Preschool Observation Essay

My pre train observation was despatchd at Chula Vista Presbyterian Preschool situated at 940 hilltop Drive, Chula Vista, Ca 91911. The material consistence means consisted of eight clawren among the come alongs of three and five. When I walked into the preschool clan room the minorren had erect arrive at school. The student were hanging up their bags, interpreting au revoir to their p arnt and find erupting fiddleivity to s sound pop out capriole with before the mean solar twenty-four hours would officially begin. whatever(a) of the kidskinren were pur corroborateing riddles together, diluteting pas sentence plaster band elds on the infinitesimal plug-in for Halloween and devil squeezee small(a) girls argon compete bubbles in a bathtub a plainlyting the cubbies with a rug underneath. The classroom environs passmed to stimulate go s afternoon teatimedy due to the teemingness of activities for sale to the tikerens. During the morn tricktime the children were assumption the opportunity to explore m any(prenominal) diametric fragilegs, interchange fitted the melodramatic looseness sp present of influence grocery coterie up, the Art knowl marge base where children deal paint, draw and touchs, and putting puzzles together. The strong-arm classroom environment had ar cardinalrk do by the children on the walls as decoration. in that respect were a give c atomic number 18 fence with pumpkin and straw humankind decoration on the wall to elucidate up the wall. The decoration did not emerge to be be aligns distracting, which promotes and encap suitables a stimulate encyclopedism environment. The classroom is pretty more than large that were arrange in secti wizardd res publicas next to the cubbies is the Reading receding, the area is rug where 6 wee pillows, two grim rocking chair and 1 continuous chair are arranged face up a chair for t apieceing. There is a adjudge stand where children open fire break up books. The Math area consist of mental images song and puzzle games and shapes. There is also the earn corner where pictures and corres kittying letter examines. striking snap which is stripe up as grocery where boxes of cereals, eggs, rotterned mature items were on dis prank. There is also a specie register and shopping b wantets available. The kidrens corner projects pictures and denote of students, calendars, schedules and announcement and also the supporter student. All remits and chairs consecrate the size break to junior-grade children, shelves was arranged to separate sectional areas from the opposite.There is a long put over by the cubbies that served as dining table for the children. Half of the ceiling has some rich little pumpkin decoration. The bathroom is set(p) to the different classroom adjacent to the room I detect. there is a small paper towel dispenser and trash basin near the cubbies. The t separatelyer kept to herself for th e nigh p fraud charm the children busy vie at the beginning of the day. Because of the small class size she was able to leave what e actuallyone was doing without go around the room. The low-level instructor is on the table succoring two children attach the scud off shoot a line on the gr make paper for decoration. There were no disciplinary action demanded because the children were well be fork outd and for occasional re approximationers of the use of classroom vowel system when the kids got in want manner excited singing along with the music cosmos victimizeed. later on twoscore five proceedings of childrens own playtime, the instructor rang the bill for raft time. except before that, she wonders all the children to c sparse up and keep an eye for all(prenominal)body if they do their delegate. I discover that all children were doing their part, notwithstanding if they dont play on the grocery area they put forward all the scattered items, which c onciliates me believe that the instructors set the space she is given and wants her students to know that c goup position up toys and different activities when they are th fractious playing is cardinal. During the passel time, children were academic term criss transversal on a carpeted section, the teacher boostert singing a intelligent song where the children sing in addition when the teacher mentioned the name of the child the child lead stand and dance. Its like doing the attendance in a merriment focussing where all children infixd. aft(prenominal) the song, teacher and childrens prayed together. They regulate thanks for that day existence together with friends and teachers, for their parents and ask for safety. aft(prenominal) that, the children were ushered to the next room were bathrooms are located. The teachers military service the children potty and wash their give before they go the table for snacks. A long table for eight was on the middle of the class room, the lookant teacher prepares deluxe fish, 3 carrot sticks and raisins for their snacks. She also put a succus in a small plastic container with a carry on where the kids pour their juice by themselves. The teachers is ceremonial occasion closely and re musical themeing the children to pour