Reflection BLOG # 11

During outside play B1 sat in the sand pit with B2, making sandcastles and small hills with sand.  They had been playing outside for two hours and it was time to go indoors for circle free play time. The teacher had instructed B1 in a kind manner that it was time to finish playing, dust off the sand, walk up to the door and sit on the mat.  B1 heard the teacher, looked towards her and gave her a blank stare then continued on with his game.  The teacher then repeated her instruction, this time B1 gave out a cry and buried his head in his hands. G1 then stood up, took hold of his hand and said, ‘Come on B1, you have to go up’.  B1 then lifted his head, sniffled and stopped crying.  He stood up and allowed G1 to lead him up to the mat.  The teacher thanked G1 for her help.  G1 gave a smile then ran off to play.  B1 seemed to be happy to go inside and sat down with the other children. G1 console B1 when he is crying and that make him feel better. G1 let him know that I am here for you. It made him happy. G1 express of empathy toward B1.

Reflection Blog # 10

As I enter the center today, all of the children were helping the teacher setting the table for art activity.  As they enter they greet each other with hugs and smile.  They went walk through the back to wash their hands. The room was full of colors materials. B1 ask the teacher if he could help set up the some material in the art area. The teacher replies “yes, and thank you for helping out”. He asks Ms. Jo. Where can I place these materials at?  She replies you can place the construction papers, paint dots color on the children each chairs. He says okay.   G1 was at the art area. She places the construction paper in front of her. She have purple paint dot in her right hand and she start stamping a dots on her paper. She looks around and continues with her activity. She stop and look around to make sure that nobody is watching her. With this activity she use coordinates eyes-hand movement and control her small muscles in the hands. The children were able to express feelings and ideas when stamping the dots on the construction paper.  To help children with fine motor skill, I would use finger painting activity.
This is a good way to help the children to use not only their fingers, but grasping with their palms.  Take plastic jars in all different sizes.  Place a variety of different sizes of jars and lids on the table or on a tray.  Then have the children tried to match lid to jar and use their fine motor skills to screw the lids onto the jars.  Also, purchase large nuts and bolts from your hardware store and allow the children to put them together.  Take a large piece of Styrofoam packing.  (Or give each child a separate piece)  Then supply plastic hammers and colorful golf tees.  The children LOVE to hammer the tees into the Styrofoam and then have to use their pincher grip to pull them out.

Blog Reflection # 9

As I enter the center today, I noticed that a lot of children was very distance from each other. I didn't see the children greets or hug each other at all. B1 setting at the table playing memory card game. His eyes was wandering around. He didnt pay much attention to the card game as much. They got to wear there favorite character. B1 had on superman outfit. He say I am superman. I like superman because he is very fast and he like to help people out when they get hurt. When the music came on, I notice B2 start to sing and dance to the beats to I been working on the railroad. The other children join him to sing a song. They then start to talk and give each other hugs. B2 bring children together and make it alive. If I was a teacher for tomorrow, I would creat an activity like Pet Store Prop Box. This activity will give children teh opportunity to act out their ideas and knowledge about a pet store while working cooperatively with peers. Materials consists of stuffed animals at least 14 various dogs and cats, plastic animals such as lizards, spiders, and insects, cardboard boxes use as "pens or cagees and purses and wallets for customers. I will introduce this props during circle time by telling children about the visit I made to the pet store. I would set this up this props in the discovery center. Children will use the props box materials, I expect to see pretending play, conversation, taking turn, and creation and implementation of thoughts and ideas.  I will stay close by to support negotiationand taking turn as well as to support children's thoughts and ideas.

Observation Reflection Blog # 8

Today I observed B1 is at the block center laying on the rug. He is pushing a plastic car down the ramp. He say hey look guy! My car is coming down the ramp. He asks B2 why are you building the ramp? B2 reply, so the train can cross. B1 say oh. The boys sitting on the floor helping each other building a rail road. B1 say hey guys, it don’t work. B2 reply, you need to put it this way.  They build the ramp as a team and B1 say, he we did it. He says we can push our train down now. B2 say hey wait, here come the train now, you cannot cross the track until the train pass by. The boys say, you are right we can get hurt if we don’t wait until the train passes us by. B1 say let make a train sound. They all say chu chu. They look at each other and laugh. B1 ask the teacher if he likes the ramp, she says it is awesome.  She say you guy sure know how to put the ramp together. That is a great team work. She asks the boy, can they show her what would they do if they see the train coming? The boys say we stop and don’t move. The teacher say that is right and I am proud of you. By the boy help each other putting the ramp together. They develop cognitive skills, social skills, and physical. If I was a teacher for tomorrow, I would create Sponge Painting. Pour tempera paint onto a paper plate. Show your child how to dip a small sponge into the paint and then onto a sheet of paper. Encourage your child to experiment with the sponge and paint. How many different kinds of designs can he or she make?

