Preschool Observation Essay

Essay Topic: Essay, Observation, Preschool,

Paper type: Institution,

Words: 3749 | Published: 10.19.19 | Views: 469 | Download now

Upon November 13, 2014 by Grossmont College’s Child Expansion Center, My spouse and i observed Konnor who was born on March 11, 2011. At the center, you will discover roughly about 15 children between the age range of 3 and five; there is a single adult for each six or so kids.

The preschool center’s indoor environment is properly secured with a locked gate that separates the outside door which leads for the younger children centers and building with the hallway to the learning and mat. There are two separate areas, but they have screen doors that lead to precisely the same play area outside. The room on the left hand side, which Konnor is placed in, was less space-consuming than the room around the right however they both acquired similar types of equipment and activities that children can join in on together.

Both rooms were decorated together with the colorful a muslim of the preschool children, a lot of tables and chairs had been surrounding the indoor region, and there was an activity expecting for kids in every single corner; not only one child was left with nothing to do. The outdoor environment is properly secured with a tall fence around the outside region, along with a locked gate. The outside have many actions that encourage the youngsters to interact with one another.

You will discover bicycles, a painting place, a mini-garden, a play ground equipped with 35mm slides, a doll house, large plastic blocks, as well as a small level for children to execute in remarkable play. The indoor and outdoor environment is secure to get the children and encourages the children to connect to each other and play and also learn. Tantrums were thrown, children disobeyed orders, but , the adults handled every single situation presented with a calm tone and they allow children understand why their particular action was wrong and what they can easily do to repair it. For instance , Konnor plonked a fit simply because there was no bike available for him to use, a teacher came up by his side and leaned into his level, allowing eye-to-eye contact, and talked to him about it.

Konnor explained the situation through sobs, however the teacher revealed no seem of frustration and was standing with Konnor until a bicycle was available again. The center was decorated with photos of diverse kids in ethnicity and culture the industry eye-appealing approach to teach children about the diversity amongst each other. Your child Observed: Konnor is a a few year and 8 month old male preschooler delivered on March 11, 2011. Konnor is definitely lean using a fair complexion, blue eye, a button nose area and short blonde curly hair.

He was putting on army trousers, a dreary t-shirt having a red and blue clothes, and gray sneakers. Konnor features average elevation for a several. 9 yr old at around 38 in . and weighs about roughly around 30 pounds. Towards the start, Konnor interacted with many of his peers, he threw a tantrum, as well as began to pull his thumb.

Observing Konnor from the beginning, he reminded me of virtually every subject discussed in class for his age group which will made me select him for the kindergarten observation. Biosocial Domain: Konnor jumps around the wooden level in front of his peers and teacher and throws his hands above his mind and in to the air. Together with his legs in a straight situation and a little bit parted, Konnor leans down and spots his hands onto the woking platform beside his feet. Keeping a firm, balanced position, he bends his elbows, places his brain down, and tumbles his body over, creating a somersault.

Konnor displays a growth pattern and according to Kathleen Berger, development patterns will be obvious with a comparison between a kid and a preschooler, “The center of gravity movements from the breasts to the abdomen, enabling cartwheels, somersaults, and many more motor skills” (225). Konnor shows a growth pattern as they was balanced when he bent his body system over in prep for the somersault, fantastic hands and feet were placed firmly on the ground; this individual did not tumble over or stumble once. At 3 years and 8 months outdated, Konnor is at the norm with this growth routine since it appears at 2 years old (Ch.

8 PowerPoint). Konnor begins to unstack the colorfully huge, plastic Profano blocks. He grabs one blue obstruct and locations it to one side, and begins to achieve that with every other color shown to him. Konnor begins to stack up the Lego blocks separately based on the color; all of the blue prevents were piled neatly in a separate collection, as well as the reddish blocks and so on.

Konnor shows maturation and according to Berger, maturation of the prefrontal cortex can be identified through observing children play certain games just like Simon Says, and “the color game, ” which was located that kids were able to kind the greeting cards out by their color. (234) Konnor shows maturation because he was able to unstack the uncoordinated colored blocks to color coordinate all of them, unlike some children adjacent him who also profusely piled the hindrances, regardless of the color order. By 3 years and 8 weeks old, Konnor is within typical for this advancement since it looks at three years old (Berger, 234). Konnor picks up a tree part that has gone down beside a tree, this individual stares for it and looks up at the tree and back with the branch.

