...environments. Epiphytes, orchids, ferns, and exotic plants grow in the SW room of the actual greenhouse. The tropical forest room and the desert environment room display plants which have specialized for these climatic areas. We won’t see every habitat of the world, but we will see a variety of plants that are from a variety of ecosystems. We will be given a 30 - 45 min. tour of the conservatory then you will be allowed to spend 30 - 45 minutes browsing through the rooms in order to answer the questions on this worksheet. You may have to research the answers to some of the questions. Purpose 1. To introduce students to the beauty and fascination of plants in their "natural" environment. 2. To help develop more highly refined observation skills 3. To experience the joy of learning about the most abundant biological organisms in the environment. 4. To emphasize plant adaptations to various environments. Seasonal Room 1. Name two seasonal plants on display in the "seasonal" room. (2 points) 1. Chrysanthemums 2. Kale 2. Where are these plants native to? When do they bloom in their native habitat? (2 points) Mums are native to East Asia and Kale is native to the mediterranean and Indonesia....
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...For this session I have noticed that observing infant/toddlers in play settings is much different than that of preschoolers. For example, the very young children have not fully developed the skills necessary for social play with other children; they are still developing/acquiring those skills. They are still learning how to play. I did see a lot of independent/parallel playing. I noticed that the teacher is more involved with each child when it comes to their play settings. The teacher helped the children to make connections as they looked through books or played in housekeeping with the babies and the play food. Such as talking to the child about what they were seeing or doing. In the preschool class I watched a lot of children play in both...
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...Assessment Functional Health Pattern Assessment (FHP) | Toddler Erickson’s Developmental Stage: AUTONOMY VS SHAME & DOUBT WILL TOILET TRAINING | Preschool-Aged Erickson’s Developmental Stage: INITIATIVE VS GUILT PURPOSE EXPLORATION | School-Aged Erickson’s Developmental Stage: INDUSTRY VS INFERIORITY COMPETENCE SCHOOL | Pattern of Health Perception and Health Management: List two normal assessment findings that would be characteristic for each age group. List two potential problems that a nurse may discover in an assessment of each age group. | Toddlers are ready to develop a sense of self and separate from their parents, and understanding and respecting this evolving independence is a common parental challenge. (Edelman&Mandle, 2010). Toddlers depend and rely on their parents/ caregivers for health management | Preschoolers are naturally curious And are capable of being actively involved in health promotion and prevention including oral care, bathing | School age children perceive health as it relates to the germ theory School age children are passive by asking fewer questions regarding their health. | | Parents may fall into pattern of illness care, missing the continued opportunity to receive antipatory guidance and health promotion information until preschool or school requirements bring them back in. (American Academy of Pediatrics, 2008) Parents have inaccurate health prevention or promotion information. ...
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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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...Day Care: Preschool: 4 yrs old, one 5yr old. I was placed to observe the Preschool 4 year olds during my clinical observation at the Daycare. Stages of Development: Eric Erikson: Initiative vs. Guilt. During this stage the child are focused on purpose, exploration and egocentric ideas and speech. During this period the preschooler experiences a desire to copy adults around them, take initiative in play situations, make up stories using barbies, toy phones, cars, playing roles like “Ninja” and “Pirate” They use imagination and fantasy during play and use parallel play. The also explore the world by asking “WHY” and “HOW” to understand new things.The preschoolers all become involved in the oedipal struggle. If they get frustrated over desires and goals they experience guilt. If they are unsuccessful at achieving a goal they become aggressive and may act is disapproving behavior. Piaget: Preoperational- Egocentric During this stage the child is selfish and believes they are the center of attention. They begin to feel that what they say is most important and all attention should be focused towards them. They often speak when others are speaking and get frustrated when they are not listened to. In the classroom, I observed many of these characteristics of the preschooler. Upon my arrival they all ran to me and all wanted me to themselves, offering their choice of play. They all agreed to give me “Breakfast” where I sat at a play kitchen table in their play...
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...PRESCHOOL CLASSROOM Janelle Conlin Early Childhood Curriculum & Methods: ECE311 Instructor: Michael Walter August 10, 2012 PRESCHOOL CLASSROOM Preschool classroom’s fosters an exploratory play environment for children ages four to five to prepare students for private school kindergarten courses and utilizes North Carolina kindergarten standards to develop curriculum. Cumberland County public school system does not have the best reputation for educating students and has created a need for more private schools. Currently, we only offer a preschool program but plan to expand into the elementary school ages. As the new school year approaches I will be redesigning the classroom environment and curriculum by incorporating theories from Reggio Emilia, Creative Curriculum, and High Scope Curriculum along with including state standard activities to cover the main concepts for the core subjects to prepare for Kindergarten. Classroom environment and teaching strategies will incorporate philosophies and theories from Reggio Emilia, Creative Curriculum, High Scope Curriculum, and Piaget’s theory into a comprehensive curriculum design for preschoolers. When developing curriculum it is important for this age group to have several approaches. “Children ages 3–8 benefit from planned, teacher-guided, interactive small-group and large- group experiences” (NAEYC, 2009). “Reggio Emilia programs demonstrate how planning an environment is driven by respect for the rights of the...
