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

Reflection Observation # 4

When I enter the center today, the room was very warmth and quiet. A lot of the children didn’t come today because some of them are out sick. The first person I saw today is B1, He say Ms. Jo I turn on the light. He replies with okay. I turn it on now. Look I did it. Ms. Jo say to B1, Let go outside and open the window. Do you want to help me with it? He says yes. B1 say do this way Ms. Jo. He see’s G1 enter the classroom and say yah, yah. She is here. He rand and give her a huge hug and a smile. He looks very happy to see her. B1 have a pleasant voice when he speaks. He is helping Ms. Jo putting the chairs down on the floor. He says is this the big chair? She replies with no, this is the smallest chair. The big chair belongs to Ms. Cook. And he says why that is. She say Ms. Cook like to sit on her big chair. B1 look and say okay. The teacher demonstrates to B1 how to put the chair down and he seems to follow a direction very well. She say B1, you did a great job and he smile again. He says now we can play we can walk on the railroad right teacher. B1 is able to hold a conversation with the teacher natural. His grammar is very clear. When I observed B1, he was able to express how he feels. When the teacher ask him a question he able to reply with no problem. His speech and language skill is very clear. I think he is very advance for his age.

 If I were the teacher in this classroom, my plan for tomorrow to further the development or interests of the children would be Alphabet Bingo: These activity children will learn about letters as they play a traditional game of bingo. They practices saying the alphabet, listening comprehension and lesson reinforces. By participating in this activity children will shows increasing awareness of the sounds that make up language, including the segmentation of sounds in words, and recognition of word rhyming and alliteration.  This alphabet bingo game will be set up in the literacy are of the classroom. I will introduce alphabet bingo by telling the children that I went the bingo hall to play bingo game.  And the material include Markers or chips for each child, sandwich baggies, a set of bingo cards labeled with upper-case letters, lower- case letter cards, upper- lower case letters, and stickers for winner. Tell the boys and girls we are playing ABC Bingo. Give each child a bingo card and set of markers. I will stay closed by the children to support and help them assisting who have difficulty.

Reflection Observation # 3

My observation for this week was a quiet one, a lot of the children was out sick. When I enter the classroom first thing I notice is that the children would greet the teacher with hug before they washed their hands. The children also greet each other with hug and smile and they look happy.  As I observation B1 and B2 playing in the block center area, they found a ramp that another child had added in the block area. They decided to see what would happen if they combined it with tubes, balls, and they open block. They discovered that they could get the ball to go down the tube and through the open blocks. B1 say, I know what we can do, we can make the ball come down the ramp and we can catch it.B2 say it is good. Yeah! B1 as the teacher, what happen if you use two blocks to hold up the tube? B2 say, they get stuck. B1 and B2 having fun with the blocks tubes and balls. They are developing so many skills. Language skills are practice and they develop through discussing of what they did. They use cognitive skills to figure out what they can do. They also used social skills and physical skills. They were able to communicate to each other without fighting.

If I were the teacher in this classroom, my plan for tomorrow to further the development or interests of the children would be Stuffed Animals Measuring. These activity children will develop the perceptually skills such as big and little, hard and soft, thin and fat. Children will development measurement skills. In this activity children will measure stuffed animals with various materials such as dog biscuit and ruler. By participating in this activity children will Child shows increasing knowledge of shapes and their characters. I will introduce Stuffed animals measuring by telling the children about a visit I had over the weekend at the zoo. Explain to children that they will be taking the measurements of a stuffed animal. Have children choose stuffed animals. Discuss the results of the measurement with children. Ask questions like: "Which stuffed animal is the shortest?"   The stuffed animals measuring game will be set up in math center and materials that I’ll provide for the children are a variety of stuffed animals, ruler, larger sheet of construction paper and pencils. My guidance is to remain close by for assistant if they need. I’ll ask opened – ended question.

