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.