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Nursery Observation

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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). Emma was first to notice the coloured cylinders and excitedly took one from the table and had a look inside. Emily.E and Aria enjoyed looking through the different length cylinders but both at separate stages turned the short cylinders into drums and started playing them. Emily.E and Safiya stacked their coloured cylinders into 2 tall towers (EYLF 4.1.3). Cooper tried out all the colours. He commented “dark, dark” as he looked through the short red cylinder, which was very observant as the short red gives the darkest vision. Aofie and Sean both put a different colour on each eye and started to …show more content…

Harriet initiated the group to sing Row, Row, Row your boat. They all did hand actions as they sang together (EYLF 3.2, 5.1). Madison enjoyed typing on her keyboard and then moved onto pulling and pushing the animal shapes on the 3D maze (EYLF 3.2). After her lunch she practiced saying “ready, set, go” and was able to play this fun language game with a few different educators (EYLF 5.1.3). Charlie.M has been wanting to stand up more and more with the help of his educators (EYLF

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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.

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Children covered in glitter and glue is a sight to witness. Scattered around the room are broken crayons, uncapped markers, and torn paper scraps. This image at the end of the day at a preschool means that it has been a good day. When the day had just begun the sound of feet pattering and bouncing down the hallway was perceptible. The teachers knew that when all the children entered the room and saw the table aligned with crafts every student’s eyes would light up with excitement.

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Throughout my time at Suffolk Community College, I have done a lot of observations and many hours of student teaching between the ages 4-7 years old. So, walking into an infant classroom for an observation was a first-time thing for me. The infant room was full of a lot of wooden furniture (example: cabinets, changing table, cribs, shelves etc.) and the walls are painted an eggshell white. The instant I walked into the entrance of the room near the door, right hand side there was a kitchen, with a sink, baby formula, utensils, baby bottles and sippy cups.

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6 children were in the bye bye buggy as the classroom had just returned from outside, 2 children were already seated at the table and Ms. Plant was preparing snack for the children as Ms. James as washing the children's hands and then placing them at the table. The last classroom there were 2 caregivers Dana Craig and Veronica Montgomery, Ms. Montgomery was assisting children with washing hands and Ms. Craig was seated with children doing finger plays and

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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.

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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.

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