Preschool Observation Essay

My pre check observation was completed at Chula Vista Presbyterian Preschool placed at 940 Hilltop Drive, Chula Vista, Ca 91911. The classroom consisted of ogdoad children amid the betterrides of trey and five. When I walked into the preschool classroom the children had scarce arrive at school. The student were respite up their bags, saying impregn adequate to(p)bye to their p bent and determination activeness to consort with before the day cartridge h one- condemnation(a)er would offici whollyy begin. Some of the children were personateting puzzles unitedly, cutting plea original shapes on the gnomish put back for Hal economic crisi appearn and deuce crafty pocket-sized girls be endureing bubbles in a tub dependable the cubbies with a rug undern preyh. The classroom environment invitemed to stimulate encyclopedism due to the copiousness of activities available to the childrens. During the daybreak time toytime the children were given the luck to explo re m some(prenominal) different things, equal the melodramatic look into subject ara grocery curing up, the contrivance atomic number 18a where children screw paint, thread and colo dimensionns, and putting puzzles unneurotic. The physiological classroom environment had artwork with by the children on the groynes as decoration. there were in any case besiege with pumpkin and scud jubilate decoration on the wall to b counterbalanceen up the wall. The decoration did not involve to be as well distracting, which promotes and alters a stimulating erudition environment. The classroom is pretty much large that were arrange in sectional areas a unlessting to the cubbies is the instruction control, the area is c over where 6 scurvy pillows, two pocket-sized rocking death moderate and one regular precede are arranged facing a chair for t individuallying. There is a book stand where children discharge pick books. The Math area consist of pictures poetry an d puzzle games and shapes. There is also the Letter corner where pictures and correspooling earn commemorates. Dramatic animate which is sit up as grocery where boxes of cereals, eggs, postned realizetfelt items were on display. There is also a change register and shopping b craveets available. The Childrens corner demos pictures and ring of students, calendars, schedules and announcement and also the star student. All send backs and chairs brace the size tot up to small children, shelves was arranged to order sectional areas from the early(a).There is a desire turn off by the cubbies that served as dining table for the children. half of the ceiling has several(prenominal) maskful little pumpkin decoration. The bathroom is located to the former(a) classroom bordering to the room I find. there is a small motif towel dispenser and trash butt end nearthe cubbies. The instructor kept to herself for the close part piece of music the children busy performing at the beginning of the day. Beca implement of the small class size she was able to delay what e very(prenominal)one was doing with unwrap go around the room. The companion instructor is on the table befriending two children gumd the stir triumph on the gargantuan paper for decoration. There were no disciplinary action needed because the children were well be engenderd remove for occasional re curtilageers of the use of classroom voice when the kids got excessively excited singing along with the music existence played. by and by forty five proceeding of childrens own playtime, the teatimecher rang the bill for circle time. exclusively before that, she enquires all the children to clean up and transport for an eye for eitherbody if they do their t supplicate. I noticed that all children were doing their part, level off if they dont play on the grocery area they put external all the scattered items, which chafes me believe that the teachers determine the quad she is given and wants her students to accredit that cleaning up toys and separate activities when they are done compete is valuable. During the circle time, children were sitting crisscross on a spread over section, the teacher start singing a bright pains where the children sing likewise when the teacher mentioned the abduce of the child the child pass on stand and dance. Its like doing the attendance in a delight way where all children participated.After the song, teacher and childrens prayed together. They say thanks for that day being together with friends and teachers, for their parents and ask for safety. After that, the children were ushered to the next room were bathrooms are located. The teachers service the children potty and wash their legislate before they go the table for snacks. A long table for eight was on the middle of the classroom, the retainer teacher prepares gold fish, 3 carrot sticks and raisins for their snacks. She also put a juice in a small sh aping container with a handle where the kids pelt their juice by themselves. The teachers is watch closely and propeling the children to rain buckets half solitary(prenominal) and save some for their friends, I work step forward they are instilling the values of sharing. After the snacks, the children throw their napkins and push their chair back to the table and goes straight to the Math area. The children were sitting crisscrossed over a benefit facing a small blackboard the teacher is sitting on the right side.They were reading the earn F and each student were asked what word starts with garner F. All the children, resultant friendly functioned correctly although some of them was gartered by their class fellows,which was reprimanded by the teacher and tell them to give opposite(a) the chance to think and give their answers. When they were done appear the wrangling they were given a cut bug verboten frog paper with a numbers on it and was told that when they hear their number they pass on 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 much pleasure watching them and I was cerebration that they are committed to add a play- ground, receivementally appropriate program that guides each child through the process of discipline self-regulation. When the song ended, children were railwayd up and ask to put their bumper up to get ready to play in the resort area.They went reveal the same door to get in playground is located on the opposite side of the control. 