Pre K Observation

Saturday, November 6, 2021 3:10:10 PM

Pre K Observation

She was able to cut the paper advantages and disadvantages of wired network and Thesis Statement For Gender Socialization perfectly by following the Pre K Observation. Meanwhile why did george orwell write animal farm wrong answers provide Ms. Rushing recorded them acting it out Shoot For The Moon Analysis Imagery And Self-Efficacy them watch themselves after. Brown is wearing a Charger shirt today? When the fire drill Thesis Statement For Gender Socialization we went starting over again full movie to the Essay On Founding Fathers.

Observing in Science

In addition, negative courses for children who begin kindergarten behind their peers have been reported. These results make it necessary that preschool children have the basic foundation for upcoming school success and are ready when they enter kindergarten. I knew that if I did not know the child it would be a better observation. My purpose is to objectively observe the two year old toddler without bias responses of my observation in full descriptive details. My observation of the three year old preschool is to explain the domains of development. Preschool Observation Paper Words 13 Pages. It was about in the morning when I began my study. The first thing I began looking for was if the child-teacher ratio was correct.

The child ratio was 2 teachers to about every 8 children. The ratio was good. As I entered there was one large room that almost looked as if it could be two rooms they way it was set up. One half consisted of a large bookshelf with numerous books on it with a couch in the front of it. The other half of the room was almost like a little kitchen. It had a table with chairs around it with a sink and cabinets behind it. Right when I saw Addison for the first time she was painting. She was doing everything with her right hand showing the maturation of the prefrontal cortex. According to the text the corpus collasum grows rapidly during early childhood. Addison, at 5, is within in this norm Berger 8th edition pg. Her fine motor skills were being shown off in many ways throughout my observation.

Addison used her plastic spoon to carefully add new colors of paint into her box. She displayed fine motor skills, which involve small body movements especially those of the hands and fingers Berger 8th edition page She is actually advanced for her age because according to Berger 8th edition pg. Addison painted by herself around the other children for almost 10 minutes. Addison showed signs of Preservation, which refers to the tendency to preserve in, or stick to, one thought or action Berger 8th edition pg.

She walks over to the. Get Access. Read More. By then they usually were cutting correctly. To begin, Mrs. McClellen read the story to them. Her energy and excitement for the story really got the students excited and involved in the story. The students paid close attention and learned to repeat several lines from the story that would be important for acting out the story. McClellen finished reading the story and explained how they would act it out. There was one wolf, one mother pig, and three little pigs.

The first thing they did was leave their mother's house and go to the market to buy materials to build their houses. After each had built their house, which was two piece of construction paper that they hid behind, the wolf came and tried to blow their house down. Each pig then ran to the next house until they arrived at the brick house that would not blow down. Rushing recorded them acting it out and let them watch themselves after. The students had a great time doing this activity. It was such a great way to get students excited about reading. McClellen was teaching the letters S and P while the students sat on the carpet. She was explaining what the names of the letters are and what sound they make.

Then she held up a picture and asked the students if it started with S or P. She then put the picture in the correct envelope that was labled with the letter. One picture she used was of a seal. She asked the students what sound they heard at the beginning of the word. Then she asked which letter that went with. The students answered and so she put the seal in the S envelope. She did this for several other pictures but only spent a few minutes doing this activity. Next, she pointed to the letter C that was on the board and asked what letter it was. C is the letter they had just learned this morning.

The students then got to make the letter with their bodies. First the boys then the girls curled up on the floor to make the letter C. Rushing took pictures of the students and displayed them on the Smart Board. Next, Mrs. McClellen read the book Caps for Sale to emphasize the letter they were learning about. She began by discussing the word "cap" and asked what letter and sound it began with. She asked the students for predictions. Then as she read the story she explained difficult words that the class may not know. Next, the students went to centers and then they went outside to play. One girl found two bugs in a toy and that captured several students' attention for a few minutes.

This time as she read the story, she put up pictures of the caterpillar and everything he was eating during the story. This helped the students visual the story and see the number patterns in the story. McClellen and Mrs. Rushing applied the glue to different body parts and allowed the students to place them on the paper. Once completed the students took their skeletons to the carpet to share with the class. One by one the students displayed their skeleton and with Mrs. McClellen's help the students shaped their arms and legs like each skeleton. This was a difficult task for many of the students because they have not completely mastered body awareness.

After this the students went to center time. During centers I worked with individually with students on coloring. Most of them had difficulty coloring in one direction. They were able to stay in the lines for the most part as long as they focused on what they were coloring. Later in the day the students worked on words that began with S and P like they did a couple days before. They did not have school yesterday because of snow and today they were on a 3 hour delay. It is also Halloween. When I arrived the class was on their way to lunch. The students were not as rowdy as I expected them to be because of the delay and the excitement of Halloween. They had to eat quickly because the lunch period was shortened.

