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In the Daley College Child Development Lab School there are two classrooms.
There are both Head Start that serve children ages 3-5. I have been observing in the
West Room with Ms. Ortega and Ms. Nancy. There are 17 children in this classroom. I
decided to observe a 5 year old boy named Jaiden. He is tall and slim. He has brown
eyes and brown hair. His mom is the one who drops his off and picks him up from
school. She started working by the end of my observation, but still continues to drop off
and pick Jaiden up. The classroom is located on the first floor, main entrance is
The classroom is designed into areas that include dramatic play, block area,
never saw him using the computers. The classroom has two rugs, one in the library
area and the other in the block area. This is also where they do morning large group
time and story time. Jaiden seems to be distracted during story times and group times,
he tends to lose interest. Also, Jaiden seems to walk around the classroom a lot.
Jaidens strengths are being independent. He does things for himself. When he
arrives he moves his picture to the school section from the home section. On February
1st, teacher tells him good morning and thumbs up for remembering his picture. Mom
goes to sign at the daily health check area Jaiden walks over to toy area, goes to the
manipulatives area looks around but then walks away. He goes over to his mom and
says bye mommy, she hugs him and says bye. Jaiden walks over to the sand table,
plays by himself.
On February 4th, when painting wheels on paper plates, Jaiden wants to paint
more. The teacher tells him to wash his hands because everyone is painting two. He
walks away but comes back and takes a seat in the art table. He shows interest and
teacher asks if he wants to paint another one, he says yes and gets to paint again.
Jaiden shows his plate to a girl next to him and tells her look what I made. Jaiden
spends much time in the Lego table and block area building. He has built tall towers and
24th, the teacher grabs a bin of shapes and asks Jaiden what colors they are as she
holds up a shape. He names the colors the shapes are correctly. Then, the teacher
points to a square and asks him how many sides it has. He counts the sides of the
square, to four. Afterwards, the teacher asks Jaiden to look for a blue marker. He goes
over to the bins of markers and picks out a blue one, and brings it back to the table.
Teacher tells him to draw, he draws and teacher points as Jaiden counts.
Jaiden likes to talk about his interests. He tells a story about a shark. Jaiden says
the shark has a line in his back and is blue. It has sharp teeth and eats people. In the
water people scream shark Jaiden yells. Jaiden uses his arms to gesture flapping
motions. Teacher replies thats really cool. Jaiden then goes to the library area.
Jaiden can draw circles and lines. On April 5th, Jaiden is at the white board and
draws a circle with his left hand, then switches the marker to his right hand and draws
lines on top for hair and makes eyes and a mouth. Jaiden then goes to the library area
with two other boys, sits at the table and draws. When he finishes, he gets up to show
his picture to the teacher and says its a dinosaur. Teacher replies what kind is it?
Jaiden says a T-Rex, the teacher tells him I love it. Jaiden then walks away.
Jaiden needs some improvement when it comes to story and group times. On
January 25th 2016 Jaiden is moving around, playing with his shoes and moves from side
to side. When they return from physical activity they go back to rug area for a song.
Jaiden doesnt participate in the hand gestures. He sits and has his hand on his cheek,
then plays with his shoe. Jaiden is still learning how to write his name. He knows how to
write some letters correctly, but others needs improvement. He doesnt write his name
There is room where he can improve with his socializing. Jaiden sits quietly on
February 1st, and listens to the teachers conversation with the other children. On
February 4th Mom and Jaiden walk over to table where other children are playing, mom
tells him to say hi, good morning but he doesnt. She grabs Jaidens hand and waves.
Then, Jaiden goes to the table and plays with a boy. They talk, a girl comes over to the
table. Jaiden calls the teacher and says the girl is playing at the table. The teacher says
thats okay she can play there, Jaiden grabs his toys and pulls him towards him, and he
initiative vs guilt. During the ages of three and continuing to age five, children assert
childs life. During this period the primary feature involves the child regularly interacting
with other children at school. Central to this stage is play, as it provides children with the
begin to plan activities, make up games, and initiate activities with others. If given this
opportunity, children develop a sense of initiative, and feel secure in their ability to lead
control, children develop a sense of guilt. They may feel like a nuisance to others and
will therefore remain followers, lacking in self-initiative. It is at this stage a child begins
to ask many questions as they wonder why. Too much guilt can make the child slow to
interact with others and may inhibit their creativity. A healthy balance between initiative
I observed an occasion when there was an art activity where the children had to
paint a wheel on a paper plate, and there was a sample already done. The children
were to paint two plates, then move to another area so other children could paint.
Jaiden wanted to paint more so he insisted to paint another one and would come back
to the art area. He ended up painting three plates of wheels. I think that the children
should be encouraged to do as many art activities as they like to, without a limit.
Jaiden tends to not participate much during story times or discussions, so when I
saw him raise his hand on April 5th, and not get called on I was disappointed. Jaiden put
his hand down, then tried again and wasnt called on again. I think that if Jaiden was
called on it would have encouraged him to participate more often. It would have made a
positive impact on his self-esteem. Jaiden walks over to block area and pulls out a bin
with cardboard boxes and other materials, the teacher tells him he cant play inside the
block area because there are too many people there already. Jaiden puts the box away
and leaves the area. I think that this could have a different approach. Instead of the
teacher telling Jaiden from another area that it was full, she could have went over and
helped him take the box of materials to a table where he could still play.
Even though there is a routine to follow daily, I think different activities could have
been introduced. I saw some of the same things being done over again, being too
repetitive in my opinion. A change could have been done during story time by using
flannel boards to tell a story. Another way is to have the children acting out a story
themselves or by using puppets to tell a story. More songs with movement incorporated
in circle times. Doing songs like hockey pokey, happy and you know it, freeze dance, or
even musical chairs. In my opinion, group meetings were only for morning discussions
and story time. This didnt provide opportunity for the class to be together and have fun
In summary, this experience of observing one child throughout the semester was
rewarding. I saw how a childs acts in various situations. Although, I don't think that this
classroom was an appropriate fit for this child. I didn't see modifications Jaiden needed
like when it came to his writing. The program days are short and I think a longer hour
center would be beneficial to him, since he will be starting kindergarten in a few months.
I also think that there was too much free play time and not enough activities going on.
More directed, engaging activities could help in art, writing, and during large group
times. In my opinion, I would have liked to observe more music incorporated in the
classroom. Interest of the children could have been part of the lesson planning more.
Like several children have talked about animals in the classroom. After all, The goal of
early childhood education should be to activate the childs own natural desire to learn.