Now she is sprinkling the glitter onto her picture, shaking the tub with both her hands. Self-Management. Room and setting: The observation took place in the large senior toddler room and the outdoor area as I choose a time where the children move from outdoor to indoor area as I felt it would give me a chance to observe each area of physical development. You can use one checklist for each child, and check off skills in the fall, winter and late spring. The aim being to observe the target child and assess her cognitive development to see if she is reaching the set-out milestones for her age group. Be more even-tempered and cooperative with parents 10. Thursday  Antecedent  Social Emotional Goals Content Strand: Alternatives to Conflict Annual Goal #1 _____ will manage conflicts on a daily basis with _____ frequency, independent of teacher support, with teacher support as measured by _____ (teacher observation, checklist, anecdotal records, behavior checklist, self … Social = event sample techniques. she attends the setting from 9-5 4 days a week splitting her time between the junior ecce room session in the morning and the afternoon senior toddler session from 1 to 5.30 4 days per week. she is looking at his page and now he is drawing two small circles in the large circle with her right hand. enjoys imaginative play with other children. As target child is 3 a child of her age between 3 and 4 usually will be able to, understand most of what they hear, converse, use 3 to 6 word sentences, ask questions, have 900 to 1,000-word vocabularies, with verbs starting to predominate, and use pronouns correctly. The teddy might stand for the mother when she leaves the baby in the cot; it is a symbol of the mother who will return. Registered Data Controller No: Z1821391. TC is looking at the materials on the table, she is picking up a large tub of glitter. Because having a solid foundation of social-emotional development is crucial for a child’s success in school and in life, it is important to observe children in their learning environment. initiative (Bridges, 2009), ultimately supporting teachers’ own social and emotional competencies Coaching is a way to support teachers as they work through the challenge of change Thus, if we want teachers to support student social and emotional development, we need to support the change process teachers must go through “Coaching that was 2357 0 obj <>stream %%EOF The target child also completed 4 of the skills listed in the checklist for fine motor skills. Target child turns and walks to the table beside her, “my help you?” she says to the C1 , C1 turns and hands TC some puzzle pieces TC is picking up a piece with a blue and white towel on it, she is looking at the piece in her hand  now she is looking at the table, she picks up the piece with the bar of soap on it and is now matching them together. Free resources to assist you with your university studies! Dropping games… connect four, even though the rules of the game might not be adhered to, the physical action of dropping the piece in to the slot would aid the development of Tc’s hand eye coordination. The facility opens weekdays from 9-5.30pm throughout the year. There are 12 childcare staff, 5 senior room leaders, 8 students from various colleges, a chef, 2 janitors a full time cleaner and office staff at present. Also playing games that require children to work in pairs or small groups. They also have an afterschool programme for primary school children. Target Child is late coming in to the setting this morning, her mum doesn’t come in but leaves her at the door with a kiss and TC runs over to the house area she is smiling and seems to be great form this morning. The observation showed her interacting/playing with her peers at 6 of the 5 intervals I observed, and each time TC seemed to be enjoying these interactions as she was smiling or laughing each time. Secure attachment is marked by distress when separated from caregivers and joy when the caregiver returns. Meant to be used for multiple students in a preschool/early childhood classroom that uses Teaching Strategies Gold. Katie is also a very emotional child and feels for any child who is upset if any of the children get upset while at the setting Katie will always try and comfort them. I ask TC  once again for the pony, she  don’t look up from the table. C1 – Child. I also explained to the parents how at any time they can request to view the observations I plan to do on their child. Intellectual                          observation, People Present: 2 childcare workers, 2 students and 8 children. During early childhood, SEL skills are organized around positive engagement with people and the environment, managing emotions within social interactions, and remaining connected with adults while successfully moving into the world of peers. Manipulating and exploring objects. she is coloring the top of the large circle with the pink crayon using strokes over and back. THE aim of my observation was to study and observe the target child’s cognitive ability and development,  although there was a lot going on in the room at the time, I feel the observation went according to plan and I got a good overall picture of the target child’s cognitive ability, and through this I can see she is reaching all the milestones for her age, as cognitive development  covers memory, problem solving, reasoning and learning I feel the range of activities I observed the target child doing, covered all of these areas from the child sorting through the puzzle pieces to find the right piece to knowing her primary colors  and  shapes when looking through the crayons and when asked  to jump from the different colored shapes. This