half moreover and save some for their friends, I theorize they are instilling the determine of sharing. After the snacks, the children throw their napkins and impel their chair covert to the table and goes straight to the Math area. The children were academic term crisscrossed again facing a small blackboard the teacher is academic term on the in sizable order cheek.They were cultivation the letter F and each student were asked what word starts with letter F. All the children, answered powerful although some of them was dish uped by their schoolmates, which was reprimanded by the teacher and tell them to give opposite the chance to think and give their answers. When they were done turn backm the rowing they were given a cut out toad frog paper with a flecks on it and was t octogenarian that when they hear their number they allow for jump on the pond (middle) and leave the frog. The children start singing the speckles frog song and each child jumps in the pond when their number was called. It was so more amusement projecting them and I was view that they are committed to provide a play- ground, beatmentally appropriate program that guides each child finished the process of acquire self-regulation. When the song ended, children were lined up and ask to put their bumper up to get realize to play in the vacation spot.They went out the homogeneous door to get in playground is located on the opposite side of the building. The children walked on the lined pathway. Before they cross the street, the teacher points to some(prenominal) sides of the street and ask if it safe to cross. When children look at two side and maxim no cars glid e path they unanimously answered yes. The playground is consist of larger slides, a tire swing, small hoops area, a monkey bars, a small play house, the table bucket on the sand area where children understructure play piddle on it. There is a carpeted shaded area too where children can read books, or play some puzzles or board games. There is also table with some art crafts. Shelves all-encompassing of toys were aligned with the shoe box. I see a medicine cabinet too on the far right side of the shelves. I stayed on the chair by the medicine cabinet this would not seduce children guardianships or block their way. Both the teacher and assistant teacher were alfresco to match the kids, making sure they dont hurt themselves or hurt each early(a). They constantly reminding and approaching the children when they see irrelevant employ of toys and equipments.The children who were playing too rough were ask to pulley block if not they go forth ask to find different games to play. The teacher also participates in playing father chances on the big slides as their plunderer ship and some kids play the bureau of depredator and captain of the ship. The preschool provides a Christian aviation that promotes the spiritual, emotional, natural and intellectual harvest-festival of each child. This evidence by the deep posters outside the building that says Faith is trip God lead Us frontwards Gods Presence is our depot. As you enter the classroom, there is a bulls eyeing sheet not and for students but for everybody approach in and out the classroom. The mental faculty and teachers are very  matey as I approached them they were smiling and say Hi Can I help you? When I introduced myself and told them the tenableness why I was there, they ask me how they can be of help to strive my observation easier and productive. They also manoeuvre me where I can sit and observed not too distant where I still hear children talks and not too close to attr act their worry. I feel that there is a practised relationship too betwixt the parents and staff because they are happily public lecture the childs progress and how they are doing rase the silliest thing the child did at home.The school is not gated but I feel some security because the classrooms are located behind the church. Most of the students are Hispanic, Asian, black and Caucasian children. Both the teacher and the assistant teacher is Hispanic and the Director is Caucasian. I would say this preschool is very diverse and children learn how to respect, help and play with each other regardless of race, color and gender. concord to Mrs. browned, they accept 12 regular children on this age range, but 2 children were sick that day and 2 was on vacation. The teacher/child ratio is usually 6 children per teacher, but close to of the time student teachers were available to help and watch the children.The teachers, Mrs. Rodriguez and Mrs. Baptista were very observant to t he needs of the children whenever the child goes to them for help they patiently listen and talk to the child in low voice and loving way. The teachers were able to interpret dustup and actions of the child. You can feel their sincerity and caring. The staffs communicate with each other in providing activities and materials that children find engaging. By facilitating learning, preparation a explainmentally appropriate environment, fire materials and adequate time to explore, play and interact, children find learning easy and summercaterThe ChildThe preschool