Observation of Child at Play Essay

data analysis used during this case study. Qualitative Approach to Research Following the need to facilitate communication, language and literacy instruction for the EAL child within year one classroom (whose CL attainment is below ELGs), the emotive subject with regards to facilitation of linguistic provision through play within the national curriculum (2014) was highlighted. Therefore in conjunction with gaining a better understand of pedagogic philosophy and following extensive…

opportunity I observed with information presented in this week’s Learning Resources was that of Systematic Observation and Note taking where the teacher does give an allotted time for play, approximately thirty minutes, but when the children are not able to go outside, she gives forty to forty-five minutes, as long as the children are playing nicely with one another. Along with the indoor play, she has three clipboards placed around the room where she can jot down notes on how children are…

of development, the ability to imitate greatly increases and plays a large part in the course…

Use of Time Furthermore, an FDK program provides children with large block of time so that they can be able to have enough meaningful play at the different centers. When planning large group instruction activities, educators take into account the attention span of the children, duration they have been in school, how familiar are they with routines, strength , needs and interest in order to adjust time accordingly (Ontario Ministry of Education, 2010). The FDK team takes the following into…

second observation. Therefore a detailed narrative observation was chosen to enable the evaluation of Thomas with regards to interaction both verbally and nonverbal; during child initiated activities within the morning session. It was also intended to highlight any improvement in language acquisition and understanding, in both first and second language, made over the previous weeks. However Stevens (2013) warns of the practitioner who focuses purely on the learning outcome of the observation…

children’s interest in activities. Throughout the observation, the teachers showed flexibility in their activities with the children. For example, during a small group activity, a child showed interest in the Johnny Appleseed Pot. The teacher showed flexibility when she put the book down and let the children try on Johnny Appleseed’s hat. By looking for opportunities…

three years old that had recently transitioned into the classroom. As I was conducting my observation I also observed that when a conflict arose with C.P. most of the times it was not addressed by any of the staff members. Most of the time there busy trying to assist other children with challenging behaviors. • What might you be able to infer about the child’s play from what you observed? Based on the observations I have gathered C.P. seems to be the leader in several activities. C.P. had a…

Assessment Temperament The baby’s temperament was assessed through an open-ended questionnaire given to the mother and through observation. In the questionnaire, the mother described her child as curious and adaptable. Temperament can be described as an infant’s behavioral style which includes reactivity, and sense of self. For example, attachment plays a crucial role in an individual’s temperament; a baby with secure attachment is likely to develop high self-esteem (Davies, 2011).…

On October 8, 2015, the student nurse went to DVC Child Care Center to perform preschool observation. The selected preschooler is a 4-year old Caucasian boy. The child could jump and run, climb the foot-tall podium, hold a pencil with his fingers, and draw a line. The student nurse observed the egocentric quality of the child and his initiatives. The student nurse would use these qualities to compare the child’s physical, cognitive, and psychosocial development to the standard development of a…

observers were instructed to report which social participation behaviour, using a code, was most frequent during each time sample. Raw frequencies for each code were proportionalized by dividing them by the total number of scans for each child. Notably, parallel play and teacher interaction were reported less than 0.5% of the time. Few children were seen displaying either of these behaviours across all reports. Accordingly, these variables were not included in subsequent…