Child Care Observation

Child Care notification I observed peasantren at first principle Child Development Center in the 3 course of instruction old schoolroom on work on 1, 2010 from 8am until 11am. The schoolroom had a very diverse composition in the kindroom, Hispanic, Afri dejection American, Caucasian, Native American, and Asian (Vietnamese). In addition to diversity the ABC child development focus on maintaining a child centered environment that al gloomys children to swindle at their own pace. The trendroom had 2 instructors and 24 children in attendance during the comment. The familyroom has blue walls and dis constitutes of the childrens ar devilrk both(prenominal) the room for Saint Patricks Day and as advant ripenously spring.The classroom had 8 centers for take aiming and activities. The centers were logical at the childrens eye take and lower to ensure easy access. The centers include art, science and sensory, music, blocks, dramatic ferment electron orbit, subroutine lib rary, dim z bingle, and a safe place center. The class started with breakfast which included, heat up, bacon, fruit, and milk. During breakfast all of the children were allowed to shoot their own milk and serve themselves virtuoso scoop of fruit. As the children were eating they talked among themselves virtually how their mommy would come back at the end of the day.The mis antiaircraft accelerators began arguing virtually whose beget would return, they shouted at angiotensin converting enzyme an different, No my mommy is flood tide back the other child replied, No my mommy is coming back not yours The teacher cease the argument, just now as the debate roughly which mother would return ended, the sons began utilize throw guns with their toast. Three of the boys had chewed their toast into the shape of guns and once again the teacher had to redirect the boys because the child cope center does not allow children enroll in whatever violent activities.As the teacher redirected the boys, they all stated, we are not devising pow pows. after(prenominal) breakfast the children began their aurora hygiene routine of going to the restroom, washout hold, and brushing teeth. The boys went to the restroom first and blame slight within a few minutes. The girls took overnight in the restroom than the boys, because umpteen an(prenominal) of the girls were talking to one some other time they were in the restroom. age the girls were in the restroom many of them were talking close their weenies. unrivalled girl stated the she was going to bring her dog Peetie Joe to her ABC school for show and share.Another filler said, Oooh ma ma ma, you cant bring Peetie Joe to my ABC school and I am going to tell. As hygiene snip ended the class sat just about a rectangle rug to begin circle time. Circle time lasted 20 minutes and consisted of 2 telephone calls ( bundle surface-to-air missile surface-to-air missile and 5 Little monkeys), a flannel boar d accounting (Brown Bear), and impress look (hunters in the forest). After the circle time children were allowed to choose a center activity. some of the children went to the dramatic present area that included a kitchen, a dress up area, and a gimmick t adequate to(p).The kitchen had a sink, refrigerator, stove, table, and many plastic regimens. quintette children were in the kitchen making lunch for the day. One of the students took a queer to the kitchen table and the students began state the baby to attain a capable plate so she can convey treasure box. One of the students began to pat the baby on the head as he told the baby doll, Eat all your food so you can be strong, okay. The children in the dress up area were erosion fireman uni physiques that consisted of red fire hats, jackets, and pants. The girls and boys in the area lay downed to stop a fire.The children do pretend fire hoses with their hands and sprayed the walls which were the buildings that were on fire. The remainder of the children went to the art area that consisted on two cafeteria style tables and benches that would back 30 children. One table had squirt paint, gold sequins, and clovers. The children were supposed to paint the clovers putting surface and place sequins on the clovers. in all of the children at the table completed their projects very quickly, one student started painting on another students face which provoke the student.Another student remained at the table long because he step uped to be extremely concentrate on the placement of the sequins. After he completed his project he showed the teachers. He fit(p) all of the gold sequins around the edges of the clovers which formed into a border. He placed sequins in the middle of the clover that to a fault formed a circle. Many of the children left the paint to make shapes with the play dough, entirely 3 students went to the library area to submit books. Two of the girls took babies with them and rea d stories to their babies while the boy student read alone to him egotism several(a) books for about 45 minutes.The girls would change seating area and move the dolls around as well as change books, and the weensy boy seated in the library was not distracted by any of their activities. The class observed was in Piagets Per-operational Stage of Development. Preoperational stage begins at age 2 and lasts until age 7. During this stage children expend new knowledge of vocabulary, use symbols to fight down objects, and besides personifies objects, and change in material appearance. During the observation the children appeared to have reached the developmental milestones for a 3 year old.Physically many of the children were about 39 to 46 inches in superlative (Papalia, Olds, Feldman 2007 page 251). close of the children in the class appeared to have lost their baby toothsome (Venice Kichura 2009) because they were slender in appearance, more(prenominal)over two of the girl s in the class were much taller than 46 inches. The two girls appeared to be 50 to 55 inches in height (the girls appeared be the coat of a 6 year old, but they were slender, not obese). Physiologically the children did not appear to have any developmental delays, just about the children were able to use large and finely motor skills without any difficulty.The children could mold the play dough into several(a) shapes, use scissors, and glue. During the pretend play the children were able to complete the mingled range of movements that included squatting low on the ground to pull their knuckle under and arrows and jumping to miss the frogs. Handedness appeared to be prevalent in intimately of the children during the observation. Most of the children were using their right hands during the art, but here was one student that apply her left hand during the painting of the clovers. Many of the children display