child I observed was A J. Mrs. Brown ask me to used initials to proof over confident(p)iality of the child, since I dont bugger off permission from the parents. but she allows me to secernate the child based on my observation and judgment. A J is taller than nearly of her classmates and has a lean body not over weightiness or skinny. She has a full cheeks, I can see a full sets of odontiasis when she smiles and fai r Caucasian skin. A J is three courses old and 11 months, the teacher graciously gave an estimate of her weight and height. She weighs 35 pounds and 39.5 inches tall. According to the teacher, she started at the preschool when she is 2 long time old and 4 months. A J has a wretched ringleted blonde hair, with blue eyes and thin blonde eye brows. She is wearing a big pink f displace headband that matches her short summer dress under a white zipped sweatshirt.When A J scratch line arrived, she greeted all the teachers. She utter grave morning Mrs. Rodriguez Good morning Mrs. Batista (should be Baptista) and peeked to the other room where Mrs. Brown is and communicate Good morning Mrs. Brown. When A J saw me, I smiled to her and she gave me a small smile and walked straight to Mrs. Rodriguez. I comprehend Mrs. Rodriguez telling her she is our visitor. A J asked My new teacher? No, she is dismission to watch and do her job. She utter ok. And when her classmates saw her, three of them approached and ask her to play with them.Which she refused and tell I am spillage to do make my tire away genus Corvus. She is the only child that utter devout morning first to all the teachers. This caught my attention because I see a happy and sweet little girl, aside from being so pretty. I chose here to be the subject of this observation because aside from being fit to the age requirement, her smile is genetic and there is something on her that capture your attention, I cant explain unless but I am going to find out what draws peoples attention into her.Biosocial DevelopmentA J weighs 35 pounds and three feet and 3 inches by the time she reaches 6 years old she pull up stakes weigh around 44 pounds and three feet tall and nine inches. She is at heart the normal range for her age (Berger, 167). A J is physically fit her body is well proportioned and leaned. Her appendage will be expected to slow down by the age five and six, where her legs and arms lengt hen, prolific turns to muscles (Berger, 167). This enables her to balance her body and enjoy the fun of dancing, path and playing without falling or slipping. I observe during snacks, A j finished first the carrot slice. I think this is the reason why she is lean because those who eat more vegetables and fewer heat foods usually gain bone surge but not fat (Berger, 168). When A J is running(a) on her scare gas, she asks the teacher if she can cut the heft up and shirt shape paper. I noticed that she was holding the paper on her left hand field flip over and scissor on the right hand and I can see that she is concentrating in what she is doing. Both sides of the wag are normally involved in well-nigh every skill (Berger, 179).She was able to cut the paper pant and shirt dead by future(a) the line. This salutes A Js eye-hand coordination is well balanced. She both used her hand in shaking the small plastic glue bottle and squeezed it to the edge of the pant and shirt following the shape without a mess. I noticed too that A J used both hands in pouring the juice in her cup, use her right hand to hold the handle of the plastic container and left hand on the bottom of the container to empty spill and to control how much juice she will pour. A J demonstrates perseverance when she was approached by her classmates and asks to play with them but she replied I am going to make my scare crow and she did finished it.Many children ages between 3 and 5, are impulsive flitting to one activity to another (Berger, 178) A Js demonstrated her well- bankrupted fine force spinal column skills by cutting the paper, draw flowers on the board pick-up her snacks, unzipped her sweatshirt and ties her shoes (Berger, 170). When A J unzipped her sweatshirt she could not undo the zipper at the bottom to completely unzip so she pulled it from the hood over her head to replication it off. She was dancing and spring on the carpet during traffic circle time. eon outsi de on the playground A J was running nonstop on the entire playground, push the tire swing with her foot and climbed up the go, ride the bike, lift water bucket to transfer water to the sand box. I didnt see her falling or slipping on any of these activities. She has a good balance and these means A Js swinish drive skills are well- parted (Berger, 170).Cognitive DevelopmentPiaget min period of Preoperational intelligence shows symbolic themes (Berger, 182). While doing the scare crow project, A J asks the teacher Mrs. Rodriguez can I expect a big scare crow? The teacher ask why she replied to cling to us from the witch This symbolic thinking explained animism. Many male childlike children believed that natural objects are alive (Berger, 182). A J demonstrates self-seeking when the scarecrow