The setting of my 2nd focus child was a Little Bucs in the preschool room (Inventors) in the classroom, but we did visit the ETSU library during my first observation. They are 48 months-60 months. I observed a 48 month old, male. I will refer to the student I observed as "P." I observed from 10:00-11:30 both sessions. The classroom was reasonably big, but the floor was opened with toys and an upstairs area where the students can go and hang up there. However, because of how the room was set up, it was plenty of room for the children to roam around freely, and the teachers and students were not too crowded in the Inventors classroom. On the other hand, there was not structured time or teacher directed activities for the children while I was
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According to the developmental checklist (Gober 2002; Elliot 2002), P, who is 48 months, should be doing the following: draw and paint, can walk up the stairs alone, self-reliant in the bathroom, runs, jumps, hops, etc. According to my first observation, between 10:00-10:05, P went to the bathroom on his own before we as a class were about to head to the library. Also, during my first visit, between 10:30-10:35, P had to walk up three flights of stairs in the library to head to the children's books. P did not complain one bit when he had to walk up all those stairs. However, according to my second observation, between 10:00-10:05, P and C1 head up to the upstairs play area, and he was able to walk up and down them perfectly fine without even using the rail. Also, during my second visit, between 10:30 and 10:35, P got to do an art activity where he got to paint with different colors. P was able to do this by himself, and he painted with his right hand. Lastly, between 11:25-11:30, P was hopping from tape to tape that was on the floor. On the other hand, I did notice that his development was more advanced because he was able to do certain things from the 5+ developmental checklist. P is also able to take care of personal needs such us unzipping his vest during my first observation. P successfully …show more content…
According to the developmental checklist (Gober 2002; Elliot 2002), P should be able to do the following: plays and interacts with others, shows interest in gender differences, and tries new things. P also does well in group activities, works and plays well with others, respects the property of others, accepts authority, etc. P did very well playing and interacting well with others in both of my sessions. During my first observation, P successfully did this while we were at the library between 10:40-10:45. T3 read P's book first and when she finished with "Last Stop on Market Street" P said to C2, "your book is next." During my second observation, he successfully did this between 10:00-10:05 when he asked another student if he wanted to play hide and seek with him. Also, P did very well in group activities when I was at my second observation between 10:30-10:35. P and three other students were sitting at the art table working on their art creation with the paint. All of them were sharing the paint colors, and no arguments went on during the art project. P also showed advanced skills because he was able to do this in the 5+ developmental checklist as well. P was able to play competitive games, chooses own friends, wants fair play, engages in group play, etc. In my second observation, P and two other students played a game of Chutes
According to the developmental checklist (Gober 2002; Elliot 2002), P, who is 48 months, should be doing the following: draw and paint, can walk up the stairs alone, self-reliant in the bathroom, runs, jumps, hops, etc. According to my first observation, between 10:00-10:05, P went to the bathroom on his own before we as a class were about to head to the library. Also, during my first visit, between 10:30-10:35, P had to walk up three flights of stairs in the library to head to the children's books. P did not complain one bit when he had to walk up all those stairs. However, according to my second observation, between 10:00-10:05, P and C1 head up to the upstairs play area, and he was able to walk up and down them perfectly fine without even using the rail. Also, during my second visit, between 10:30 and 10:35, P got to do an art activity where he got to paint with different colors. P was able to do this by himself, and he painted with his right hand. Lastly, between 11:25-11:30, P was hopping from tape to tape that was on the floor. On the other hand, I did notice that his development was more advanced because he was able to do certain things from the 5+ developmental checklist. P is also able to take care of personal needs such us unzipping his vest during my first observation. P successfully …show more content…
According to the developmental checklist (Gober 2002; Elliot 2002), P should be able to do the following: plays and interacts with others, shows interest in gender differences, and tries new things. P also does well in group activities, works and plays well with others, respects the property of others, accepts authority, etc. P did very well playing and interacting well with others in both of my sessions. During my first observation, P successfully did this while we were at the library between 10:40-10:45. T3 read P's book first and when she finished with "Last Stop on Market Street" P said to C2, "your book is next." During my second observation, he successfully did this between 10:00-10:05 when he asked another student if he wanted to play hide and seek with him. Also, P did very well in group activities when I was at my second observation between 10:30-10:35. P and three other students were sitting at the art table working on their art creation with the paint. All of them were sharing the paint colors, and no arguments went on during the art project. P also showed advanced skills because he was able to do this in the 5+ developmental checklist as well. P was able to play competitive games, chooses own friends, wants fair play, engages in group play, etc. In my second observation, P and two other students played a game of Chutes