Together with the branch even now gripped securely in his hands, Konnor starts to lift his body to wrap his arms and legs around the tree. Hugging the shrub with his body, Konnor starts to ease his way the tree by pushing his legs up first to scoot the reduced half of his body up, and then raising his arms up further more to scoot up his upper body as well. Konnor displays gross motor unit skills and according to Berger, gross motor abilities are thought as, “physical skills involving large body movements, such as going for walks and jumping” (145).

Konnor shows low motor skills as he take you his physique to meet the tree as well as scooting his legs and arms the tree to increase further which requires the application of his huge muscles in both his lower and upper human body. At three years and almost eight months old, Konnor is the norm intended for gross engine skills since it appears 8 to 10 months after birth (Berger, 145), but , Konnor is usually not within the norm pertaining to an activity, just like climbing a tree, as it appears at 5 years old (Berger, 238). Cognitive Creation: Konnor covers a tree branch that sits close to a woods and this individual begins to go through the leaves dangling from the department and figure his lip area upwards. Konnor takes a profound breath and says, “Hi, plant!

Just how was every day? ” as he begins to tremble the plant for the response, Konnor responds for the tree part that he, too, is having a good working day. He units the part down back again where he found it and says his goodbyes for the branch as he walks aside. Konnor shows animism, which in turn Kathleen Patre defines since, “the perception that all-natural objects and phenomena are alive” (259). Konnor demonstrated animism as they began to have a minimal conversation with the tree branch and asking that how their day was as if it were rouse,stimulate.

At 3 years and eight months aged, Konnor is within the norm in this development since it appears at 2 years aged (Berger, 257). The instructor gives Konnor a cup and place like hers and asks Konnor to wait for further guidance. Konnor begins to stir the brown sugar that the teacher placed in his glass until it is well merged like her mixture.

The teacher pres some vanilla extract into her glass and then gives you the vanilla to Konnor and asks him to pour that into his cup full of brown sugar. Konnor does what he is told and waits for the rest of his teacher’s guidance; the teacher tells Konnor to mix the blend once again in the same way she truly does hers before the caramel is formed. Konnor shows guided engagement, which Bergerot defines while, “the method by which people learn from others who guidebook their activities and explorations” (262).

Konnor was able to associated with caramel simply by watching his teacher do every part of making the dip along with her explaining to him verbally as to what to do in each step. For 3 years and 8 weeks old, Konnor is within standard for this development since it shows up at three years old (Berger, 262). Konnor holds the tree branch in front of his face while two of his peers encircle him.

He keeps a knowledge onto the stem before the leaves around the branch start to rustle against each other and Konnor clears his mouth in a sort of an ‘O’ and elevates his eyebrows up. Konnor turns to his good friends and says, “Did the thing is the leaves move?! This means the plant is definitely dancing and is happy to observe me. ” Konnor displays theory-theory, which in turn Berger describes as, “the idea that children attempt to explain everything they see and hear simply by constructing theories” (266). Konnor must have seen leaves rustle in the woods previously and waited with his peers intended for something to occur with his part.

Konnor thinks that when the leaves on a tree or maybe a plant start to move together with the wind, it means that the tree/plant is dancing because it is content. At three years and 8 months old, Konnor is the norm in this development because it appears for 3 years aged (Berger, 267). Language: Konnor stands around his expert on the solid wood play stage and lifts his biceps and triceps up and roars as an animal.

His peer proceeds to do similar, but Konnor stops and says to his expert, “you must be louder; put your hands up and roar! ” His peer really does what Konnor suggests and Konnor nods his brain at him. “Now get on the floor and roar! ” Konnor says as he alterations his physique down on the wooden platform so his legs and hands are placed on the ground. Konnor continues to roar along with his peer on the play stage and tells his expert to follow him just as he begins to group of friends his body system around the level. Konnor reveals social mediation, which Patre defines since, “human connection that extends and developments understanding, frequently though words and phrases that one person uses to describe something to another” (264).

Konnor were required to stop to clarify and show his peer how to roar loudly like him by showing him how through a little conversation as well as demonstration. Konnor then teaches him what direction to go next including to can get on the floor also to follow him and still roar. By 3 years and 8 months old, Konnor is within the norm for this creation since it looks at age three or more (Berger, 264). Konnor accumulates a tree branch that sits next to a forest and he begins to go through the leaves dangling from the department and figure his lip area upwards.