Reflection Observation # 2

Hello Everybody,

My second observation was very interesting because it was on a Friday and a lot of children are more active today.  When I first arrived to the classroom, B1 was the first student there and he was washing his hands and ready to play. He took off his shoe and run straight to the block center. He was using blocks and plastic animals to build a farm. He also try to stacks blocks as tall as a tree, then it fall apart and he start to get mad. Ms. Jo join him on to stacks the blocks together and he say (Thank you ) he give Ms. Jo a big hug and walk away.  Next thing I notice there is a lot of children start coming to the classroom. They went wash their hands and greet each Teacher with hugs and smile. Ms. Perez was preparing the children morning snacks and most of the girls help her put paper plates on the table. During snack time B2 ask the teacher for a cracker. She gives him a cracker and B3 happens to take his cracker from him. They start screaming at each other. Ms. Perez step and ask the boy what seem to be the problems? B1 responds B2 takes my cracker from me and he is bad. Ms Perez letting B3 knows that you can’t take food from B2. She says do you want to say something to B2? B3 says yes. I’m sorry. Ms.Perez allowing the boys to work out there conflict on their own. The teacher was playing Single Lady Song and about 6 girl starts dancing to the beats. They start shaking their hands and feet. They sing a song and March at the same time. In the art center are B3 and B2, they were experimenting watercolor. Both of the boy are focusing on painting there name on the construction paper.  

They were so focus that they don’t even speak to each other. They are enjoying the art work.  The children work together to clean the room up and they following teacher direction Ms. Cook asked the children to stand in a single file so they can get ready to go outside to the playground. In the playground area, I notice a lot of kids like to ride on a roller racing. I see a lot of children using large motor skills during play. G1 using her foot paddle the roller racing and she look very happy. Every time she comes around the corner, she would open her eyes wide and start to scream like yah. Look at me teacher. Near the climber area, they boy was crawling under the play area. At the tire area they are were jumping in and out of the tire, they made it into obstacle play course. B4 and B5 were fighting over the bicycle. B5 says that is my bike. He tries to take the bike from B4. B4 says no, Get away from me. B5 went to Ms. Perez and say B4 is trying to take my bike. Ms Perez says to B5. This is B4 bike and you just can’t take the bike from him like that, it is mean to do that. She letting B5 knows that you have to ask B4 knows if you can have the bike? She let them work out their own problems instead getting in the way. She teaching them to used social skills. They then agree to take turn on riding the bike. At the end they are both happy and shared this cute smile.  About 3 boys and girls was at the sand area, they were shoveling the sand and put in the bucket. They helped each other build a sand castle. They show that they can play with each other and also can work together as a team plus they demonstrate cognitive skills and social skills. If I were a teacher, for tomorrow activity I would demonstrated games such as "head, shoulders, knees and toes" this activity will promote physical development. Dancing to music is also a great activity for physical development in toddlers.

Reflection of Observation

Hello Wanda, Bree, Joana, and Erika,

During my observation at the center, I had the opportunity to meet with several preschoolers.  The children were wonderful and pleasant.  I felt welcome during my time there. My observation took in the classroom. B1 with short curly hair and the smallest boy in the classroom. He was on the floor playing with wooden toy cars and wooden block in the block center by himself. B1 grabs a train tracks to put together. He look frustrated and He say “I can’t do this “?  Another boy named B2 with short spikes brown hair join B1 with building a train tracks. B2 says to B1, This is how you put the track together. He demonstrated to B1 on how to build the tracks.  B2 and B1 demonstrated understanding, social skills and respect for each other. They both demonstrated fine motor skills as well.  I observed a lot of facial expression and social interactions between both boys. B1 and B2 continued to engage helping each other build a train tracks. I then focus my observation on G1, she wearing pokadot dress shirt and pink pants with long brown pony tail. She likes to play by herself. I observed G1 sitting on the corner table; she took a quick glance at me and then continuing play with hair. She doesn’t seem to have a smile on her face. She seems to look very distance and doesn’t like to be around other children. She doesn’t show any facial expression or interact with any other children. We then proceeded to the playground. B3 is light skin boy wearing red shirt and dark blue jeans. He is hiding under the slide and making funny face at Ms. Mary Jo. B3 is full of energy and likes to have a lot of attention on him. He and Ms. Mary Jo build a strong relationship with each other.

If I were a teacher in the classroom, I would plan a fun activity call Colored shaving cream. The objective of this activity is to learn the name of the colors. These activity children will be use shaving cream and paint to create unique patterns on paper. Children experiment with colors and how they mix together. To make a fun reinforce activity I would give them a construction paper and allowed them to do whatever they want to do. Objective by participating in this activity children will refines the ability to plan and coordinates use of grasp, release, strength and control fingers and hands for functional and play activities. Children can distinguish hard / soft texture of the art activity. I chose this art activity because children get to use their fine motors skills, social skills and cognitive. They can share their creative ideas with other children in the classroom. Children can hang their activity in the classroom or take them home for their parents to see.