Observation at a Preschool

Observation at a Preschool

The goal of this assignment is to provide students the opportunity to consider the complexity of the developing skills, thinking processes and social interactions of the preschool child and how the environment impacts the child’s learning and growth.  Please review the entire assignment before beginning your observation.

This assignment is designed to facilitate the understanding of the following

Student Learning Outcomes:

1. Describe development of children from conception through adolescence in the physical, social, emotional, and cognitive domains.
2. Identify cultural, economic, political and historical contexts that impact children’s development.
3. Apply knowledge of development and major theoretical frameworks to child observations.

Information Section:  5 points.

Child’s Age:

Date and time of day observation conducted:

Name of Childcare Center:

Number of children present:

Number of adults present:

Use these questions during your observation.  Plan a time when you can observe a child at least 36 months/3 years old but not older than 4 years and 9 months within a child care center or family child care home licensed by the Department of Social Services.   Write up your observation, responding to each point of the questions below.  Be specific in describing what you see. Use as much detail as necessary to answer each question completely. Remember to:

• Type up your observation, responding to all aspects of each of the questions below in narrative, paragraph form
• Number each section
• Use descriptive language, but avoid language which reflects your personal judgments, opinion or biases

Section I: Describe the indoor classroom environment: 10 points

First: Describe the physical space, furnishings in the setting, variety of light and textures, what you see decorating the walls, noise level and the overall tone of this setting.

Second: Describe each area or center in the classroom and include areas such as:

• The place where the child stores their personal belongings
• The art area
• A place where children engage in pretend or imaginary play
• Block or building area
• Book or library area
• Science area
• An area with fine motor toys such as Legos, puzzles, or connecting toys
• Snack/cooking area
• Music area
• A quiet corner or space designed for one/two children
• Any area of focus and of interest to the child

THEN provide information on the types of materials and equipment found in each of these areas (above) or centers in the classroom and how these MISSING WORDS   Be as complete as possible in your written description; include all areas of interest to children, teachers and other adults and what is available to the child in each area or center.

Third: The environment is known as “the third teacher.” (Loris Malaguzzi) Keeping this in mind, discuss the ways in which you think this classroom environment influences the possibilities for learning and discovery.  Consider all aspects of the environment as you described in Section I

Section II: Choose a child to observe and provide a detailed, head-to-toe physical description of the child.  10 points

Note the physical characteristics such as color of skin, hair and eyes and the characteristics of teeth, legs, arms, finger, toes and tummy.  Consider length, shape, physical characteristics and markings of the child.  You are creating a written head-to-toe image of the child you are observing in great detail.

Section III: Physical/Motor Development:  10 points

The focus of this section is to observe the many ways the developing child is using their body to do more complex skills.  You need to provide several examples of what you see for both fine and large motor, preferably in both the indoor and outdoor classroom.  To ensure this be sure to observe at a time when both areas are available to children.

Describe their fine motor skills such as how the child uses a pencil, scissors or crayon, how they build with Legos, turn the pages of books, or stack blocks. Provide at least two examples of small motor skills. 

Describe large motor skills such as how the child climbs, skips, hops, jumps kicks, runs, throws or balances. Provide at least two examples of large motor skills

Section IV: Cognitive Development: 10 points

The focus of this section is for you to observe an activity the child is involved in which invites discovery and promotes learning.  This can occur in either the indoor or outdoor classroom as child interacts with materials, equipment or people.  Describe one or more activities that the child is involved in for 15 minutes or more.  This should be an activity of their own choosing in which the child is actively engaged. The child can be engaged with peers or working independently. This activity should not be circle time or a teacher-led small group activity.

In this section discuss each of these:

• Describe the activity or activities that are of interest to the child you are observing. How does the child first approach the activity?
• How does the child use the materials? Tell me what they do with the equipment or materials.
• What about the(se) activities does the child seem to enjoy or seems most interested in?
• What might they discover as they use their bodies or the materials during their chosen activity?
• Describe the focus of the child (attention, persistence or distraction).
• Describe the child’s body movements and facial expressions.
• Does the child engage in any “self talk”? Give examples.
• Who designed the activity that was of interest to the child? Was it child initiated or teacher initiated?

Section V: Social Emotional Development:  10 points

4. Peer Interaction:

• Does the child have any particular playmates during this time?
• How many other children are involved with the child you are observing?
• Describe how they play and interact with each other.
  • Provide examples of the different ways they play with and interact with each other.
  • Provide some examples of dialogue that occurs between children

5. Adult interaction: How did the classroom teachers interact with, intervene or guide the child you have chosen to observe as well as the other children present during your observation?  Provide at least two examples of questions or comments you heard teachers making to any child in the classroom.

6. Describe what you see in the environment that reflect the children’s social identity. This may include materials that reflect children’s family structure, their background (such as race or ethnicity or immigration status), their languages, abilities, cultural habits and beliefs and any work which reflects children’s individual, creativity or ideas.

VII:  Summary:  15 points

The focus of this section is for you to create meaningful connections between what you are learning in this course and what you have observed.

1. 1. Describe how this child’s physical, social/emotional and cognitive development compares with what you have learned about typical development at this age and stage of life as discussed in class and explained in your text. Include examples directly from your observation and connect them to the concepts and theories discussed in class such as:

• Ability to coordinate movements /increasingly complex skills large motor skills
• Increasing development of pincher grasp and fine motor dexterity
• Body portions (head/tummy)
• Development of symbolic play
• Preoperational thinking
• Use of language with peers in play and self-talk
• Use of language in describing developing self
• Egocentrism
• Temperament
• Play with peers

Both Jean Piaget and Lev Vygotsky felt the environment plays a key role in learning and reflects the philosophy of the teacher and the program.  In play-based, child-centered learning the environment is the curriculum.  Environments should be designed with a variety of age appropriate activities that allow for children to learn by promoting curiosity, exploration and trial and error learning.

2. Looking at these criteria, how well do you think the environment you observed helped children self-explore and learn? Give examples from your observation of this classroom to support your conclusions.
3. Were there areas of the environment which were not designed for self discovery, needed too much adult direction or were not appropriate for the children’s ages and stages of learning? Based on your observations for Section V, do you think this teacher promotes children’s individual creativity or believes that children should follow a model where everyone’s work is similar? Give examples from your observation of this classroom to support your conclusions

BONUS QUESTION:  5 points

A child gains a sense of self esteem when their environment reflects who they are, their accomplishments, their family, language and culture.  “Invisibility erases identity and experiences; visibility affirms reality.  When children see themselves and their families reflected in their early childhood setting, they feel affirmed and that they belong.” From Anti-Bias Education: for Young Children and Ourselves.

Based on what you observed in Section V regarding children’s family structure, background, abilities, culture, discuss the ways in which the children in this classroom were “visible” or “invisible?” Are some children and their families background more “visible” than others in this classroom?  Explain.  How might this influence children’s feelings and beliefs about themselves?

Scoring is based on the student’s ability to describe what they see in detail, without judgment or bias, and to connect that to their learning and experience.  All points in each section should be addressed in a way which demonstrates the learner’s careful observation of the child and examination of the environment for the purpose of learning.  You can expect this assignment, when thoughtfully written, to average 6 but not more than 8 pages in length.