Konnor takes a deep breath and says, “Hi, plant! How was your entire day? ” Konnor waits for the response as the branch is usually held in front side of his face, then simply continues to speak with the part by saying “I’m creating a good day too, grow! ” Konnor shows fast-mapping, which Patre defines since, “the fast and sometimes imprecise way in which kids learn fresh words by tentatively putting them in mental categories according to their identified meaning” (270). When conversing with the shrub branch, Konnor kept referring the department to a “plant” because he is convinced that whatever with wooden and leaves is considered a plant.

For 3 years and 8 a few months old, Konnor is within standard for this creation since it looks at about 12 to 18 months (Berger, 270). Konnor stacks the plastic Profano blocks on top of one another using a peer till their preferred height. His peer grabs a blue plastic Lego block and throws the plastic obstruct at the stack which causes Konnor to gasp and raise his tone at his peer.

A teacher comes over to the two boys to find out what the problem was and Konnor says, “teacher, this individual throwed the block and ruined this kind of. ” while referring to the now tumbled over stack. Konnor reveals overregulation which usually Berger identifies as, “the application of guidelines of sentence structure even when anticipations occur, producing the language seem more “regular” than that actually is” (272). Konnor shows overregulation by declaring “throwed” rather than the proper previous tense term “threw”. This individual believes it is the proper term as they shows that he knows that the letters “-ed” create a past tense word. At three years and almost eight months old, Konnor is at the norm for this development because it appears by 3 years outdated (Berger, 272).

Psychosocial Domain name: Konnor stacks the plastic material Lego hindrances on top of one another with a expert until their particular desired level. His peer grabs a blue plastic-type Lego prevent and includes the plastic-type block with the stack which in turn causes Konnor to gasp and raise his voice at his expert, asking him why he did that. A teacher comes over to both the boys to view what the issue and Konnor explains.

Konnor shows psychological regulation which will Berger identifies as, “the ability to control when and how emotions will be expressed” (289). Konnor shows this tendencies because even when he expressed his emotions toward his peer by simply raising his voice, this individual knew never to overreact verbally or bodily and asked his expert why this individual did what he do instead. In 3 years and 8 weeks old, Konnor is within typical for this creation since it looks between the age range 2 and 6 (Berger, 289).

While Konnor completes stirring his brown sugar and vanilla remove in the cup, he appears around the circular table where a few of his peers surround them; he sees that they will be still stirring their materials in their cups. Konnor figure his lips upwards, and raises his cup to his instructor and says, “look, tutor! I’m completed! ” the teacher responds with, “well done, Konnor!

Wait for all others to finish all their dip. ” Konnor continues to curve his lips up-wards and sits down back in his chair while his peers finish combining. Konnor shows pride which a very confident high principle and self-confidence (Ch. 15 PowerPoint). Konnor shows pride once he realizes that he was the first to finish mixing the ingredients with each other and shows his instructor that he was already done.

At 3 years and eight months outdated, Konnor is the norm in this development as it appears at age 3 (Berger, 290). Konnor stacks the plastic Profano blocks over one another which has a peer until their wanted height. His peer holds a blue plastic Profano block and throws the plastic prevent at the collection which causes the stack to tumble as well as the prevents scattering surrounding the floor. Konnor gasps and furrows his brow for his peer and says, “You will be mean!

I don’t just like you! ” Konnor shows antipathy which in turn Berger describes as, “feelings of dislike or even hate for another person” (305). Konnor shows antipathy toward his peer just after his expert knocked over all their stack of Lego hindrances, which necessary much of all their time, by furrowing his brow and raising his voice in his peer. At 3 years and almost 8 months outdated, Konnor is not within the norm in this behavior mainly because it appears at age 4 (Berger, 306). Konnor stands near the tree and watches his peers riding on the tricycles.

Konnor furrows his brow and boosts his tone of voice saying, “I want to ride on a single! ” A teacher taking walks to Konnor, asking what’s wrong, and Konnor says, “I need to ride on a tricycle! ” Konnor’s teacher talks about to Konnor that they are most taken by his peers and that he would have to delay until one is obtainable. Konnor stomps his ft . on the ground, ongoing to furrow his brow and says, “No, right now! ” Konnor walks over to one of his peers who will be sitting on his parked tricycle and demands him to get off and so he may ride this. His peer tells Konnor that he’s riding it, which makes Konnor grasp on to one of the manages and pull it towards his body, causing his peer to improve his voice and call for a teacher’s support.

