My entire time observing was an overall nice experience.
I enjoyed seeing D.A.P being practice in a childcare program. Even though I did experience days when the time could of been used in a more productive way, I also seen days when the time was spent so productive I almost stayed overtime. What I can take from this experience is seeing the many ways that you can dissect an activity to making it last for weeks.
This weeks observation was useless. My child that I'm doing my DRDP's on was absent. So even though I still wrote notes, what good are they. There were two boys running around the classroom. One trying to catch the other. The staff grabbed one of the boys and said," If Kid1 is chasing you, you can walk your feet to an adult and tell them that you don't wont kid1 chasing you". She never walked to Kid1 and told him to stop running or chasing Kid2. I felt this would have been a perfect opportunity for the staff to use this time in building social skills/friendship between the two children with one being aggressive and the other being the more timid scared one. I would have allowed the children to talk it out and develop dialect amongst each other.
Other than that the day was cool and long due to my absent child. :(
Friday, December 2, 2011
Wednesday, November 16, 2011
Observation #9
Today the all the children had fun!!!!
The teacher brought in pumpkins today and gave the children carving knives to cut the pumpkin open.
After the teacher cut from the top to the mid-point of the pumpkin she asks, " Who wants a turn." All the children sitting at the table yell, "I do", I want a turn", Me, "Me". The children all got a turn of cutting the pumpkin. When the pumpkin was opened, they all felt the inside and replied the same, "ewwww". She talked to them about the seeds being edible and asked them if they've seen a pumpkin.
I loved how she brought a pumpkin out a month later. Even though some of the children don't celebrate Halloween they still see pumpkins. So it was nice to see that they were all able to experience a pumpkin and not having to only do it in October or do it as a holiday activity. I also enjoyed the questions that the teacher gave in prompting the children to think and draw imagery in their heads. I would add to this experience by either painting the seed, using them for some type of arts and craft or simply baking them and the children eating them.
The teacher brought in pumpkins today and gave the children carving knives to cut the pumpkin open.
After the teacher cut from the top to the mid-point of the pumpkin she asks, " Who wants a turn." All the children sitting at the table yell, "I do", I want a turn", Me, "Me". The children all got a turn of cutting the pumpkin. When the pumpkin was opened, they all felt the inside and replied the same, "ewwww". She talked to them about the seeds being edible and asked them if they've seen a pumpkin.
I loved how she brought a pumpkin out a month later. Even though some of the children don't celebrate Halloween they still see pumpkins. So it was nice to see that they were all able to experience a pumpkin and not having to only do it in October or do it as a holiday activity. I also enjoyed the questions that the teacher gave in prompting the children to think and draw imagery in their heads. I would add to this experience by either painting the seed, using them for some type of arts and craft or simply baking them and the children eating them.
Friday, November 11, 2011
Observation #8
Observation Day went well. I was a little under the weather but that didn't stop the pencil from moving! :)
When I walked in the classroom I seen at least 8 unfamiliar faces. The room was filled with students observing or interacting with the children. The some children were wild and flipping for attention, while others set still and were more observed then usual.
The teacher began group time by playing music to gather the children. Once everyone were in a circle she played her cd of audio reading. The children were attentive for the first three minutes. Then one of the students that were able to interact, joined the floor with the children. One after another they all leaped on her to sit in her lap or on the side of her. The 2 children that didn't get to sit close to the lady student got up and wondered the room. While trying to be directed back to the floor the entire group lost focused on the story and the room was chaotic.
Child: Can I play with the blocks
Teacher: No, we're about to have snack
Child: But I don't won't snack
Teacher walks away and prepares snack.
The daily routine is great but due to the high number of student observes in the classroom i think the routine could have been changed a little. With at least 5-6 students being able to interact, the teacher could have executed this day a lot better. I would have paired the children off with the 'interaction students' and had them follow their child to each activity table. Allowing for adult/child interaction for question expansion for the child's cognitive development, calming the children to the unstable environment of adults out numbering the students, and assuring the interaction students as well as the observing student being able to gain their need information.
When I walked in the classroom I seen at least 8 unfamiliar faces. The room was filled with students observing or interacting with the children. The some children were wild and flipping for attention, while others set still and were more observed then usual.
The teacher began group time by playing music to gather the children. Once everyone were in a circle she played her cd of audio reading. The children were attentive for the first three minutes. Then one of the students that were able to interact, joined the floor with the children. One after another they all leaped on her to sit in her lap or on the side of her. The 2 children that didn't get to sit close to the lady student got up and wondered the room. While trying to be directed back to the floor the entire group lost focused on the story and the room was chaotic.