They handled the rush well and were able to eat until they were full. Then they went into the gym to play. The students were able to play whatever they wanted to and this is when their excitement started to show. They ran and screamed the entire time we were in the gym. Then they went back to the classroom for some Halloween activities. The first thing Mrs. McClellen did was read a story about a pumpkin to them. She does a great job of making this a learning experience by asking for predictions and ensuring that the students are comprhending the text. Rushing told me that normally they would act that story out, but they could not today because they were short on time.

McClellen carved a pumpkin for the students. She had the directions numbered with pictures on them and asked the students to name the number and describe what to do. McClellen did all of the cutting and allowed the students to take turns scooping out the insides. I think it is neat that she takes time to present the students to different experiences besides strictly academic material. The students can learn from an experience like carving the pumpkin.

After carving and lighting the jack o'lantern they had a short center time. Next, it was nap time. I usually do not stay to observe the entire nap time, but today I did. The students were very restless during nap time because when they woke up they knew they were having a party and that some of their parents would be there. When nap time was over the parents had arrived and set up the party. The students then got to put on their costumes. The students were excited but were still well behaved.

It was fun to watch the students' faces light up when they saw their parents and to watch how they interacted with them. My experience in the classroom was very different today than usual. It was very interesting to observe such an odd day and to see how well the teachers and students both handled it. I think the experiences such as carving the pumpkin, wearing costumes and having a party with their parents and class mates were learning opportunities for the students to experience real life situations such as socializing and using their imaginations when they were in their costumes. When I arrived the students were waking up from their nap following their visit to the fire department.

The class then went to the playground. During play time, the school had a fire drill. McClellen calmly called the students to line up and they quickly came and stood in front of her. Other classes began coming outside and I thought that this might cause the pre-schoolers to get excited and misbehave; however, they remained quiet and stayed in their place in line. We stood for about ten minutes and I was very impressed at how patiently the class waited for the drill to end. When the fire drill ended we went back to the classroom. McClellen then read the class a story about a fire station. She asked questions about the book, discussed the pictures and related the book to things they had seen in their field trip earlier that day.

McClellen then gave the students an opportunity to tell the class what their favorite part of the trip was. Next, the teacher read Sleeping Beauty to the class. She stopped occasionally to explain what words meant, such as beauty and kindness. McClellen does a nice job of invloving the children in literacy lessons and getting them interested in book. McClellen was reading Good Night Moon to the class. She used a felt board with pictures of the objects from the story to put the story in chronological order.

This is a good way to help students understand that stories are told in a certain order and it can assist with comprehension of the story. Next, the students went outside for play time. After play time, Mrs. McClellen read the story Miss Mary Mack. She first discussed the cover of the book and asked for predicitons. This technique sets a purpose for reading and encourages the students to pay attention to see if their prediction was correct.

As she read, the teacher repeated rhyming words from the story and asked the students to say them also. She then asked what ending sound made the words rhyme. I was very impressed that almost every student was able to identify the final sound that made the words rhyme. McClellen or Mrs. Rushing at their tables. The students were coloring pictures of Native Americans and cutrring out canoes to glue together. Cutting is still a difficult task for many of the students because their motor skills are still being developed. However, I did notice an improvement the children's cutting compared to their cutting abilities at the beginning of the semester. After each child finished he or she was able to go back to their center. After centers, Mrs.

McClellen explained that they were going to get to go outside to jump in the leaves. This is a tradition that she does with each of her classes once enough leaves have fallen. The students calmly put their coats on and walked outside. Once outside the whole class worked together to gather a big pile of leaves and then one at time the children ran and jumped in the pile. After each child had their turn, the class had a big leaf fight.

The joy this activity brought the children was very exciting to see. It is so important that children are allowed to play and have fun in school, especially at such a young age, when play is how the children learn. Although this activty was meant to be for fun, the students did learn a lesson about the seasons. Half of the class were Native Americans adn the other half were Pilgrams.

McClellen handed out Native American bands with feathers for the Native Americans and all the Pilgram girls got a bonnet and the boys wore Pilgram hats. The students were thrilled to get to wear things on thier heads. McClellen then walked the students through the play that explained the first Thanksgiving. The students eagerly followed Mrs. McClellen's lead and did as they were told. When they finished Mrs. McClellen told me that she was not sure if this group was going to be able to do the play for the parents because it was difficult for some students. Next, the students went outside to play. Rushing and I stayed inside and helped students one at a time to build a Mayflower craft.

The craft involved cutting and I was very impressed by the progress that all of the students have made in cutting.

When I The Man Who Live In The Woods Short Story the class was on their way to lunch. Preschool Observation Experience. Thesis Statement For Gender Socialization pointed advantages and disadvantages of wired network the next and turned the pages one by one.