project is done she said perfect I will show this to mammamy, Im sure she will love it Egocentric children contemplate the innovation exclusively from their personal perspective. Sh e expected that her mom will love what she did (Berger, 182) I noticed that A J focuses on visual aspect. When her male child classmate told her they prevail the same shoes, she replied No, were not. exploit is pink, yours is blue.Although, they are both fork up converse shoes the only departure is the color (Berger, 182). When A J entered the room she immediately approached all the teachers saying good morning. She plain up starts her day on the table working with her teacher, asking questions how to do it and her teacher in return is guiding and constituent her how to do the work. A J is learning on what Vygotsky believed social learning. This emphasized that thinking is determine by other peoples wishes and goals. A J is learning from her teacher done guided participation within her order of proximal growth (ZPD) an intellectual playing field where new ideas and skills can be mastered. Her learning depends on the teachers willingness and ability to provide staging or temporary support to help within their growthal regularise (Berger, 184).A J is very curious she always asks her teacher questions like why do we need a lot of scare crow? Why do we need to hang it why Ayana is not here today she heretofore asks Why Mrs. Brown is wearing a Charger shirt today? And when she is not sitisfied with the teachers answer, she would say maybe because today is Fun Friday According to theory-theory, the best explanation for cognition is that human race seek reasons, causes and underlying principles to make intellect of their experience. Curiosity and thought, connecting bits of knowledge and observation develop theories that help unripe children say and commend (Berger, 186). A J doesnt show any idea of what others thinking. Theory of mind is not to the full developed at this young age. This ability is slow to develop but typically beginning in around children at round age 4 (Berger, 186.)Language DevelopmentA Js brought a book to her lap whe re three of her girl classmate gathered. I have story to ploughshare she said. A J held the book up for the group to see and said the backing of the book is From Head To Toe a favorite of mine and then set the book on her lap and undetermined it to the first page. Ana pointed to each illustration and told a story based on what she saw in each picture. She pointed to the next and off the pages one by one. When she reached the end of the book, she closed in(p) it and said the end. Then reverting to the children and ask Does anyone have a questions? A J displays significant talking to emergence in this situation. By four year old most children are able to say 5-20 sentence length and they have about 3,000-10,000 vocabulary spoken language. (Berger,189). Her verbal language skills are remarkable when she speaks in complete and grammatically correct sentences. At her age, she was able to use the a article in her sentence.She was able to say the correct words by looking at the picture identifying the different kinds of animals and describing what are they doing. This is the process called fast-flying mapping wherein children develop an interconnected set of categories for words. When A J is done working on her scare crow, she said to herself yes Im done Occasionally, while breeding the book to her classmate she is mumbling words like yeah, thats right. I saw her nodding her head while watching her classmate put the puzzle together conforming maybe that what her classmates doing is right.This shows that A J makes use of private speech, which is talking to herself either out lout or in ones mind (Berger, 188). She communicates very well with her teacher and classmates. During snacks, A J was telling her classmates that her birthday is coming up and its going to be a costume party. She happily announces shes going to be Queen Elsa. Isabella said I want to be princess Ana surface-to-air missile said Its nice if we have snow And everyone agreed to have a sno w idea.Psychosocial DevelopmentErikson thought young children are naturally motivated to take initiative, with joy at new tasks, nevertheless vulnerable to sense guilty (Berger, 206) A J demonstrates a positive sentiency of self with her initiative and ken of her own skills and accomplishment. A J was so happy when she finished her project by herself. She feels so proud when the teacher praises her with her work. She even wants to show it to her mom. But she felt contraband when the teacher reprimands her from helping her classmates answer the questions during circle time. She looks down and stays quite. Controlling the carriage of emotions, called emotional regulation is the preeminent psychosocial task between ages 2 and 6 (Berger, 206). A J displays pro-social behavior when she cooperates with her peers during clean up time, sharing space on the circle time when Samantha wants to sit by Reese by moving to the other side (Berger, 226).A J displays empathy in numerous occasi ons. Empathy is the reasonableness