Early Childhood Observation Examples

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The purpose of this paper is to interview and observe an early childhood program. Lisa Veazey, a pre-kindergarten teacher of twenty years was interviewed and observed in her classroom at New Hope Elementary on Tuesday, February 6, 2018. During the observation, I was able to reflect on Veazey's classroom environment, demographics of students, activities, and materials as they related to physical, social, emotional, and cognitive development, and developmentally appropriate practices utilized. During the interview, I learned the classroom's safety procedures, activities parents are involved in, behavior management plan used, and their classroom schedule. Introduction "The interplay of the developing brain with the environment is the driving…show more content…
She chooses different materials and activities where each student can take a memory of his/her learning experience. Physically, they do GoNoodle, Dance Party for Kids, Imagination Station, and love going outside. PE is the students' favorite special class. Dancing and moving every day (often twice a day) is a goal they strive to accomplish. Socially, the children are able to sit where ever they want by a friend, and Veazey says every morning the students have to say, "Good morning!" all around the room and talk about special things that happened. When observing the class during center time, Mrs. Veazey was helping with arts and crafts at one center, the assistant teacher at a center helping with phonics, a center for free iPad play on educational, developmentally appropriate games, a center to practice handwriting where the children were socially interacting, and an interactive play center where the group was using their imaginations and socially interacting at home living playing with baby dolls, cooking, and fixing things. The children at home living center are able to play with the babies by feeding, changing, or acting out as a family member (mom, dad, sister, or brother). Emotionally, Veazey says they sometimes have a family-based center in which they talk about feelings and she also gives them time three times a week during group time on the carpet to talk about their feelings and emotions. Cognitively, they do not use a basal reader; they use themed units each week and development centers around those themes. She tries to have a writing, reading, math, creative expression, free choice, and technology center each
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