Konnor displays instrumental violence which Bergerot defines, “behavior that affects someone else because the aggressor would like to get or perhaps keep a possession or maybe a privilege” (306). Konnor reveals this patterns because he kept raising his voice by his educator and his peer in order to get what he wanted, which was to ride among the occupied tricycles, as well as pulling a tricycle towards him from a peer who was already using it. At 3 years and almost 8 months outdated, Konnor is the norm for this behavior as it appears at 2 (Berger, 306).

Enjoy!: Konnor wonderful peer can get on their hands and knees in the fine sand and begin to shift their bodies to move around the mat. Konnor raises one hand surrounding this time and sways it back and forth when he says, “roar! ” His peer waits until Konnor finishes his ‘roar’ after that proceeds to do the same after which continue to get around in the sand and raise their particular voices to, “roar” with each other. Konnor displays cooperative perform which Bergerot defines since, “children play together, creating dramas or perhaps taking turns” (296).

Konnor shows this kind of behavior since he used another person in the act of being an animal and choosing turns in roaring and swaying their particular arms about. At three years and eight months outdated,  Konnor is at the norm in this behavior because it appears in 3 years outdated (Berger, 296). Konnor stands across via his peer and includes his to be honest over his head, furrows his brow and says “roar!

I’m a tiger and I’m going to eat you! ” his peer jumps, turns around, and proceeds to perform around the field of play while his mouth is definitely open fantastic lips happen to be curved up wards, he says “you can’t obtain me! ” Konnor runs right behind him, his forearms still rose above his brain and continue to be say, “Roar! ” Konnor shows rough-and-tumble play which will Berger specifies as, “play that imitates aggression through wrestling, running after, or striking, but in which usually there is no intent to harm” (296). Konnor displays this patterns by acting like a preying tiger and telling his peer that he will eat him when roaring and then chasing him around the play area.

At three years and almost 8 months aged, Konnor is within the norm just for this behavior since it appears in 3 years aged (Berger, 297). Konnor stands across his peer on the wooden perform stage and lifts his arms up and roars like an animal with his expert. Konnor punches his hands up over his brain and lifting his knees up then stomps his feet over the platform and continues to roar and growl. Konnor stands across his peer and furrows his brow for him, that makes his peer do the same; Konnor then simply shakes his head from side to side, his biceps and triceps still over his brain and he roars once more. Konnor shows sociodramatic play which Patre defines while, “pretend play in which kids act out several roles and themes in stories that they can create” (297).

Konnor displays this tendencies since this individual and his expert began to imagine that they had been animals within the wooden level. He fantastic peer were roaring as they have almost certainly heard an animal do and in addition stomp their feet which mimics an animal pouncing. In 3 years and 8 weeks old, Konnor is within typical for this patterns since it shows up at a couple of years old (Berger, 297).

Nevertheless there was a painting place that provided children the chance to sit down and paint what ever they desired to, Konnor would not take part in the experience during the time I actually observed him; thus, certainly not showing the behavior of artsy expression. Imaginative expression is defined as young children being imaginative and imaginative and adoring to show that in drawing, dancing and building without being self-critics (Berger, 242). Bergerot states the fact that norm just for this behavior is a couple of years old (242). Reflection: Significance and Program While observing Konnor, I had noticed that there were times that he was much like his peers in many behaviors, and in addition different than his peers consist of behaviors.

I think the kindergarten has been a key influence on Konnor’s development because when ever there are acts of good habit, he is praised and when you will find acts of wrongdoing, he can informed of why that may be and given time to reflect on his tendencies. From the observation and using this assignment, what I’ve learned all about child creation is that regardless of any child is brought up in their own home and environment, they all talk about many identical attributes tendencies wise. Towards beginning, I used to be overwhelmed when i came across all of the children running around readily; I didn’t think I can choose only one child, and if I did, I didn’t feel that their behaviors and serves of enjoy would be all you need.

Surprisingly, the moment observing Konnor and his peers that he would play with, I discovered that they are most much likewise even if that they show it really a little bit differently than another child. Kids will probably be kids, as they say.

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