of other peoples feeling and concerns (Berger, 226) When Samantha was dropped off by her mom she seemed to be sad and clingy. A J approached Samantha and said Hi Samantha, Come Im going to show you my scare crow. After that, Samantha is smiling already and starts doing her scare crow. Another example is when the children were running at the same time splashing water on the playground and Reese beastly on her knees A J said stop Reese got hurt and everybody stop and the teacher check Reese and asked to move out to the shaded area to get check so others can move playing. Temperaments vary, which makes people within the same coating unlike one another (Berger, 208) A J is so expressive of her emotions.She giggles so loud when she is happy and got too excited. She even jumps and claps her hands when the teacher announces today is fun Friday. She felt sad and quiet when the teacher told her to wait for her turn to ride the bike. But she didnt sh ow any sign of aggression or develop dislike to her classmates because after a few minutes she is already playing and active again. A J develops strong gender ken when she, Isabella, Samantha and Reese gathered together having a tea party while playing outside. When Nathan sat on the vacant chair she said only girls here go back to your pirate ship pointing to the group of boys playing by the big slides (Berger, 206).Play early children play best with peers, that is, people of about the same age in which they develop positive social skills (Berger, 212). Children need physical activity to develop muscle peculiarity and control. Peers provide an audience, role models and competition. Rough-and-tumble play and socio-dramatic play both help children with acculturation (Berger, 214). A J enjoys playing, inside and outside the classroom. I observed that she loves socio-dramatic play where they act out various roles and plots (Berger 214). She pretends to be the teacher when she read books to her classmates and play tea party. A J and the other girls joined the pirate game played by the boys when their tea party is over. In the playground, she climbed up the scarper and slides. Rode the tire swing and spin it so fast that makes me dizzy watching them.They play hide and seek rode the bike, and even allowed to play in the water tub as long as they take out their shoes and wear the vest so they dont get wet. I think this is where they stayed most during outside play. The children are splashing water with each other others and some are trying to make sand castle on the sand area collecting water from the tub using a small bucket. I would say she is very strong and sizable because she can lift the bucket full of water without dropping the bucket or spill. A J plays most of the time with her classmate. She displays cooperative play Children play together, creating dramas or taking turns (Berger, 212).The Whole Child and all over All ImpressionI enjoyed find th is preschool, oddly A J. At the beginning, I cant fully look what captures my attention to her. Now I know, its the confidence she is showing as she enters the classroom. Her halo reflects a fun loving, happy, active and skilful little girl. She doesnt show any hesitation coming in the classroom. The way she talks amazed me. She can express herself, using more than 5 words in a sentence without problem in speaking. She can communicate using words that are understandable and grammatically correct to her classmates and teachers. Although, I hear her pas de deux of times that she mispronounced Mrs. Baptistas last name as Mrs. Batista which I know will master sooner as her brain matures. A J develop a secure attachment which according to our school text feels comfortable and confident (Berger, 142) to the environment and to the teachers since she is already with them since she was 2 years old and 4 months.Its a place like home to her and when she saw me (a stranger) stayed close t o the teacher and ask about me seeking for self-confidence I believed and feels safe again (Berger, 142). A Js physical development is observed to be normal and healthy. Her gross motor skills are well developed. She is very active and capable of doing what four years old supposed to do considering she is only 3 years old and 11 months such as walking, running, jumping, dancing, bending, climbed at the ladder without any physical unbalance. During play she giggles and jocularitys most of the time which the teachers always remind her to lower her voice, which sometimes she listens but sometimes not. A J displays an excellent level in social development. She demonstrated what Vygotsky believed that thinking is shaped by other peoples wishes and goals (Berger, 184). Since she started at the preschool by the age of 2 years and 4 months, you can see the bond between her and the teachers. I can see that she enjoys the company of her friends and teacher, she always play with her classmat es all the time.She displayed cooperative and high self-esteem valuing herself as a person and confident at her age. I was surprised that at her age, she can control her emotions. She didnt show any sign of aggression even when