Essay On Early Childhood Observation

At the time of inspection four classrooms were occupied during the walkthrough while one is used for lunch and after school time only. The first class room there was one caregiver Ariel Butler caring for three children ages 10months to 15 months, one child was napping in a porta crib and two children were on sleeping mats. The next classroom there were two caregivers Jacqlyn Haddock and Rose Hebert caring for 15 children ages 2-4 years old. The class was transitioning back to classroom for nap time. The next classroom there was one caregiver Melissa Chambers who was caring for 13 children ages 18 months to 2 years old, the children were laying on their mats for nap time.

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.

Mace & West (1986) study observed a boy who was approximately four years old preschooler who did not speak. This participant was exposed to five conditions. Results indicated that speech occurred the least in conditions where the participant had the opportunity to not speak. While prompting to speak, ignoring gestures, and praise for talking resulted in an increase of speech. The intervention should consist of prompting, ignoring, and praising to increase speech.

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.

The infant 4 room is unoccupied at this time. The toddler building was the next during walk through, there are only 3 rooms occupied at this time. The Toddler 1 room is unoccupied at this time. The Toddler 2 classroom there was 1 caregiver Jamie Rounsavall who was caring for 3 children that are 2 years old, Jamie was leading music time at the time of inspection. The toddler 3 classroom had 2 caregivers Tiffany Vaughn and Kimberly North that were caring for 6 children who are 2-3 years old.

Language/literacy development "is often defined as a system of symbols, spoken, written, and gestural that enables us to communicate with one another" (Martoz pg. 40). There are two types of language used, receptive and expressive language. Receptive language is defined as "understanding words that are heard" (Martoz pg. 40). Although young children often understand concepts, relationships of actions and words, and words themselves doesn 't mean that the young child has the words and vocabulary to communicate those concepts and words. Expressive language is defined as "words used to verbalize thoughts and feelings" (Martoz pg. 40).

They held it really well with the children 's. The children’s carburetor with the adults well. so , they made me wait till they had all the children 's back in the building and settle down. The class i choose to observe was preschool. I wanted to see older kids behave with other childs. The stages are different from toddler to be preschool.

Introduction to child observation and in context: For this observation the observer, observed a four year old girl named, Amber. Amber is a smart and energetic little girl, who always loves to show off her vast knowledge. According to her mother, she is attending preschool Monday through Friday. By now Amber is already able to recite the alphabet. The observer was able to observe Amber for about 2 hours.

In this week’s reading we got to take a look into the Cognitive and Language Development in Children by John Oates and Andrew Grayson. In this book we got to read chapter two: First Word. In this chapter they discussed the recognizing speech, understanding first words, learning to say words, meaning of children’s first word, and Individual differences in first words. Before reading the first part of the chapter two, I wanted to know how infants are able to understand words and develop their speech. In the first section the said that “most infants comprehend many more words than they can produce.

Observation 1: 1. What is the social setting? Family and friends sitting down eating food with there family. One of the ladies has a baby that looks to be 2 years old while her friend has a kid who is about 6 years old. 2.

What happened? In this visit, Johny was absent, and I interact with the rest of the student. It was Friday and after three p.m. The routine was to wake up the children and gave them a snack. Then, they will play indoor and outdoor.

Introduction – Background information This paper is about child observation. I observed a child, Daniel (coded name). He is four years and two months old. Daniel is 103 cm and 18 kg.

I had the opportunity to observe Ms. Nicole’s preschool classroom located at Sault Tribe Child Care Center in Sault Ste. Marie, MI on Wednesday from nine to ten in the morning. The children were involved in free choice time, exploring the different interest areas the classroom had to offer. I focused my attention on ten random children who had been engaged in exploratory play and observed each of them for ten minutes, documenting what activities they participated in. I found a pattern among the children during my observation.

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.

By four years children are communicating in four to five-word sentences and can be understood by anyone.” (Communication Difficulties -