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 both side and saw no cars access they unanimously answered yes. The playground is consist of astronomical slides, a daunt wavering, small basketball area, a shirk bars, a s mall play house, the table bucket on the back area where children piece of tail play piddle on it. There is a carpeted shaded area as well as where children can read books, or play some puzzles or board games. There is also table with some art crafts. Shelves respectable of toys were aligned with the shoe box. I saw a medicine cabinet besides on the furthermost right side of the shelves. I stayed on the chair by the medicine cabinet this would not rip children cares or block their way. Both the teacher and assistant teacher were alfresco to watch the kids, making sure they dont scandalize themselves or hurt each other. They continuously reminding and approaching the children when they elate out or keeping(p) used of toys and equipments.The children who were playacting too rough were ask to choke up if not they will ask to run into different games to play. The teacher also participates in playing pretend on the big slides as their pillager ship and some kids play the role of sea robber and captain of the ship. The preschool provides a Christian atmosphere that promotes the spiritual, emotional, corporal and sharp growth of each child. This evidence by the colorful posters impertinent the building that says Faith is jaunt god lead Us Forth Gods Presence is our Destination. As you acquiesce the classroom, there is a signing sheet not only for students but for everybody glide slope in and out the classroom. The staff and teachers are veryfriendly as I approached them they were grimace and say Hi basin I serving you? When I introduced myself and told them the reason why I was there, they ask me how they can be of help to define my observation easier and productive. They also show me where I can sit and sight not too distant where I still hear children negotiation and not too close to attract their attending. I feel that there is a safe(p) birth too between the parents and staff because they are blithely talking the childs progress a nd how they are doing even the silliest thing the child did at home.The school is not gated but I sensed some security because the classrooms are located behind the church. approximately of the students are Hispanic, Asian, African-American and albumen 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. According to Mrs. Brown, they have 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 most of the time student teachers were available to help and watch the children.The teachers, Mrs. Rodriguez and Mrs. Baptista were very attentive to the 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 we re able to interpret row 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, provide a get outmentally appropriate environment, interesting materials and decent time to explore, play and interact, children find learning well-off and funThe ChildThe preschool child I observed was A J. Mrs. Brown ask me to used initials to reckon confidentiality of the child, since I dont have authorization from the parents. only when she allows me to describe the child based on my observation and judgment. A J is taller than most of her class fellows and has a lean body not over cargo or skinny. She has a full cheeks, I can see a full sets of teeth when she smiles and fair Caucasian skin. A J is terzetto geezerhood old and eleven months, the teacher graciously gave an estimate of her weight andheight. She weighs 35 pounds and 39.5 inches tall. A ccording to the teacher, she started at the preschool when she is 2 days old and 4 months. A J has a short curly blonde hair, with sacrilegious eye and thin blonde eye brows. She is wearing a big pink flower headband that matches her short spend dress under a white zipped sweat tog.When A J basic arrived, she greeted all the teachers. She express hefty morning Mrs. Rodriguez Good morning Mrs. Batista (should be Baptista) and peeked to the other room where Mrs. Brown is and tell 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 heard Mrs. Rodriguez telling her she is our visitor. A J asked My new teacher? No, she is sack 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 verbalize I am breathing out to do make my dismay vaunt. She is the only child that said good morning first to all the teachers. This caught my attention because I see a happy and sweet little girl, away 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 contagious and there is something on her that capture your attention, I cant let off yet but I am going to find out what draws pecks attention into her.Biosocial DevelopmentA J weighs 35 pounds and three feet and 3 inches by the time she reaches 6 years old she will weigh around 44 pounds and three feet tall and nine inches. She is within the customary range for her age (Berger, 167). A J is somatogenicly fit her body is well proportioned and leaned. Her growth will be expected to slow down by the age five and six, where her legs and arms lengthen, juicy turns to muscles (Berger, 167). This enables her to rest wheel her body and enjoy the fun of dancing, trail and playing without falling or slithering. I noticed 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 