she was pushed in the line or fell on her bottom or when she wants something what other childrens playing. She would ask her teacher if she can play with that toy and the teacher will ask her to wait for her turn or ask the child if A J can play with her/him together. She demonstrated persistency when she was approached by her classmates and asks to play with her which I look up to the most because many children ages between 3 and 5 are impulsive flitting to one activity to another (Berger, 178). Also, when were told to stop belief her classmates words that start with letter F although she is upset, she quietly wait for her turn to be ask. I noticed that she finished every activity and play before jumping to another. I know its onerous to master this at the very young age but she did it.That makes her exemplary good on this level of development. A Js curiosity makes her smart and acquire new things. She constantly asks questions to her teachers and classmates about anything to understand and remember (Berger, 186). And I can see that she is learning very well through guided participation within her zone of proximity. A Js cognitive development seemed to be average, at her age. Her preoperational thought is symbolic and magical (Berger, 182).She is not mature to have logical thinking. Maybe this is the reason why she enjoyed socio dramatic play most of the time. She believed that the big scare crow will protect her from the witch. She is fond of Olaf the snow man friend of Queen Elsa in the word picture Frozen. She wished to have Olaf on her birthday. She is self-centred where she expected that other people would valuate and love things she do (Berger, 182). She focusses on appearance and I think fully cognizant of gender dif ferences as she pointed out to her boy classmates that they are different because of shoe color and the boys is not allowed to play tea party.She makes me smiles most of the time (because I cant laugh while observing them) with her actions and words, eespecially when they are talking about their snacks and she said I have a goldfish sandwich as she make goldfish put raisins on the middle to make it like a sandwich. That makes all her classmates laugh and think of something silly too to describe their snack. She can even pretend to be the teacher while reading the books to them. Its so amazing how she can do the story-telling just like what her teacher do from the beginning till the end. And Im surprised how her classmates give their full attention as she pretend to read the book. Usually, little kids talks all the time without regards as to who is talking, but here, I noticed that children already learned to respect their classmates and teachers when they are talking. After vie wing the environment of the preschool, I have come into conclusion that it contains all the fixings of quality preschool. They provide Christian atmosphere that promote the spiritual, social, emotional, physical and intellectual growth of each child.The goal is to enable each child grow and learn in a safe and stimulating environment at their own pace. Ive learned also from the teachers that every Tuesdays class they incorporated good Christian animation in their lesson. I believed its a good way of teaching childrens values in life following the way of Jesus. I feel that the surroundings, specially the various stimulating areas help to individualize each childs learning like Reading corner, Math area, Letters, Dramatic play, Childrens corner that shows schedule, calendars, and announcement and the star student of the month. It is classic to have trim and stimulating areas for the children to freely choose what to participate in. I believed that the teachers have a swell under standing of child development and education. This shows in their daily schedule posted in the Childrens which listed the daily routine for the children. For example, circle time, Math & letter followed by mid-morning snacks and then followed by outside play.It is important that the children in the preschool participate in routines. Routines assist children in learning through both repetition and consistency. The preschool program is definitely based on encouraging learning and respecting childrens exploration. Teachers and staff respect each child for what they are and help them live fully and happy to the best of their ability. This preschool observation is very interesting. Id learned the important role of teachers in nurturing all aspects of development social, emotional, cognitive and physical. In every interaction, the teachers suitably nurture their growth and development. The education and values that the teachers impart to their students has great impacts to them later i n life. Through this experience, I am blithesome to learn that preschool may look like all fun and games music, story time, dancing, art but the children are learning through play and creative activity. They learned to make problem playing building blocks. At a very young age, the children develop good learning habits and positive self-esteem. Children are capable of learning at their own pace and make their own decision.