Child: Can I play with the blocks
Teacher: No, we're about to have snack
Child: But I don't won't snack
Teacher walks away and prepares snack.
The daily routine is great but due to the high number of student observes in the classroom i think the routine could have been changed a little. With at least 5-6 students being able to interact, the teacher could have executed this day a lot better. I would have paired the children off with the 'interaction students' and had them follow their child to each activity table. Allowing for adult/child interaction for question expansion for the child's cognitive development, calming the children to the unstable environment of adults out numbering the students, and assuring the interaction students as well as the observing student being able to gain their need information.
Wednesday, November 2, 2011
Observation #7
Today's observation was slow in the beginning due to limited children the first 2 hours of opening, then it picked up once all the children arrived.
Today during group time the teacher played an audio book reading where as all the staff had to do was turn the page. Today's reading was in Spanish and English. The book gave so much excitement that the children were all involved. In the story the narrator used bueno and por favor a lot. The Hispanic children all understood what was being said. They even laughed at a certain part that no one else chuckled at. When the reading was over one of the staffs said por favor means please and bueno means good. Now to me, this book should have been read before introducing it to the children that are non-spanish speakers. The staff should have told them what the two spanish words meant ahead of time so they can follow along with the story. I would read this book again to the children. Giving them a heads up on all the spanish words mentioned. I would then have papers that were pre-written on with the words good, bueno, please, and por favor. I would allow them to copy the words and decorate their papers. My goal would be to develop their fine motor skills and language development with add to their vocabulary words in two different languages.
Today during group time the teacher played an audio book reading where as all the staff had to do was turn the page. Today's reading was in Spanish and English. The book gave so much excitement that the children were all involved. In the story the narrator used bueno and por favor a lot. The Hispanic children all understood what was being said. They even laughed at a certain part that no one else chuckled at. When the reading was over one of the staffs said por favor means please and bueno means good. Now to me, this book should have been read before introducing it to the children that are non-spanish speakers. The staff should have told them what the two spanish words meant ahead of time so they can follow along with the story. I would read this book again to the children. Giving them a heads up on all the spanish words mentioned. I would then have papers that were pre-written on with the words good, bueno, please, and por favor. I would allow them to copy the words and decorate their papers. My goal would be to develop their fine motor skills and language development with add to their vocabulary words in two different languages.
Thursday, October 27, 2011
Observation #6
This weeks observation went smooth
During group time, the teacher had an audio book reading that had a voice that was so animated it grabbed all the children's attention. She held the book and turned the page as the reader on the cassette read the last word. Pointing to the images on the paper as the narrator spoke the children laughed and repeated the last repetitious line that was said at the end of each page. With such excitement to whats going to happen next, the children were all sitting up off their bottoms and now on bended legs.
Teacher: What happened to the pancake
Child 1: the fox eat em up then he put em in his face and eat em up
Teacher: Did the pancake look mad
Child 2: The fox is gonna eat em
Such great responses from the children. In the story the fox was telling the pancake to come closer because he didn't hear him. So after about 4 times of telling the pancake to come closer the reader said the pancake was an inch away from the fox's face. So when child 1 replied he eat em up, he put em in his face", I thought that was so great how he picked up on the pancake being eatten because he was close to the fox's face.
The teacher had a table setup for the children to draw the pancake by painting him on a sandwich bag. That was a nice way of expanding the story to giving the children time to socializing with others with communicating their life stories with the story that was read. One child even brought up a time he made pancakes at home. I would of extended this story by providing pancakes for snack time. Prompting the children to pretend like the other animals that were trying to eat the pancake and eventually acting like the fox and eating the pancake. So because it wasn't done the same time as the reading, I would have it for tomorrow's activity during snack time.
During group time, the teacher had an audio book reading that had a voice that was so animated it grabbed all the children's attention. She held the book and turned the page as the reader on the cassette read the last word. Pointing to the images on the paper as the narrator spoke the children laughed and repeated the last repetitious line that was said at the end of each page. With such excitement to whats going to happen next, the children were all sitting up off their bottoms and now on bended legs.
Teacher: What happened to the pancake
Child 1: the fox eat em up then he put em in his face and eat em up
Teacher: Did the pancake look mad
Child 2: The fox is gonna eat em
Such great responses from the children. In the story the fox was telling the pancake to come closer because he didn't hear him. So after about 4 times of telling the pancake to come closer the reader said the pancake was an inch away from the fox's face. So when child 1 replied he eat em up, he put em in his face", I thought that was so great how he picked up on the pancake being eatten because he was close to the fox's face.