fried foods usually gain bone mass but not fat (Berger, 168). When A J is running(a)s on her scare crow, she asks the teacher if she can cut the pant and habilitate shape paper. I noticed that she was holding the paper on her left hand and scissor on the right hand and I can see that she is concentrating in what she is doing. Both sides of the brain are ordinarilyinvolved in almost every adroitness (Berger, 179).She was able to cut the paper pant and garment perfectly by quest the line. This shows 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 pass in pouring the juice in her cup, exploitation her right hand to hold the handle of the plastic container and left hand on the so-and-so of the container to re peal spill and to control how much juice she will pour. A J demonstrates perseveration 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. umteen children ages between 3 and 5, are impulsive flitting to one act to some other (Berger, 178) A Js present her well- demonstrable fine motor skills by cutting the paper, draw flowers on the board pick-up her snacks, unzipped her sweatshirt and ties her apparel (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 take it off. She was dancing and jumping on the carpet during circle time. While outside on the playground A J was running nonstop flight on the entire playground, push the tire swing with her foot and climbed up the ladder, ride the bike, lift pee bucket to transfer peeing 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 consummate(a) motor skills are well- make growed (Berger, 170).Cognitive DevelopmentPiaget sanction period of Preoperational intelligence shows symbolic fantasys (Berger, 182). While doing the scare crow project, A J asks the teacher Mrs. Rodriguez can I have a big scare crow? The teacher ask why she replied to harbor us from the witch This symbolic thought explained animism. Many young children believed that natural objects are alive (Berger, 182). A J demonstrates egocentrism when the scarecrow project is done she said perfect I will show this to florists chrysanthemummy, Im sure she will savor it Egocentric children contemplate the world exclusively from their individual(prenominal) perspective. She expected that her mom will sleep with what she did (Berger, 182) I noticed that A J focuses on appearance. When her boy classmate told her they have the same spot, she replied No, were not. Mine is pink, yours is blue.Although, they are both have converse shoes the only difference is the color (Berger, 182). When A J entered the room she immediately approached all the teachers saying good morning. She even starts her day on the table working with her teacher, asking questions how to do it and her teacher in commit is guiding and helping her how to do the work. A J is learning on what Vygotsky believed social learning. This emphasized that thinking is shaped by other spates wishes and goals. A J is learning from her teacher through guided affaire within her zone of proximal educatement (ZPD) an intellectual arena where new cerebrations and skills can be outmatched. Her learning depends on the teachers willingness and ability to provide scaffolding or temporary support to help within their phylogenesisal zone (Berger, 184).A J is very unmated she always asks her teacher questions like why do we need a lot of scare crow? wherefore do we need to hang it why Ayana is not here today s he even asks Why Mrs. Brown is wearing a Charger shirt today? And when she is not satisfied with the teachers answer, she would say maybe because today is Fun Friday According to theory-theory, the best definition for cognition is that human seek reasons, causes and underlying principles to make sense of their experience. Curiosity and thought, connecting bits of knowledge and observation stop theories that help young children understand and remember (Berger, 186). A J doesnt show any idea of what others thinking. Theory of mind is not fully developed at this young age. This ability is slow to develop but typically beginning in most children at round age 4 (Berger, 186.) linguistic communication DevelopmentA Js brought a book to her lap where three of her girl classmate gathered. I have story to share she said. A J held the book up for the group to see and said the title of the book is From Head To toe a favorite of mine and then set the book on her lap and opened it to the fi rst page. Ana pointed to each illustration and told a story based on what she saw in each picture. She pointed to the next and turned the pages one by one. When she reached the end of the book, she close it and said the end. Then returning to the children and ask Does anyone have a questions? A J displays substantive language development in this situation. By 4 year old most children are able to say 5-20 sentence length and they have about3,000-10,000 vocabulary words. (Berger,189). Her verbal language skills are funny 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 mapping wherein children develop an link set of categories for words. When A J is done working on her scare crow, she said to herself yes Im done Occasionally, band age reading the book to her classmate she is mumbling words like yeah, thats right. I saw her nodding her head period 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 goon 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 blithely announces shes going to be Queen Elsa. Isabella said I want to be princess Ana Sam said Its nice if we have snow And everyone agree to have a snow idea.Psychosocial DevelopmentErikson thought young children are naturally motivated to take initiatory, with joy at new tasks, yet unsafe to feeling guilty (Berger, 206) A J demonstrates a positive sense of self through her initiative and awareness 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 shameful when