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Observation in early childhood classroom
Planning, implementing and evaluating quality in early childhood settings important
Observation in early childhood classroom
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The room was calm and the children all seemed happy and content with their new key workers. Charmaine and Joyce will be closing monitoring and supporting the staff to ensure this transition period is a smooth as possible for parents and children. 2-3 The environment has much improved offering children a wide variety of learning experiences that are allowing the children to explore paint water and sand and cosy areas for relaxation that also have a wide variety of books for the children to look at and mark making resources. Staff are continuing to develop their planning to ensure it is responsive and relevant.
Description of the Problem Mr. Tate is a new assistant superintendent in a district that he is readily familiar with having more than 12 years combined experience as a teacher and assistant principle within the district. Upon taking on his new role, the case study did not clarify if Mr. Tate was given a clear description of all of this responsibilities or program oversight. In this particular case study, it was established that the district not only did not have a designated Homeless Liaison at each of their school buildings, but rather a Homeless Liaison for the entire district; namely Mr. Tate. Since Mr. Tate was unaware of his role as the district’s
Lucifer, Satan, the devil; these names bring the idea of evil and cruelty to the minds of many. Many writers have used the devil as a figure of fear, or one to make deals with. In the “Lord of the Flies”, William golding depicts the beast as one that is feared by many and has made a deal with jack. Therefore,William Golding is using the beast to depict the devil in his story.
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.
In an infant room the day is controlled by the children’s moods, and attention span. On this day, the general mood for the children was happy and very active. As for the staff members, they both seemed happy to be there and repeated told me how much they love working with the infants. The teachers were very attentive to children and right on top of children’s needs. All children are feed before starting the day, 2 Infants are feed by bottle and 6 children were capable of independently self-feeding.
Observation of Setting: I observed a family friend’s son in the living room of her house. His name is Emmanuel and he is three years old. The child had been home for about two or three hours after coming home from a whole day at daycare separated from mom. The living room had a recorded Disney movie playing on the TV in the background.
For my preschool observation, I went to little jungle childcare center in Fargo, North Dakota. I knew about this childcare facility, because I have been working there for about seven months. It was truly a different experience to take my break earlier in the day and just observe the class that I usually work in. Through observations, I was able to actually think about why the room is set up the way it is, watch how students and teachers listen and talk to each other, and think about why we do some of the assessment that we do with the kids.
The children had the choice of (1) the sand table, (2) the writing center, (3) lacing cards, (4) blocks, (5) science, and (6) dramatic play. Mrs. Debbie, the teacher, was close to the children at the sand table engaging in their play. Next, she rotated the classroom effectively engaging with all children at each center. She brought purpose to the children’s play by encouraging them to get the most out of the materials, asking questions and making statements such as, “Are they the same size? If you look through here the colors change.”
Detailed Interrogation- Ask about the work hours, fee structure, security issues, discipline, hygiene, food and many more. Talk to the experts about their educational qualification of the staff, and work experience in this domain. Know the schedule of the everyday activities that children are involved in so that you can compare it with other centres, and make a wise decision. It is essential to value your gut feeling after you seek answers to all your
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.
During the walk through I observed Kelsey Reichman and Michelle Jones were caring for 6 infants 6 weeks-14 months. Six week old was asleep in crib on her back while other 5 children were on floor playing. Ashley Brown and Jessica Edwards were caring for 13 children 3 and 4 years old, Ashley was leading circle time at inspection. Leeane Jobe and Shelbe Derrick were caring for 16 children age 4 and 5 as they were in centers throughout the room. Hope Ponder and Chrysal Flagaipupu were caring for 12 children who were 2 years old.
Briefly describe the setting: The school cafeteria is where every morning all the students including preschool gathers to wait for the rest of the students. Preschool uses 3 round tables with 6 chairs each table, were we place some coloring books, crayons, and toys to keep the children entertain while we wait for the rest to be drop-off – there are 15 preschoolers total. Objective description: B.G is in one of the tables playing with several cars along with his friend L (boy); suddenly he grabs a red truck and started moving the car around the table following the circle shape. After a while, he pushes the car from one corner to the other, so the car drops to the floor and every time he crashes the car, he starts laughing.
I am a student at Madonna University, where I am obtaining my master degree in early childhood development. I am currently enrolled in ECE 5170 Programming and Support for Infant and Toddlers. As a part of my course work I am to develop a child study on an infant. I will observe your child for an hour three different times within a course of three days.
Ms. Laura has 21 children currently enrolled in her classroom, 11 boys and 10
Classroom Observations Mrs. Canada is the first grade teacher that I observed, and the subject that she was teaching was reading. She had planned well-organized power points and crafting materials in advance, so she was prepared for the lesson. The two times I observed, the lesson that was being taught at both times was reading. Children in the classroom used a lot of previous knowledge for the lesson.
