...gender roles. It is something that is taught to them. As they grow, they become more familiar with who they are and their gender. When a child reaches an age to choose a toy out of many toys to play with, what do they choose? Kohlberg’s study (1966) found when children can identify themselves correctly as male or female, they begin to value activities that are consistent with their gender identity. (Smetana. Letourneau. 1984) There are many theories regarding gender learning and the differences in children’s toy preferences. Per Liben and Bigler “a gender schema can be considered...
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...CD 125 07/10/11 PRESCHOOL OBSERVATION PAPER Part I Setting July 22, 2009, 3:30 PM, Pilgrim Lutheran Preschool Chula Vista, CA. Addie, almost 3 years old Each classroom was made up of two adults and a specific age group of preschoolers, from 2 ½, 3, 4, or 5 years old. In the classroom where I began my observation there were two teachers and nine children (we later moved to the playground). I felt that the preschool was a very safe environment for the children. The front yards of the school were completely fenced so no children can run off the property. It seemed to be a healthy place for the children to play both inside and out. The preschool is very spacious and it is across the parking lot from the elementary school it feeds into. Approaching the preschool you are greeted by large, blue letters, “PILGRIM LUTHERAN PRESCHOOL”. There is a gate in the middle of the fence with a handle so that only a certain height can reach. On either side of the path to enter the main building is a nice green lawn where the children can play with toys for outside. As the door is opened you hear an alarm beep which to me said this school is a safe place for these kids, the teachers are always aware when someone walks into the building. There is a spacious kitchen where the teachers prepare their snacks for their class. There are four classrooms for the four specific age groups. Each classroom was equipped with desks and chairs suitable for young children in preschool. There was an art...
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...Textbook Picture: The Preschool Child The ages between 3 and 6 are often called the preschool years. During this period, a child develops in these main areas: physical development, cognitive development, language development, social development, and motor development. A child grows taller and loses the chubbiness of the toddler period in these years. Gross and fine motor skills become more developed and refined as each year passes as manifested by participation in running, skipping, and drawing pictures. Language develops rapidly, and the child may know thousands of words and is able to construct rather complicated sentences by the end of this period. The major tasks of the preschool child include preparation to enter school, the development of a cooperative-type play, control of body functions, acceptance of separation, and increase in communication skills, memory, and attention span (Leifer, 2003, p. 422). Erikson’s preschool stage involves the development of initiative (Leifer, 2003, p. 436). He believed that a preschool child learns assertiveness and can manipulate the environment. Kohlberg’s theory concerning preschoolers refers to the moral development and the beginning awareness of needs of others (Leifer, 2003, p. 436). He stated that a preschool child believes that rules are absolute, and breaking rules result in punishment. The Five-Year-Old: Nutrition and Piaget’s theory in relation to nutrition • Picky eater; likes finger...
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...people and real life objects around them (DeVries and Kohlberg (1987) and Kammi and DeVries (1978) Based upon the fundamental premise that children are active Learners who learn best from activities that they plan and carry out themselves as well as what they hear and see, The classroom is set up into different areas, these are set up in a way that allow children to choose, find, use, and return the materials they use on their own. The High/Scope curriculum uses a procedure called the plan-do-review sequence (Hohmann & Weikart, 1995). Children are encouraged to plan their task and have them carryout their plans and later reflect on what they learned. Children have the opportunity to be involved in independent activities as well as social play in small groups and/or large groups, this helps them develop initiative, responsibility, cooperation, and to be more competent. The teacher’s role is a facilitator; she/he also observes, records and interacts with children, provides high-quality experiences to keep children engagement in daily activities The HighScope curriculum The...
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...Developmental Checklist Observation Summary EDU 119-OW My observation data was collected on a 2 day observation of a young boy, by the name of Jade. This child is located in a class of 16 children, at a preschool in Rocky Point, NC. His birthday is 11/21/09, and at this present time of observation he is 4 years old. After several days of observation and according to the 4-5 year old developmental checklist, John is well above his age level in development. On day 1 of observation after arriving from breakfast, John washed his hands. After washing his hands he sat down on the carpet to wait for his teachers to join the carpet. The teacher read The Three Little Pigs. After the story, the teacher showed the children a short clip on you tube of the story, then asked the students to draw a picture of the story they had heard. John drew a picture of three pigs and 3 houses and wrote his name at the bottom. He then proceeded to retell me the story about the pigs and the wolf leaving out minor details. In retelling the story John covered some of the Language Milestones and some hand and finger skills while drawing the picture. According to the Language Milestones John was able to recall all parts of the story, not just some. He was able to speak sentences of more than 5 words, and he was able to tell a long story. By writing his name John showed hand and finger skills. He was able to print all the letters in his name. John is a very easy going child that got along well with...