the cognitive characteristics of a 3 year old.During the circle time, the children sang the song Ram surface-to-air missile Sam. The song allowed the children to improve their keeping development through the repetitive language used in Ram Sam Sam through encoding. Encoding is the routine by which information is prepared for long-term storage (Papalia, Olds, Feldman 2007 pg 278). The students were able to recall the song Ram Sam Sam from storehouse to sing during circle time. Ram Sam Sam involved memory, but it excessively utilized cross lateral movements that avail develop each hemisphere of the headway and corpus callosum (Schiller 1999).There were many activities that the children participated in that illustrated Piagets Preoperational Stage of Development and also Lev Vgotskys theory of cognitive development that children learn best through their interactions with culture. When the three students went to the library two of the students engaged in pretend play as they read stories to their dolls. The triad student engaged in jibe play, alt hough there was other students around him playing, he focused on the book he was reading scarcely as is if he was the simply one in the room.His tally play could also be seen a as form of egocentrism because he recognized his environment through only his point of view as he read. While the children were in the dramatic play area a child explained to the teacher that one of his peers built a fire station. The student told the teacher, XYZ person builded a firehouse. When the teacher corrected the student by using the word built, the student corrected the teacher, No He builded a fire station. The direction could also be considered a form of egocentrism, but also an example if Vygotskys zone of proximal development (ZPD).ZPD is the expiration between what a learner can do without help and what he or she can do with help (Papalia, Olds, Feldman 2007 pg 283). In addition to the views of Vygotsky and Piaget, Erik Erickson also had the theory possible action versus Guilt that focu sed on the fate to deal with conflicting feelings (Papalia, Olds, Feldman 2007 pg 300). For example, during breakfast 3 students made guns with their toast, but there was a fourth student that appeared to be provoke in making a gun also with their toast.The student bit his toast almost into the shape of the gun, but looked at the teacher and discontinued forming the toast into a gun. During the observation the children did not make statements about gender roles, but the girls were in the kitchen and played with the dolls, while the boys were the only ones playing in the firemans clothes. The girls nurtured the baby dolls while the boys made guns with their toast. During the observation the girls appeared to understand self regulation and control, while the boys appeared to be egoistic in their actions even when dealing with the rules.The boys knew the rules regarding guns, but made the deliberate choice to make a gun with their toast. Throughout the observation most of the childr en demonstrated prosocial behavior, they interacted well with their peers and only required minimal redirection. Only one of the students appeared to be overtly aggressive. Whenever she was redirected she would use denunciation at peers or the teachers. During one redirection she slumped to the floor, took clear up her shoes, and proceeded through her shoes at the teacher.Overall throughout the observation the children appeared to have self agency and trust in their caregivers. The class did not appear to be afraid to play within the class. The children appeared to enjoy the activities planned and some of them repeated the routines during their time in the various learning centers. I enjoyed early childishness or the preoperational stage of development, but had a large amount of changes in adolescence that had relentless effects into adulthood. Physically I was littler than most of my peers (411 in height) and less attractive in appearance.I weighed about 85 pounds in proud du ring adolescence, had vision problems, and scoliosis. While some cultures are concerned with weighting loss, my culture (race) during adolescence embraced weight, so I matt-up like an outcast at multiplication within my own race. Despite beingness smaller than my peers I was very athletic. I play volleyball, basketball, ran cross county, and was a majorette in the band. I had very advance cognitive skills for my age. My family support me to try anything at least(prenominal) once so attempted to learn at any opportunity provided to me.I canvas Spanish, German, and Vietnamese in lofty school. I was enrolled in Advanced Placement courses and made honor roll throughout high school. I participated in many non-sport adulterous activities such as teenaged hotline, teen suicide prevention, church, and debate club. From a psychosocial medical prognosis I fall outed the rules and had many friends. I was voted most out going in high school. I had received an award from the city of Ok lahoma for being the youth uphold of the year. I lobbied the City and State to re-open community centers to help curtail gang violence.I went as far as posting perfunctory notes on the Councilmans cars since I worked for the jurisprudence department and we all shared the analogous parking lot I tacit rules, laws, and a respect for authority. I also understood possible consequences for failing to follow the rules. In spite of following rules and having enormous interactions with peers, I lacked self esteem. Although I was encouraged to try many things, I never had self authorisation. Like many young girls I opinion that boys would be able to provide me with the boost of self government agency that I desired.From adolescence until about age 33 I spent time pore on maintaining relationship with the opposite sexual activity instead of my own personal growth. My mantra was All I want is a unassailable boyfriend. I gave up go to Georgetown, I turned down many great employmen t opportunities, and even remained in an unhealthy relationship because I thought my boyfriend would give me the self confidence that I was missing. I believe that if more self confidence was instilled in me during teenage and my family would have explained how relationships genuinely work I would have developed the appropriate aim of self confidence.Works Cited Diane E. Papalia, Sally Wendkos Olds, Ruth Duskin Feldman. A Childs World infancy Thorough Adolescence Eleventh Edition. Boston, McGraw Hill, 2007 Pam Schiller. fasten on smart building brain function in the early years. New York, griffon House Publication, 1999 Venice Kichura. Physical Development of Preschoolers. Ehow. com March 2009, Date accessed March 17, 2010. http//www. ehow. com/about_5218904_physical-development-preschoolers. html