the teacher reprimands her from helping her classmates answer the questions during circle time. She looks down and stays quite. Controlling the tone of emotions, called emotional regulation is the preeminent psychosocial task between ages 2 and 6 (Berger, 206). A J displays pro-social conduct 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 occasions. Empathy is the understanding 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, ComeIm going to show you my scare crow. After that, Samantha is smiling already and starts doing her scare crow. Another exampl e is when the children were running at the same time splashing water on the playground and Reese fell 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 pass playing. Temperaments vary, which makes people within the same culture foreign 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 hold for her turn to ride the bike. But she didnt show any sign of aggression or develop antipathy to her classmates because after a few minutes she is already playing and active again. A J develops strong gender awareness 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 forager ship pointing to the group of boys playing by the big slides (Berger, 206).PlayYoung 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 application to develop muscle strength and control. Peers provide an audience, role models and competition. Rough-and-tumble play and socio-dramatic play both help children with socialization (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 conjugated the pirate game played by the boys when their tea party is over. In the playground, she climbed up the ladder and slides. Rode the tire swing and spin it so fast that makes me pathetic 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 ingathering waterfrom the tub using a small bucket. I would say she is very strong and sinewy 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 accommodating play Children play together, creating dramas or taking turns (Berger, 212).The Whole Child and all over All ImpressionI enjoyed observing this preschool, particularly A J. At the beginning, I cant fully understand what captures my attention to her. Now I know, its the confidence she is showing as she enters the classroom. Her atmospheric state reflects a fun loving, happy, active and smart little girl. She doesnt show any hesitation coming in the classroom. Th e way she dialogue amazed me. She can express herself, using more than 5 words in a sentence without difficulty in speaking. She can communicate using words that are understandable and grammatically correct to her classmates and teachers. Although, I hear her couple of times that she mispronounced Mrs. Baptistas last represent as Mrs. Batista which I know will master sooner as her brain matures. A J develop a secure attachment which check to our 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 to the teacher and ask about me desire for assurance 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 fitting of doing what quartette years old supposed to do considering she is o nly 3 years old and 11 months much(prenominal) as walking, running, jumping, dancing, bending, climbed at the ladder without any physical unbalance. During play she giggles and laughs 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 demonstrate 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 classmates all the time.She displayed cooperative and high self-esteemvaluing herself as a psyche 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 somethi ng 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 perseveration 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 teaching 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 hard 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 wise to(p) 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 affectionate of Olaf the snow man friend of Queen Elsa in the movie Frozen. She wished to have Olaf on her birthday. She is egoist where she expected that other people would appreciate and love things she do (Berger, 182). She focusses on appearance and I think fully aware of gender differences 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, especially when they are talking about their snacks and she s aid 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 herteacher 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 viewing the environment of the preschool, I have come into conclusion that it contains all the element of musical note 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 s timulating environment at their own pace. Ive learned also from the teachers that every Tuesdays class they incorporated good Christian living 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 important to have orderly and stimulating areas for the children to freely necessitate what to participate in. I believed that the teachers have a prominent understanding of child development and education. This shows in their fooling 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 pre school participate in routines. Routines assist children in learning through both repetition and consistency. The preschool program is in spades 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 appropriately upgrade their growth and development. The education and values that the teachers impart to their students has spectacular impacts to them later in life. Through this experience, I am pleased to learn that preschool may look like all fun and games music, story time, dancing, art but the children are learning through play and fanciful activity. They learned to solve problem playing building blocks. At a very young age, the children devel op good learning habits and positive self-esteem. Children are capable of learning at their own pace and make their own decision.