Nursery School Observation Essay, Research Paper
March 2001
Early on Childhood Activities Observation # 2
1 ) Identify the Focus
Adult-Child Interaction
2 ) 10 Expectations
1- I expected that before any activity in which nutrient was handled, prepared, or eaten, ( snack clip ) the instructor would direct and promote the kids to rinse and dry their custodies ( Fundamentalss of Early Childhood Education, George S. Morrison, 259 ) .
2- I expected for the instructor to include the category in cleaning up after repasts and or bite ( Fundamentalss of Early Childhood Education, George S. Morrison, 261 )
3- I expected that the instructor would apportion drawn-out periods of clip ( at least one hr ) for kids to prosecute in free drama ( DAP in Early Childhood Programs, NAEYC, 126 ) .
4- I expected for instructors to utilize proactive counsel, in which instructors and kids anticipate possible jobs and see acceptable solutions ( A Child Goes Forth, Barbara J. Taylor, 31 ) .
5- I expected for wellness and safety bounds to be identified and enforced ( A Child Goes Forth, Barbara J. Taylor, 31 ) .
6- I expected for group activities to be at a lower limit, such as circle clip ( A Child Goes Forth, Barbara J. Taylor, 33 ) .
7- I expected the instructor to quiet kids when the demand arises ( A Child Goes Forth, Barbara J. Taylor, 29 ) .
8- I expected the category to be guided by consistence, construction, and modus operandi ( A Child Goes Forth, Barbara J. Taylor, 30 ) .
9- I expected for the instructor to be a good function theoretical account ( A Child Goes Forth, Barbara J. Taylor, 42 ) .
10- I expected the instructor to listen to her kids and talk with them ( A Child Goes Forth, Barbara J. Taylor, 36 ) .
3. Statisticss
Type of School- Nursery School
Type of Program- ?
Age of Children- 4
( include some traits ) Very hyper, short attending span, some really diffident, and really loud.
Number of Children- 7
Number of Adults- 1
Daily Agenda
12:30 P.M 1:15 & gt ; Arrival/ free drama
1:15-1:40 & gt ; Dance clip
1:40-1:45 & gt ; Rest clip
1:45-2:00 & gt ; Snack clip
2:00-2:05 & gt ; CleanUp
2:05-2:25 & gt ; Circle clip
2:25-2:45 & gt ; Project clip
2:45-2:50 & gt ; Clean up
2:50-3:00 & gt ; free play/ dismissal
4. Observation
Floor Plan- see following page
Materials,
Decorations,
Unique Features ;
The category room had really small seeable stuffs. Everything was put away in shortss and compartments. I saw crayons, pencils, books and mystifiers, records and tapes, blocks and playthings. The room was decorated consequently to the season, spring, along with Easter eggs and bunny coneies. What I found really alone was when you looked up at the ceiling, the visible radiation was an orange-yellow radiance ball. This represented the Sun and there were theoretical accounts of the planets and stars go arounding around it. As you went down the wall the pigment got lighter and lighter until it was a really pale babe blue with painted white clouds. Very cunning.
What did you see?
When I walked into the room the first thing I noticed were the alone ornaments on the ceiling and walls. The 2nd thing I noticed was that it was Mathew s birthday and he got to have on the birthday Crown for the twenty-four hours. I could state from the look on his face that he felt really particular for have oning it. As kids were geting they would fall in the category at the tabular array and drama with playthings that were scattered on the tabletop. While they
were playing, the instructor was inquiring them inquiries such as How was you holiday Micheal? Where did you travel once more? What did you make at that place? What were your favourite things to make? Why? How about everyone else? Has anyone else of all time been on an aeroplane before? What did you like about it? What didn T you like about it? What did you acquire for your birthday Mathew? . . .
Several childs were absent that twenty-four hours. At 1:15, they began dance clip. They gathered in the centre of the room and stood at the border of the rug. Dance clip was a opportunity for the childs to see the universe. They played vocals from Ireland while dancing the Irish gig, they went to Mexico where they danced around a Sombrero, they went to Egypt where they walked like an Egyptian, and they went to Australia where they all jumped around like kangaroos. Then they put there caputs down on their tabular array and rested for five proceedingss. After eating cupcakes in jubilation of Matt s birthday it was clip for Who wants to be a millionaire? during circle clip. Besides the usual calendar, pledge of commitment, and a short narrative, they had some pretty merriment and interesting activities during circle clip. The game was called Who wants to be a millionaire? played a small otherwise from the original telecasting game show. The childs loved this game because the instructor would inquire them a inquiry such as, What s indoors our organic structures that helps us breath? or, What does the bosom do in our organic structures? , and if they answered right she would honor them with bogus money that looked existent and truly amused them. She would seek and give everyone a opportunity to reply but there was a really diffident and quiet miss that would waver before speech production, and so there was this really loud male child who would shout out the reply before giving her a opportunity. The instructor told him to halt but didn Ts take any farther actions which caused him to reiterate his behaviour. Then the category participated in colourising Mr.Blood as their undertaking for the twenty-four hours and after cleaning up they played until they all got picked up and went place.
5. Contemplations: outlooks +observation= contemplations
Personally, I think this is a great school. Compared to my old observations, I found this one to be the closest to developmentally appropriate patterns. I enjoyed seeing the instructor interacting with the kids and acquiring down on their degree alternatively of invariably standing over them and doing them experience inferior. I noticed that the instructor would acquire involved in their conversations and do them experience particular by really being interested in what they had to state. ( A Child Goes Forth, Barbara J. Taylor, 36 ) . I noticed that the instructor kept a day-to-day modus operandi and had no job directing the kids from one activity to the following because they were used to it by now ( A Child Goes Forth, Barbara J. Taylor, 30 ) . One thing that I thought should hold had a stronger attack was the state of affairs with the small girl being nervous and afraid to reply and take part in the Who wants to be a millionaire game. If the instructor would ve taken a measure farther by unfiting the male child who was misconducting it might hold had a better consequence ( A Child Goes Forth, Barbara J. Taylor, 29 ) . I was happy to see that the kids were engaged in cleaning up after activities and bite ( Fundamentalss of Early Childhood Education, George S. Morrison, 261 ) . Group activities were non kept on a lower limit. They had group activities though out the full twenty-four hours. I, on the other manus, do non believe that it was DIP chiefly because the childs were interested and actively involved in each activity. Overall I believe that this is a pleasant environment for a kindergartner and that Teacher was a patient, lovingness, and understanding individual that helped her pupils develop self-esteem and self subject.