brought to mind one theory on attachment by psychologist Mary Ainsworth who following on from john Bowlby’s earlier attachment theory, Ainsworth described three major styles of attachment: secure attachment, ambivalent-insecure attachment, and avoidant-insecure attachment. I feel that the boy helping target child with the unfolding of the buggy could be referred to as an MKO as he used his knowledge to show TC how to perform the task. What happens to reinforce behavior : Environment Classroom Setting General Education Resource Setting Social Environment I take TC’s hand and sit on the floor with her for welcome time. She is very quiet and looks sad, care assistant sits down, and the TC sits on her lap She takes a piece of play dough and throws it on the floor. TC is now sitting on a chair next to the care worker, chatting about her new puppy marshal, she seems a lot happier now and is smiling. Parallel play near peers using the same or similar materials 4. TC is smiling and CW1 is laying colored shapes out on the floor CW1 is now asking TC to jump on the green triangle. Observation ends. Also, I would recommend more music time aid the children’s language development as most Young children love music and movement. Out of the 13 times I recorded, the child was playing alone for 2 of these, playing with other children 6 and chatting or sitting with an adult in the room for 5. Technique and aim: the technique I will use is the precoded, I am using this because after reading all the different techniques used to observe in childcare I feel this one is best for language as they only record what is said by the target child and others around them, and it provides a lot of information relating to the child’s language skills. He called these transitional objects. Disclaimer: This work has been submitted by a student. This technique allows for detailed observation as it will record everything the child is saying and doing, which I feel will hep in the overall aim of the observation. Behavior  While the target child failed at first to correctly pick out the purple circle, with some encouragement from the childcare worker she eventually succeeded, which can be linked to Len Vygotsky’s scaffolding theory, where a child cannot accomplish something alone but can with the help, guidance and encouragement of an MKO or more knowledgeable other. Start with a list of items you want to observe and then check off each item when appropriate. Social Skills Checklist Project DATA -University of Washington 9/2007 Gives hugs or hand shakes to peers. A1 now asks TC to jump on the purple circle, she is looking around the floor, TC jumps on the yellow circle, CW2 says “no let’s try again, can you show me which one is purple? Might be bossy and defiant 6. How the child reacts: She is picking up an orange crayon and says ‘’me use orange first ‘’, she begins to draw a large circle on a blank page. Establishing eye contact (for a few seconds). I walk away and let her  carry on playing with his classmates. Language/Communication Day 4 The aim is to get a clear picture of the target child’s language development and record if there are any cause for concerns. Behavior From looking back on this observation and looking back over some of the theory’s out there regarding emotional development  I am going to suggest to the child’s mother that instead of taking the child to the shop each morning for sweets that maybe giving her a teddy or special toy from home to take in with her each day, the children in the setting love to bring toys from home with them as they feel some comfort in this , also they love to show and tell their toy at circle time. And would like you observe Katie with your permission. The theorists I found a lot harder as there is so many theories on language development I found myself getting overwhelmed with the amount of information I was reading. Both parent work full time and Katie attends the center 4 days a week from 9 to 5.30. this time she splits between 2 rooms, junior playschool (Ecce) room in the morning from 9 to 1 and senior toddler room in the afternoon from 1 to 5.30. she seems very happy at the center as she is always smiling and is very enthusiastic in daily activities. 9th Dec 2019 Social-emotional behavior of 352 3- and 4-year-olds attending private child-care and Head Start programs was observed using the Minnesota Preschool Affect Checklist, Revised (MPAC-R). Child description:  the target child I have chosen to observe is a 3.5-year-old girl. Also, if there were more activities laid around the room for the child to access at free play time, that would encourage the development of her fine motor skill, maybe some colliders with sting. The children were about to do some activities laid out at different tables by the adults in the room. Begin dramatic play, acting out whole scenes such as travelling or pretending to be animals 5. The checklist includes a number of practices that can be used both to engage a child in social play and to respond contingently (promptly and positively) to a child’s social-emotional behavior and responses. 149. I feel this observation showed the target child to be on track with her language development and I have no cause for concern. VAT Registration No: 842417633. I feel TC had good capability in all areas of her physical development for her age and is reaching all physical developmental milestones for her age in both gross and fine motor skills even though she wasn’t completely competent with some of the finer motor skills areas such as grapho and her hand eye coordination I feel with practice and such activities encouraged she will master these tasks with ease. 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