It’s the same color as the berries we played with yesterday at the nature table. she is looking at the shapes, she jumps on the green triangle. He said the child seems to talk constantly, but much of what he says does not need to be said out loud. she is coloring the top of the large circle with the pink crayon using strokes over and back. 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. From doing the event sample I found that TC seemed more settled when his mom dropped him to pre-school every morning rather than dad. 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. starts developing friendships. What happens to cause behaviour : 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. 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. Behavior  Initiate or join in play with other children and make up games 3. Circle time not only allows children to share their thoughts and ideas with classmates .it also helps learn the need for turn taking and introduces each child individually to the group. What happens to reinforce behavior : —————————–. I. 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. Let the children that struggle with friendships to choose first. We've received widespread press coverage since 2003, Your UKDiss.com purchase is secure and we're rated 4.4/5 on Reviews.io. Target child is absent from the setting today. Tassoni, Penny & Beith, Kate (1999), Nursery Nursing, A guide to work in Early Years, Heinemann, Oxford. 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. Technique and aim: the technique I’ve chosen for this observation on physical development is a checklist type, I feel it is a good choice as it is quick and easy to use and also easy to read back over when evaluating. She is very energetic, social and chatty and gets along with all the children in the setting. I then ask her to help me to put the floor cushions away, she stands up and takes a cushion , I say ‘’thank you ‘’ to her. 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. Wack wack “, A-TC “where is your beaker?” TC-A “in bag look” TC takes A’s hand and leads her to the door where her bag is hanging on a hook. Even though she uses My for I when speaking I don’t feel this is any cause for concern as her understanding of language is good and she is able to ask and be understood when she wants a particular need met, like asking for a drink and specifically asking for the drink from her Beaker. 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 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. Language/Communication SOCIAL/EMOTIONAL Begins to develop a social smile (1-3 mos.) Social-Emotional Skills: Know the Basics. Self-management is our ability to control our feelings, thoughts, … The aim of this observation is to observe target child’s social development and record any cause for concern and report them to my supervisor. Social = event sample techniques. Her mother and father are separated and although she lives with her mother she spends every weekend with her dad. As the children aren’t constricted by routine of the classroom, they also develop their social and cognitive skills by making up games and engaging in imaginative play using the objects in the yard to represent other things, such as using the tires as their car and the crates as beds I now feel I can relate to Piagets theory where  children from the age of 2 -7 go through what he referred to as the pre-operational stage, and while at this stage of development according to Piaget  child will start to engage in pretend thinking, using one object to represent a. The event I have chosen to observe is drop-off time each morning, when the parent/ care giver of the child drops them to the setting each morning. SOCIAL PLAY & EMOTIONAL DEVELOPMENT Almost Always Often Some-times Almost Never 1.1 Beginning Play Behaviors 1. 2295 0 obj <> endobj If you require any further information from me or have any questions regarding the observations, please feel free to contact me Thank you. What happens to reinforce behaviour : I feel even though the playschool room is big with lots to keep the children occupied throughout the day, I feel my target child would benefit from more outdoor playtime, as it widely proven, the more physical a child is the more cognitive responsive they are. As children mature, the role of SEL changes in their daily lives. Area of Concern Social Emotional Functioning II. The reason for the choosing these techniques are, they are easy to understand and read by both parents and staff in the setting also they give a clear picture of how the child is developing in all his areas. The techniques I have chosen can also show what areas of development the child need help with to reach his milestones. %%EOF A behavior support team includes a teacher, administrator, and a member with expertise in behavior support. Copyright © 2003 - 2020 - All Answers Ltd is a company registered in England and Wales. 