Child Development Lab School (CDLS)
I observed children at the Child Development Lab School (CDLS). The main group of children that I observed was in the age group 18 months to 3 years. There were five children there that day, four girls and one boy, with one teacher and one aid. While I observed the 18m/3yr group they did the fire drill, played in the room for a short time while lunch was being prepared, one of the teachers read a story, they cleaned up for lunch, ate, cleaned up after lunch, and had nap/quiet time. However, it was fortunate that they did the fire drill while I was there because it gave me a chance to watch the entire group from the CDLS for a brief period. The ages for the whole group ranged from approximately 10 months to 4/5 years. I would like to
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Of the three domains, I would have to say that this is the least developed in this group of children. I do, however, think that they are at an age appropriate level. The children all displayed the characteristics of the affective domain while listening to the teacher read and while they were eating lunch. While the teacher read to them they sat attentively listening (receiving, valuing), and they thanked her for the story. When they had their lunch I observed all five characteristics. They sat with their hands to themselves and received their lunch, and they responded by waiting until everyone was served before proceeding to eat. While they at their lunch they had good table manners, used their utensils properly and kept to their own food. This is representative of an understanding of the value and organization of proper table etiquette, and that these values were accepted and were integrated into their personalities. There was one child, Syria, who was slightly behind the others. As described earlier, she was reprimanded for inappropriate table manners. I did get the impression that she understood what was acceptable because she was able to eventually comply. Perhaps she was just having a bad day. One interesting observation was that the other children didn’t seem to be impacted one way or the other regarding Syria’s situation. I wouldn’t say that they didn’t see what was going on, but I was surprised that none of them showed any real concern over her distress. My conclusion concerning the other children’s lack of empathy is that they have not yet developed in that area, or perhaps they are just beginning
Of the three domains, I would have to say that this is the least developed in this group of children. I do, however, think that they are at an age appropriate level. The children all displayed the characteristics of the affective domain while listening to the teacher read and while they were eating lunch. While the teacher read to them they sat attentively listening (receiving, valuing), and they thanked her for the story. When they had their lunch I observed all five characteristics. They sat with their hands to themselves and received their lunch, and they responded by waiting until everyone was served before proceeding to eat. While they at their lunch they had good table manners, used their utensils properly and kept to their own food. This is representative of an understanding of the value and organization of proper table etiquette, and that these values were accepted and were integrated into their personalities. There was one child, Syria, who was slightly behind the others. As described earlier, she was reprimanded for inappropriate table manners. I did get the impression that she understood what was acceptable because she was able to eventually comply. Perhaps she was just having a bad day. One interesting observation was that the other children didn’t seem to be impacted one way or the other regarding Syria’s situation. I wouldn’t say that they didn’t see what was going on, but I was surprised that none of them showed any real concern over her distress. My conclusion concerning the other children’s lack of empathy is that they have not yet developed in that area, or perhaps they are just beginning