The teacher had a table setup for the children to draw the pancake by painting him on a sandwich bag. That was a nice way of expanding the story to giving the children time to socializing with others with communicating their life stories with the story that was read. One child even brought up a time he made pancakes at home. I would of extended this story by providing pancakes for snack time. Prompting the children to pretend like the other animals that were trying to eat the pancake and eventually acting like the fox and eating the pancake. So because it wasn't done the same time as the reading, I would have it for tomorrow's activity during snack time.
Friday, October 21, 2011
Observation #5
This weeks observation was nice. Most of the children showed up like it was Monday. Ready to play and have fun with the friends they missed over the weekend.
This particular recording was a: child/adult interaction
(Dramatic Play)
Child A walks over to the dramatic area and grabs a princess top off the hanger.
Child A: Can you button this up for me
Staff: You need help Child A
Child A: Yes, can you button this up for me
Staff: Ok
Child A: Can you give me curly ponytails
Staff twist Child A's hair and puts them in bon bon balls.
Child A goes to the mirror, looks at herself then turns sideways to see the back of the shirt that was button
Child A walks back over to staff
Child A: I like it
Staff: (using the child's name) Child A approves
Child A: (smiles) yes
This was such a self-esteem booster for Child A. You can obviously tell that the adult interaction made it even that much better. The look on Child's A face was priceless and she also seen how the adult was please with her new look as well.
I loved the interaction they had. I wouldn't change a thing. I would probably add to it on occasion, by asking another child to join in with fixing her hair and helping her button up her shirt. While still participating(adult), with adding additional props, like clothes for the other child and doing their hair. All in trying to create cooperative play between the children, while they build on their literacy in exchanging dialogue and also making a friendship connection with their peers.
This particular recording was a: child/adult interaction
(Dramatic Play)
Child A walks over to the dramatic area and grabs a princess top off the hanger.
Child A: Can you button this up for me
Staff: You need help Child A
Child A: Yes, can you button this up for me
Staff: Ok
Child A: Can you give me curly ponytails
Staff twist Child A's hair and puts them in bon bon balls.
Child A goes to the mirror, looks at herself then turns sideways to see the back of the shirt that was button
Child A walks back over to staff
Child A: I like it
Staff: (using the child's name) Child A approves
Child A: (smiles) yes
This was such a self-esteem booster for Child A. You can obviously tell that the adult interaction made it even that much better. The look on Child's A face was priceless and she also seen how the adult was please with her new look as well.
I loved the interaction they had. I wouldn't change a thing. I would probably add to it on occasion, by asking another child to join in with fixing her hair and helping her button up her shirt. While still participating(adult), with adding additional props, like clothes for the other child and doing their hair. All in trying to create cooperative play between the children, while they build on their literacy in exchanging dialogue and also making a friendship connection with their peers.
Saturday, October 15, 2011
Observation #4
During this observation I tried to pay close attention to how the children responded to one another. For some reason a lot of the children arrived hungry. For the majority of the observation the only thing you would hear was "when is snack"?
The days play was back to the train table where the children gathered to push their trains on the tracks. There's a child that loves the train table because he has the same exact table at home. The staff mentioned how he sometimes thinks its his table. He pushes children that gets in his way of moving his train on the track. This situation to me is a great situation to start the children off with making a dish that requires each of their help, with the need of sharing what they have to finishing the project. The children will not only be able to build on their social skills but literacy in hearing and responding to the other children as well. With the train station being an issue at times, I would make train cookies of multiple colors that represent the multi-colors of the trains they play with and have each child give their cookie to someone that don't have a cookie before enjoying their own. This activity would help in developing a more cooperative play for the future.
The days play was back to the train table where the children gathered to push their trains on the tracks. There's a child that loves the train table because he has the same exact table at home. The staff mentioned how he sometimes thinks its his table. He pushes children that gets in his way of moving his train on the track. This situation to me is a great situation to start the children off with making a dish that requires each of their help, with the need of sharing what they have to finishing the project. The children will not only be able to build on their social skills but literacy in hearing and responding to the other children as well. With the train station being an issue at times, I would make train cookies of multiple colors that represent the multi-colors of the trains they play with and have each child give their cookie to someone that don't have a cookie before enjoying their own. This activity would help in developing a more cooperative play for the future.
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