On 10/31 when the children were all put into costumes and we walked around the center instead of continuing to play or going on the walk outside Teddy seemed confused but he was able to cope with the different activity in a healthy way.
• Teddy has continuingly been observed to be in a positive mood. Teddy rarely cries over the course of this semester and the few times he has, he quickly is distracted or he redirects himself. While he plays he is content, laughs, smiles and talkative. This is why I believe that he has the positive mood trait.
• I believe that Teddy has a moderate energy level. When Teddy gets excited he moves around and runs around much more than when he is in a calm state. When playing with the teachers on 11/14 and 10/20, …show more content…
It is important that the teacher knows Teddy’s signs and signals for when he needs something. If his caregiver does not do this Teddy could easily get forgotten in a classroom of other children.
Summary: During the semester Teddy remained an easy child. He was consistently in a good mood, and he has a good habit to adapt to his surroundings which helped that his biological rhythms were consistent. He had a moderate energy level until her would get excited. His temperament would not change. However sometimes his traits would get thrown off if he was having a bad day, wasn’t feeling well or wasn’t sleeping well, but that didn’t happen frequently.
Cognitive …show more content…
This is the stage where he is experimenting with the world around him. Teddy is also just coming out of the Intentional Behaviors sub-stage. This is where Teddy uses cause and effect. Early in the semester Teddy would behave with a goal in mind. On 9/23 it was observed that Teddy would play with and pull on the decoration on the gate and eventually it would come off and he would smile and walk away with it to play. However toward the end of the semester Teddy would be doing behaviors more for experimentation then with a specific goal in mind. For example did this on 11/7 at lunch when he was drinking out of his cup and then he dribbled water down his face and down his bib. He then did this 3 more times and would put his hands on his bib and the water dribbled on them. He did this again on 10/28 when it was observed that he was taking the small plush blocks and sticking them through the hole on the bookshelf then would lean forward to see the pile of blocks on the other side of the
• Teddy has continuingly been observed to be in a positive mood. Teddy rarely cries over the course of this semester and the few times he has, he quickly is distracted or he redirects himself. While he plays he is content, laughs, smiles and talkative. This is why I believe that he has the positive mood trait.
• I believe that Teddy has a moderate energy level. When Teddy gets excited he moves around and runs around much more than when he is in a calm state. When playing with the teachers on 11/14 and 10/20, …show more content…
It is important that the teacher knows Teddy’s signs and signals for when he needs something. If his caregiver does not do this Teddy could easily get forgotten in a classroom of other children.
Summary: During the semester Teddy remained an easy child. He was consistently in a good mood, and he has a good habit to adapt to his surroundings which helped that his biological rhythms were consistent. He had a moderate energy level until her would get excited. His temperament would not change. However sometimes his traits would get thrown off if he was having a bad day, wasn’t feeling well or wasn’t sleeping well, but that didn’t happen frequently.
Cognitive …show more content…
This is the stage where he is experimenting with the world around him. Teddy is also just coming out of the Intentional Behaviors sub-stage. This is where Teddy uses cause and effect. Early in the semester Teddy would behave with a goal in mind. On 9/23 it was observed that Teddy would play with and pull on the decoration on the gate and eventually it would come off and he would smile and walk away with it to play. However toward the end of the semester Teddy would be doing behaviors more for experimentation then with a specific goal in mind. For example did this on 11/7 at lunch when he was drinking out of his cup and then he dribbled water down his face and down his bib. He then did this 3 more times and would put his hands on his bib and the water dribbled on them. He did this again on 10/28 when it was observed that he was taking the small plush blocks and sticking them through the hole on the bookshelf then would lean forward to see the pile of blocks on the other side of the