Naturalistic Observation In order to study human development and perform naturalistic observation I went to the mall. I selected a 9-year-old white girl as the subject for my observation. I observed the subject for 30 minutes. During my observation the subject was not interrupted and was not aware of my study. The girl was spending time with her mother and brother at the mall. She was enjoying herself. She played some games with her brother. The games included jumping and running. During one of
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OBSERVATION 1 OBSERVATION PHYSICAL DEVELOPMENT Date: 17th December 2012 Age of Child: 2 years Gender: Female Time observation started:13.00 Time observation finished: 14.00 Number of adults present: 2 Number of children: 2 AIMS:- Gross motor skills * To see if TC can push and pull large wheeled toys by playing with her Barbie car * To see if TC can kick a large ball that is not moving by kicking a blow-up football with her in the garden
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NARRATIVE OBSERVATION FORM Child’s first name: ______________LaMya Gamble________Child’s age __5_______ Date: _____10/13/2014___________ Time: ____5:19____ to ___5:56____ Setting: ______________Home____________ Focus on __Cognitive/Language______ _______ developmental domain FACTUAL DATA What did I actually see the child doing? INDICATOR Which performance indicator does this observation demonstrate? (Use the Bright from the Start or GPS weblinks) REFLECTIONS/ INTERPRETATIONS From your factual data
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Background The child I chose to observe was a 6 year old boy that I will refer to as Timmy. Timmy is an intelligent‚ active little boy who reportedly struggles with behavior. Timmy lives with his parents. He has two 14 year old half sisters one of each belonging to his mom and dad prior to them meeting and getting married. The sisters live in the home with Timmy part time. I observed Timmy in his afternoon childcare classroom from 10:55am-11:55am. The classroom was spacious with large windows along
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Running head: ESL CLASSROOM OBSERVATION ESL Classroom Observations # 1 & 2 Kimberly Moreno New Jersey City University: MCC 611/612 Observation #1 On February 20‚ 2013‚ I observed a sophomore advanced bilingual US History 1 class. The class is composed of 8 boys and 3 girls. The classroom is set up with 24 desks arranged in rows with an area in the back with tables that seems to be used for group work. The class begins with the teacher returning a test that they had just taken
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A suitable environment should be provided to the children in order to perceive properly and learn clearly. The purpose of this assignment is to develop the educator’s critical thinking skills in order to maximize the children’s potential. The observation took place in the day care of children in Grossmont College. Wednesday the 25 of April‚ 2012. The children observed were 3 years of age. Jacob‚ Jason‚ kyle‚ Jordan and Jessica and few others. They were little and cute. All of them were wearing pant
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and feeling‚ as explained by David McNeil (2005). Observing people as they communicate from a distance can tell what they are speaking about without having to hear the actual words. This essay gives examples of observations made by viewing people talking using nonverbal cues. Observation between a couple in a restaurant Walking into a restaurant‚ I observed two people seated at a table in the corner with dim lights and were using candle light. The first person was male of around the age of 28. He
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Class observation Class observation report Introduction In this study‚ I choose to observe a primary 5 class in NT District. The lesson that aims to improve the confidence level of the students is made up of students who are weak in English. There are 30 students in the class‚ 17 boys and 13 girls. The gender ratio reduces biasness and made the class an ideal class to study. In the following paragraphs‚ I will explain how the class was conducted and the teaching methodologies of the teacher.
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INTRODUCTION Observation is like acting or directing or writing or any other complex skill-set. It takes practice. We all observe things all the time. We notice or perceive things that might be in our path—metaphorically and literally. We see things we want (or don’t want) and take action to secure them (or push them away). When we talk about observation as an assessment tool‚ we sometimes refer to it as “formal observation” or “field observation” or “qualitative observation.” In those instances
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Observation Analysis Molley Green MTE 506 September 29th‚ 2012 Shawn Wells Observation Analysis Observing a classroom has a certain metaphysical edge. Merely by your presence and watching‚ you cannot help but feel that you are somehow changing or influencing the class and the students that make it up. My observations took place in two settings‚ the first and my primary observation source
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