Observation Reflection # 7

As I enter the center, most of the children are very quiet. There didn’t greet each other .They look sad. Soon as B1 enter the center, he ran straight to the back room sink and washes his hands. The other children later follow him to the sink. The children seem to be happy when they see B1 enter the center. They then greet each other with hugs. During outside play, B1 and B2 is sitting on the rug next to the bucket full of tracks for them to play. B1 was putting the tracks together and B2 want the piece that B1 have. B1 tell B2 no, you cannot have my track. B1 don’t like the word “NO”, you cannot have my track. B2 doesn’t like that he cannot have B1 piece. B2 start to kick B1 on the legs over and over. B2 snatch the tracks from B1 and later start to bit B1 on his cheek. B1 cry and Ms. Cook came over and ask the boys what just happen. B1 say B2 kick and bite him. She asks B1 why did you kick and bite him. B2 reply with, I want his tracks. She says did you ask B1 if you can have it. B2 reply with yes, But B1 still say I cannot have it, Ms. Cook ask B2, if he say “no”, why are you kick him and bite him? B2 say I want it and he will not give me his tracks piece and I am mad. Ms. Cook say to B2 you cannot do that , that is not nice to kick and bite B1.The teacher ask B2,how would you feel  if  somebody kick and bite you? B2 replies with I would make me cry. She says you made B1 cry and you hurt him. What are you going to say to B1? He says nothing. Ms. Cook says B2, what are you supposed to say to B1? He then says I am sorry. B1 say to B2, you hurt me and you made me cry. B1 look sad. B2 say I’m sorry B1. B1 say okay, B2 say can you be my friend? He says yes and they both later give each other a hug. The teacher gives B2 guidance on how to admit his wrong to B1. She allowed the boys to work out their problems. They able to resolved conflict between them.  It seem that B2 is more aggressive then B1. To help develop social skills such as taking turns and getting along with others, they organize group activities such as building a Lego town or singing songs in a group. My plan for tomorrow class would be, I would introduce to the children that we are playing Taking Turn game. Any activity that requires taking turns helps children learn that all games don't revolve around them. Taking turns also can help a child understand counting and patterns, as she will be intent on keeping track of how many children are ahead of her next turn. Work turn-taking into everyday activities. For example, with children gathered in a circle, let each one have a turn at hitting a tambourine during a song or holding a new classroom toy.

Reflection Observation Blog # 6

Reflection Observation # 5

At snack time G1 poured her own juice from a small pitcher with a seal and spout. She held the plastic cup with her right hand and poured with her left hand. G1 broke her graham cracker into six pieces and then tried to fit them back together again like a puzzle. She ate four of the pieces with her right hand and then stood the remaining two pieces on top of each other, holding one piece with each hand. G 1 played with three other girls in and around the log cabin play house. She picked up the plastic hammer with her right hand and hammered the wall. G 1 and the other girls exchanged and shared the tools. G1 ran out of the house to a table, picked up a lantern and ran with the lantern in her right hand back to the play house. A few minutes later she came out of the house with the lantern and set it down. She ran off, tripped, fell, got up and climbed on the play structure for less than one minute and then ran back to the house. G 1 and her friends left the play house and went to the sandbox. G1 left the sandbox to do some jumping and hopping on the sidewalk. Then she returned to the sandbox, pinching a few grains of sand between her thumb and index finger, removing a few grains at a time from one container and dropping the grains into another container.

G1 is well coordinated, both sides of her body work well together. She has good coordination of her arms and legs. She runs, climbs, jumps, and hops appropriate for her age. G1 has good fine motor skills as exhibited with the grains of sand, pouring her juice, holding her glass, breaking her graham cracker, and putting the pieces back together. Her fine motor skills are developing after the gross motor skills, following the proximodistal progression, control of the arms, then hands, then the fingers for fine motor skills. When G1 sharing tools and playing with her friends in the play house, she was participating in Cooperative Play, children play together, either jointly creating an elaborate game or structure or taking turns. G1 was inside with her individual group of six girls and two boys and their teacher for story time, sharing, weather report, and selection of books. G1 listened to the teacher read, Duck in the truck. The teacher keeps G1 attention by pointing out different things on the pages. Then the teacher holds up cards with something wrong in each picture. G1 and a friend on either side of her are enjoying figuring out what is wrong with each picture. G1 is friendly and is not aggressive. She relates well to the teacher and answers questions.

If I were the teacher in this classroom, my plan for tomorrow to further the development or interests of the children Alphabet Bingo, Preschoolers will learn about letters as they play a traditional game of bingo. This activity will be set up in the Literacy and Language. The material is consisting of construction paper, markers or dots and sandwich bags. They can practice Object recognition, Letter recognition, Lower-case alphabet, and Alphabet sounds