Examples Of Early Childhood Observation
On September 29, I observed a kindergarten class at Genoa Elementary school. I had watched multiple children around the room, mainly while they were doing activities at stations. Most kids were friendly with each other and followed directions. The teacher was interactive with the students to get them more engaged and also made sure every student got a turn by the end of the activity. The students were very outgoing and loud, as children should be. The children even interacted with us as we walked around the room to observe them. They were inviting and friendly. Every student seemed to know what was going on, even though it was their first time doing the stations which proves that they’re quick to adapt and also quick learners. When observing
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in the classroom, I noticed that most kids were the same weight and height. They were all probably about three or four feet tall and around forty or fifty pounds.
Although, there was a child who was taller than all the other students. The student I had observed was about three feet tall, petite, and had very long hair. She looked around 40 pounds if that. All of the children used their fine and gross motor skills. They picked up multiple items, cleaned off plates, wrote, and picked up pieces to put together and make letters which are examples of fine motor skills. They also ran, jumped, moved around the classroom, and danced when they got a question right which are examples of gross motor skills. The children's motor skills were as expected, they were very active and ran around and participated a lot. The children's thinking process usually consists of putting hand on chin “to think”. They would also take suggestions from other classmates while playing the matching game with the letters. The children sometimes seemed as if they did not grasp the meaning of the lesson because they would mostly pick a letter randomly instead of paying attention and remembering where the letters are. Although while at stations, they seemed to grasp the meaning of the lessons.There were children that also had good
problem solving skills. One student couldn’t complete his letter he was making because someone else had the piece he was missing so he went on to make a different letter and waited for the person to be done with the piece he was missing so he could use it. Most children had good cooperative skills such as willingly taking turns and sharing, although some children didn’t want to share or take turns. There was a child who kept going up to the board to roll the dice despite it not being his turn. They also had self-help skills. The children would clean up after themselves, wash their hands, and one even cleaning shaving cream off his clothes. Their overall behavior was very outgoing and cheerful. It’s typical for children to be this way. All of the children were outgoing and full of energy. They would easily follow directions and most could take turns and share. Although, some didn’t like to take turns and were selfish. The children would also pick who would go next in the game, only picking who hasn’t gone so everyone would get a turn. The teacher had very interactive learning methods for the children. These included drawing letters in shaving cream, making letters with plastic pieces, doing math on the board, and also working on things with the teacher.
in the classroom, I noticed that most kids were the same weight and height. They were all probably about three or four feet tall and around forty or fifty pounds.
Although, there was a child who was taller than all the other students. The student I had observed was about three feet tall, petite, and had very long hair. She looked around 40 pounds if that. All of the children used their fine and gross motor skills. They picked up multiple items, cleaned off plates, wrote, and picked up pieces to put together and make letters which are examples of fine motor skills. They also ran, jumped, moved around the classroom, and danced when they got a question right which are examples of gross motor skills. The children's motor skills were as expected, they were very active and ran around and participated a lot. The children's thinking process usually consists of putting hand on chin “to think”. They would also take suggestions from other classmates while playing the matching game with the letters. The children sometimes seemed as if they did not grasp the meaning of the lesson because they would mostly pick a letter randomly instead of paying attention and remembering where the letters are. Although while at stations, they seemed to grasp the meaning of the lessons.There were children that also had good
problem solving skills. One student couldn’t complete his letter he was making because someone else had the piece he was missing so he went on to make a different letter and waited for the person to be done with the piece he was missing so he could use it. Most children had good cooperative skills such as willingly taking turns and sharing, although some children didn’t want to share or take turns. There was a child who kept going up to the board to roll the dice despite it not being his turn. They also had self-help skills. The children would clean up after themselves, wash their hands, and one even cleaning shaving cream off his clothes. Their overall behavior was very outgoing and cheerful. It’s typical for children to be this way. All of the children were outgoing and full of energy. They would easily follow directions and most could take turns and share. Although, some didn’t like to take turns and were selfish. The children would also pick who would go next in the game, only picking who hasn’t gone so everyone would get a turn. The teacher had very interactive learning methods for the children. These included drawing letters in shaving cream, making letters with plastic pieces, doing math on the board, and also working on things with the teacher.