TC is smiling and CW1 is laying colored shapes out on the floor CW1 is now asking TC to jump on the green triangle. I feel the target child demonstrated signs of this when she became upset after her mother left but seemed to settle after being told her mother would return. Project Description: The purpose of this study is to develop and validate the Social … Smiling when socially approached. B.F Skinner theorized that language acquisition is dictated by our environment and the positive or negative reinforcement we receive from it. Children's social emotional development plays a crucial role in their ability to find success in school and also later on in life. She is rarely in bad form and is very gentle in her play and how she interacts with both adults and kids throughout the day Katie has been toilet trained since she was 23 months old and is confident and competent when using the toilet. How the child reacts: 0 h�bbd```b``�"��A$��=Lj�HF0� Vi"�S�L@$��j&��� �%̖�3�$#��� �_D�q�M������d��v�����>@���x&F�.�������c� �� She is very energetic, social and chatty and gets along with all the children in the setting. 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. The creche is divided into 5 rooms, baby room, toddler room, senior toddler room, ecce room and ecce junior room, both the ecce rooms double as afterschool room in the afternoon as the ecce sessions finish at 12. the target child arrives with her dad  this morning, , I open the door to them Tc says good bye to her dad and walks in to the setting. Her time spent with the adults mostly involved asking questions or watching how they done things or put things way. After the observation and my evaluation was done I realised the target child was meeting all the developmental milestones for her age and I had no cause for concern. RECOGNIZE THE FEELINGS AND PERSPECTIVES OF OTHERS. Also, to see if the child is progressing, and help with the planning of activates, routines, or any other programs that are being used within the setting. Although the room was quite busy as the children were engaging in free play for the hour, I managed to record at each time interval. The children were just starting their morning hour of free play. 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. As it has been has noticed by staff that the target child sometimes shy’s away from playing with other kids in order to chat to the adults in the room instead. When assessing a child’s social-emotional development, we will look at a variety of components such as: The Ability to Establish and Maintain Relationships All these activities fit in with TC’s physical development but also with her Language development as when TC was eating her lunch and, in the bathroom, washing her hands she was talking and communicating with her classmates and when she asked the teacher could she help her to wash her hands. this area of development was the one area I found a little hard to get my head around, and I found I over thought this observation so much that I put it off on 2 occasions as I wasn’t sure what to look for or how to try link it to theory, but after taking a day or 2 to sit back and revise all the information I had at hand on emotional development milestones and looking at various books and talking to my supervisors, I felt comfortable enough with my understanding or emotional development to do the observation, and I surprised myself as when I read back over the observation I started to see past some of the behaviors from the child and link them and  incident back to emotions the child might be feeling and then to some of the studies I had read up on from theorists , Winnicott especially . The target child also completed 4 of the skills listed in the checklist for fine motor skills. This I feel would not only help TC but also the other kids with the blending of the 2 groups daily. The facility opens weekdays from 9-5.30pm throughout the year. These checklists are not exhaustive, so please include notes regarding additional behaviors observed, including strengths and behaviors which may interfere with the student’s learning. While preschoolers have much more advanced motor skills and cognitive abilities than toddlers, they are still acquiring important social and emotional skills. The child I’ve chosen is a 3 and half year-old girl, she has brown hair and hazel colored eyes, she is the youngest of 4 siblings and the only girl. Social Skills Checklist Project DATA -University of Washington 9/2007 Gives hugs or hand shakes to peers. He believed that children need such objects to help them through the times when they begin to realise that they are a separate person. Also, I feel at circle time the use of feelings cards on a daily basis might help the child recognize her emotions and be more able to express when she is felling sad, upset, angry and so on. 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 _______ Describe how others are feeling based on their facial expressions, gestures and what they say. %PDF-1.7 %���� A-SG “ can anyone tell me what this is” C2-A  “that’s a pig , a pink pig” A- C2 ‘’that’s excellent well done , what sound does the pig make?”. For instance, the child might describe what he is doing even though others can easily see what he is doing. Jun 24, 2017 - Use this sheet for recording Teaching Strategies Gold observation notes for the Cognitive area. VAT Registration No: 842417633. 0 1 2 g. Demonstrate aggressive behavior … Company Registration No: 4964706. The stages of language development are usually the same for all children but the age and the pace at which a child reaches each milestone of language development vary greatly from child to child. As its been proven Physical development influences both cognitive development and social-emotional development, I feel the use of the outside area even on rainy days is essential for the child’s overall development as it has the space for running, climbing, jumping and will further aid the development of her gross motor skills. And although she knows TC is happy at the setting the child has expressed to her on numerous occasions that she misses her when she leaves for work. the room in which the observation was carried out is set out in such a way that the children have easy access to lots of different toys and puzzles which encourage cognitive development, and the workers within the room are really good at knowing when to take a step back and let the children figure it out for themselves but equally good at knowing when to offer guidance and encouragement when they see a child struggle with a task. Preschoolers most important relationships are with their parents and other family members, but they are beginning to form friendships with peers and those outside of their families. A fabulous tool to use in order to collect genuine data while students are in the general education setting. 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