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...Levi: A Child Case Study Mallory Howresko Klamath Community College Table of Contents INTRODUCTION 2 DATA COLLECTION 2 Child Information 2 Family Background 2 Medical History 2 Current Functioning 2 ANALYSIS/SYNTHESIS 2 Strengths and Weaknesses 2 How to Improve on Weaknesses 2 Reflection 2 OBSERVATIONS TOOLS AND SAMPLES 2 Rating Scale 2 Running Record 2 Anecdotal Record 2 Rubric 2 Work Samples 2 INTRODUCTION The following case study is on a young preschool boy. The study took place over 56 days. The observations were done at two places, Frenchglen School and Rock Creek Ranch. The observer was able to see and document how the preschool years impact a child’s physical, mental and emotional development. DATA COLLECTION Child Information This case study is on a young 4 year old Caucasian boy. For the sake of confidentially I will refer to him as “Levi” throughout this study. Levi M. was born on March 15, 2010 in Helena, Montana. He is four years old with blonde hair, brown eyes and a slim build. He weighs approximately 40 pounds and is 38.5 inches tall. Levi is full of energy, talkative and curious. He is incredibly outgoing and always eager to show you what he can do or say. He has a tendency to be a tad bossy, but has a huge heart. He loves anything cowboy and the color blue. Levi is an only child and lives at home with his father and mother. Family Background He lives with his mother and father on a ranch in Oregon. Their house is part of Rock Creek...
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...ESE 315 WEEK 5 A DIVERSITY PRESCHOOL LESSON PLAN A+ Graded Tutorial Available At: http://hwsoloutions.com/?product=ese-315-week-5-a-diversity-preschool-lesson-plan Visit Our website: http://hwsoloutions.com/ Product Description PRODUCT DESCRIPTION ESE 315 Week 5 A DIVERSITY PRESCHOOL LESSON PLAN, MISSION STATEMENT PRESCHOOL EDUCATOR POVIDES EDUCATION OPPORTUNITIES FOR ALL CHILDREN,FAMILIES AND STAFF. We believe that every second in a the preschool classroom is an opportunity to further our program mission and goals. Each conversation, the nutrition meal we serve, the unique decor of the classroom, the books we read, all impact the development of the whole child. Our teachers work sympathetically to present the greatest opportunity for social, emotional, physical, and cognitive development at all times. Each child is cherished and guided to reach their full potential during their time with us. As each child journey through preschool they will, learn through play. With a decent teacher, he/she can observe children’s play, engage children in play, and extend learning through play. We will focus on interaction, observation, experimentation, and active exploration of real objects and relationships in the environment because children have an important role in development of an emergent curriculum based on their interests and needs. With this in progress they will be able to do new things and will always be encouraged to work at their own pace and work on an activity for...
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...Human Sciences 4-9-2013 Education and Human Sciences, College of (CEHS) Predictors of Preschool Children's Peer Interactions: Temperament and Prosocial Behavior Ibrahim H. Acar University of Nebraska-Lincoln, ihacar@gmail.com Follow this and additional works at: http://digitalcommons.unl.edu/cehsdiss Part of the Child Psychology Commons Acar, Ibrahim H., "Predictors of Preschool Children's Peer Interactions: Temperament and Prosocial Behavior" (2013). Open Access Theses and Dissertations from the College of Education and Human Sciences. Paper 170. http://digitalcommons.unl.edu/cehsdiss/170 This Article is brought to you for free and open access by the Education and Human Sciences, College of (CEHS) at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Open Access Theses and Dissertations from the College of Education and Human Sciences by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. PREDICTORS OF PRESCHOOL CHILDREN’S PEER INTERACTIONS: TEMPERAMENT AND PROSOCIAL BEHAVIOR by Ibrahim H. Acar A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Science Major: Child, Youth, & Family Studies Under the Supervision of Professor Julia C. Torquati Lincoln, Nebraska April, 2013 PREDICTORS OF PRESCHOOL CHILDREN’S PEER INTERACTIONS: TEMPERAMENT AND PROSOCIAL BEHAVIOR Ibrahim H. Acar, M.S...
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...The Pros of Sending Children to Preschool Some parents may struggle with the idea of sending their child to a child care facility [preschool] so early, when they can just wait until their child goes to Kindergarten to start school. However, research has shown that children who have attended a preschool program end up doing better in higher grades and college, and also end up having a more successful career than those who did not attend preschool. “The experiences kids have in the early years have profound effects on their futures,” says Todd Grindal, an education expert at the Harvard School of Education (LearnVest). There are several pros to sending a child to preschool. According to Head Start, some of the pros include Social/Emotional...
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...Dictionary of Education: Language of Teaching and Learning Name Institution Article Notes and Critique No. 1 Ali, M.S. (2007). Dictionary of education: Language of teaching and learning. Bloomington, IN: Author House. Description of problem addressed in study: Learning in preschool depends highly on the teachers’ cues. Different cues of different teachers have different impact on word leaning on pupils in preschool. For a better understanding and proper learning of children requires the best cues which highly depend on the teachers. Therefore, different teachers’ impact learning differently. Description of the purpose of the study: The study taken by Saylor and Carroll was to find out the impact of different cues had on a three year old Childs’ understanding. The study focused specifically word learning through direct physical cues and indirect cues as well as verbal cues. The purpose of the research was focused on the impact of different types of cues and how knowledge was shared between the child and the teacher. Listing of the study’s research questions and/or hypotheses: the researchers used questions to get their purposes achieved and these are just an example of the questions the researchers may have used 1) Did the pupils understand the words better when taught by someone they knew? 2) Was learning different and better when taught by a teacher they knew because of direct physical cues given? Some o f the expectations researchers...