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. Target child likes all things musical and enjoys the different activities laid on for her throughout her time in the setting. Both mornings of the observations when she was dropped in by her dad she would tend to stay very quiet and unsettled for some time throughout the morning, when I had spoken to parents about this the mum explained that before getting to the creche each morning they will stop at the shop close by the shop for a treat. Also having a permanent nature table in the room, not just at autumn time, which could include nature-based stories and arts and crafts, that could include materials collected by the children at outside playtime, this would encourage them to explore their environment. What happens to cause behavior : Although I feel the room setting is meeting most of the cognitive needs of the children as with everything there is always room for improvement, the reading zone has many books for the children most are old and have been read many times, and although the children love story time, or looking at the pictures in the books themselves , having new books which could be put out on the shelf in rotation every couple of weeks, would capture the interest of the children and encourage more use of the reading zone which I turn promotes cognitive development. It can be very easy for a child of TCs age to associate a behavior with a reaction from a parent, it might be that the target child feels rewarded with sweet treats for feeling anxious about being separated from her mother, or by expressing that she will miss her. The target child  seems to enjoy her  time in the setting , as she is always smiling and seems to be happy and comfortable for the most part of her time here, but every morning when she arrives she looks a little sad and withdrawn for a short period of time, my supervisor and I thought this would be a good time to observe to try to identify triggers if any and come up with my supervisor a plan to help the target child through this emotional time for her. The target child also completed 4 of the skills listed in the checklist for fine motor skills. The use of the flash cards not only helps develop the children’s language skill, but it also encourages social interaction which in turn promotes language development. The aim of this project is to devise & evaluate an integrated description of a child (0 – 7 years) and their developmental needs and interests based on 5 observations. f. Demonstrate empathy toward peers If a peer falls down, the child may help them get up or ask if they are okay. Physically imitates peer 5. 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. Before doing this observation, I would have been in agreeance with the thinking the child wanting to chat and spend time with adults as somewhat of a concern, but as I observed more closely I realised she not only played with her peers as slightly more than being with the rooms adults, she also interacted differently with both groups. Maintains proximity to peer within 1 foot 2. 201) a child age 3-4 should be able to matches one to one e.g. Observation begins. the room itself is large and has different play areas set out and many different toys which are easily accessible to the children. 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. I walk away and let her  carry on playing with his classmates. The children were about to do some activities laid out at different tables by the adults in the room. A hands TC her beaker. I comfort the child l and ask ’’ why she  is upset this morning?’’ she  says she just wants her mammy, I tell her not to be upset that mammy will be here to pick her up  just after circle time this morning. 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. Laughing in response to play. I observed TC on a number of different activities to see if her fine and gross motor skills were within the developmental norm for her age. Promoting Healthy Social Behaviors in Child Care Centers, 2011 Adapted from Social-Emotional Classroom Checklists, Encouraging Connections™ Social’Emotional,Checklist,of,EarlyCareandEducationPractices, Social and emotional competencies, such as self-regulation, strong coping and problem-solving skills, and positive social connections, buffer the effects of trauma and strengthen resilience. I think Tc demonstrated this at the start of the observation while telling the adult she was sitting at the table even though the adult could see this herself. 2326 0 obj <>/Filter/FlateDecode/ID[<95F09B59894F4F49AC017AED9ECC06B9>]/Index[2295 63]/Info 2294 0 R/Length 136/Prev 773146/Root 2296 0 R/Size 2358/Type/XRef/W[1 3 1]>>stream at this moment I do not think there is any reason for concern as Children learn how to perform gross (or large) motor skills such as walking before they learn to perform fine (or small) motor skills such as drawing. 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. 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. 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. During the time I spent observing TC with her peers I watched as she tried to unfold a dolls buggy and struggling to make it stay upright, as she does this the boy she is playing with at the time takes the buggy and shows her which bar to press to make the buggy stand, the target child does as the boy shows her and shouts “I did it” with a smile on her face when it works. As studied by theorist Vygotsky (1896-1934) finding showed that children learn from each other through interaction and communication. _______ Explain how … Observation Techniques. 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. Day 2 Day 5 Social and emotional markers checklist. 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