to draw images.

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

Reflect and connect: What developmental milestones were observed or demonstrated? physical (2), social (2), emotional (2), cognitive (2), language (2).
• Social Milestones o The child enjoys playing with the same aged peers (J.S., T.M.) ("Child Development Screening", p. 7). During the anecdote, J.S. and T.M. both children were working in-group settings. Neither child fought with their peers. Instead, both children talked with their peers and shared what they were doing with the peer sitting beside them. o The child participates in regular structured social interactions (J.S., T.M.) ("Child Development Screening", p. 7). During the anecdote with J.S. and T.M., both children were placed in-group work. The children both had three other peers at their table. The children were able to communicate and share the materials that were at the table with their peers.
• Emotional Milestones o The child has a vivid imagination (J.S.) ("Child Development Screening", p. 7). During the anecdote, J.S. has a vivid imagination because he pretends to destroy a rectangle. Also, he jokes that he cannot draw any other shapes, even though he drew a square in his sprinkles