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...For observation of an early childhood education institution I visited the preschool classroom of Livonia Little Tots in Livonia, Michigan . The classroom consisted of eight children, five and six years old. The type of program at Livonia Little Tots is what I will call a “traditional” preschool. After being given the opportunity to observe a preschool program traditional setting, I found that I was comparing and contrasting the events I had observed in each classroom with each other. When I walked into the preschool classroom of Livonia Little Tots the children had just arrived at school. The students were hanging up their coats, saying goodbye to their parents, and finding an activity to play with before the day would officially begin. Some of the children were putting puzzles together, others were playing the game “Ants in the Pants,” and others were cutting fun shapes out of construction paper. They participated in these and similar activities for about twenty minutes while the teacher was preparing for the morning “circle time.” While the students were permitted to play with, however, and whatever they wanted to, the students at the traditional classroom were asked to use their inside voices rather than being allowed to speak in any level of voice. The classroom environment of the traditional preschool seemed to stimulate learning due to the abundance of activities available to the students. During the morning play time the children were given the opportunity to explore...
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...Discussion and Conclusion About the Child Psychical and Biological Development I found that Landyn’s physical and biological development to be quite interesting. Before asking her teacher, I already observed Landyn as being small compared to her classmates. She was much smaller in body mass and height in comparison to her peers. However, she appeared to be healthy. After consulting with one of her teachers, it was confirmed that her body weight (approximately 40 pounds) and height (35 to 36 inches) were viewed as being smaller than others. According Goldstone and Reynolds in 2014, “As the preschool child grows older, the percentage of height and weight decreases with each year. Girls are only slightly smaller and lighter than boys during these...
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...down as she took a seat. Mr. and Mrs. Lawson sat next to Clara and began explaining their concerns. They described Clara as a quiet child who has recently begun throwing temper tantrums, during which she is inconsolable. Her sleep and eating patterns have changed, and she no longer wants to go to preschool. Interview Questions Since Clara is only four years old, I would want to talk to the parents alone. This would give me a chance to obtain some information that would help me when working with Clara. Some of the questions I would ask would be: 1. Have there been any major changes recently that have affected the family? 2. How old was Clara when she was adopted? 3. Did her biological parents have any contact with her before the adoption? 4. How and when did the changes in her sleeping and eating occur? 5. Has she been to her doctor concerning these changes? If so, what did the doctor have to say? Did the doctor put her on any medication? 6. Have the parent noticed anything that seems to trigger the tantrums? 7. What does Clara say about school and her teacher? 8. How long ago did Clara begin preschool? Assessment Tools Once I had gathered this information from the parents, I could determine a plan on approaching Clara and talking with her. One form of assessment I would consider using would be the Preschool Age Psychiatric Assessment (PAPA). This assessment offers direct questioning to the parents in order to use a diagnostic measure for...
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...The years from 2-6 are referred to as early childhood or the preschool years(pg. 192 Rathus, S. A. (2013). Because its been so many years since I’ve attended preschool I chose to write this paper not on my experiences but on my observations of my son’s experience. As the parent of a preschool age child I enjoy watching all the milestones achieved by my children. In this paper I will respond on the developments during my sons two years in preschool. My son began preschool at the age of 3. His physical development made huge strides during preschool, especially his gross motor skills. Gross motor skills involve the large muscles used in locomotion.(pg. 195 Rathus, S. A. (2013). At the age of 3 he could barely ride a tricycle or bounce a basketball. By the age of 4 he learned to ride a bicycle with no training wheels and joined a basketball team which he excelled at. Compared to his classmates he was the only child who could ride a bicycle with no training wheels. According to the text some children are genetically predisposed to developing better coordination or more strength. Motivation and practice also are important. I can say a leading reason for this development came from the fact that when he was close to 4 years old my husband was laid off of work. They spent 3 days a week playing ball together and practicing riding his bike. Coupled with the fact that my my son has always been an athletic child his achievements came easier to him. According to Piaget the preoperational...
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...Child’s learning takes place in the framework of relationships. Families, early education practitioners, and early intervention agencies all network to influence successful outcomes for children who are especially frail in their growth and development due to developmental delays, health impairments, or disabilities. A child’s family plays a crucial role in their development. According to Bronfenbrenner “the participation of the family in early intervention service planning not only determines the level of success of the child but the level of confidence parents develop in their ability to advocate or provide services for their own child (Bronfenbrenner, 1979)”. Coordinated services which focus on the needs of the child and respect the strengths and needs of the family determine the overall quality of service delivery. There are different family characteristics which influences the ability for families to receive benefits for children with special needs. Some of the characteristics that effects early intervention includes family size, socioeconomic status, cultural background, geographic location, education, and physical and mental health....
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