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...literacy is an essential tool to foster a love for reading down the road. Students need to learn that reading is fun, and the Reading Corner can provide that foundation. Place this area near the entrance to the classroom so students, parents and other teachers see it as a focal point of the room when they walk in. Set a soft rug on the floor where the children can sit, and place a chair in easy view for all students so the teacher can read aloud to the class. Arrange a shelf with a variety of books by category for easy access. Post colorful pictures or posters related to literacy on the wall. Science Section * The Science Section should allow for easy changes throughout the year. Place this area near windows to allow good lighting for observations. Provide a variety of non-fiction books on animals, the solar system, health and other topics you plan to cover during the year. In a plastic container, organize and label tools students use to observe and report on different subjects, such as magnifying glasses, plastic tweezers, scales, thermometers and notepads. The Science Section is an ideal place to keep animals or insects. The students can study the class "pet" and record their data throughout the year. * Sponsored Links * LanSchool in Singapore World's Best Classroom Software. Trusted by MOE school. Call us now! www.itr8.com Computer Station * You may not have too much control over the placement of the Computer Station depending on the school's...
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...Health and Safety Checklist Age of Children 2 1/2 & 3 Students Name: Carnieshia Simons Date of Observation: March 18, 2013 Time observation began 9-3pm Building Blocks PreSchool While visiting Building Blocks Preschool's 2 1/2 and 3 year class on March 18, 2013 I had the opportunity to observe there class from the start of the learning day up until 3:00pm. Space: As I entered the class room I noticed that the classroom was in good repair as well as clean and accessible to the young individuals I did not notice any thing out of place everything was well put together. As far as light was concearned there was not enough sun light to enter the room being that the class room was in the back of the building. There is no door in the classroom that leads to the outside only the one window. There was more than enought space to move freely as far children with disabilities there are no students that attend Building Blocks with any know physical disabilities. The shape of the classroom is a rectangle where all children are in sight and sound of the teachers at all times. Shelfs were at height and arms reach of the children shelfs were accessible to the child so no needed assistance was needed by the teachers. As I walked around the classroom I observed that all sockets were covered and there were no hanging cords around that the child could have access to. The cabinets that cleaning solutions are kept in are labled and locked with a child resistant strap. The...
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...Observation of Young Children I observed for two and one-half hours from 9:39 am to 11:55 am. The preschool has three teachers and a full enrollment of 24 children, ages 2 and five, on Monday, Wednesday, and Friday. They also have 24 children, age three, on Tuesday and Thursday. On the Friday that I visited, there were 20 children in attendance. There is a large enclosed play area outside. There is a large covered sandbox area with several toys including large plastic scoops, a large metal spoon, plastic bowls, shovels and buckets, a large play structure with a slide and climbing apparatus, a log cabin play house with several tools; such as plastic hammers, wrenches, and saws. There is a big sidewalk that goes around the yard where the children ride the tricycles. There are six tricycles but they were not out for use on the day that I observed. Inside there are many areas for playing and learning. There is a small room that has a cradle, dolls, blankets, dress-up clothes and shoes for girls, child size furniture; table, sink, dishes, and other kitchen items. Also kept in this room is a large roll of paper that can be cut to any length for drawing and painting. In this room is where one of the teachers meets for story time with her group of eight children. The large room is divided into two parts for the other two teachers and their groups when it is story time. The divider is opened when the individual group time is over. In the large room are many different activity...
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...Content Review: Week 2 EDUC - 4004 2012 1. Explain why the following terms should not be used interchangeably: impairment, disability, handicap, and at risk. Learning and understanding the related terms of exceptionality helps others to understand the similarities and differences of those with exceptional needs. The terms impairment, disability, handicap, and at risk should not be used interchangeably because the terms have different meanings. Additionally the terms refer to different types of individuals with or without exceptional learning needs. For example, the term impairment refers to the loss or reduced function of a particular body part or limb (Heward, 2009). Such as a soldier who may has a missing limb due to the current war or a child losing their leg after an accident. Handicap is a term that refers to a problem or disadvantage that a person with a disability or impairment encounters when interacting with the environment (2009). Children who may not have an identified disability but have a greater chance of developing a disability are considered at risk (2009). When an educator apply this term to infants, preschoolers, and young school age children because of biological, the home environment, or developmental problems. 2. Explain how each of the six major principles of IDEA will guide your thinking about working with young children as a child development professional. Based on what you learned in the first 2 weeks of the course, if you could recommend...
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...“Gender Differences in preschool aggression during free play and structured interactions”. The aim of this study was to, after looking at the results of survey based studies into the prevalence and types of childhood aggression, to verify the findings via direct observation of the children in their “natural” setting as to remove the potential for any gender bias, i.e. that boys are more physically aggressive than girls and that girls show more relational aggression than boys. Their method included using archival evidence to attain a foundation on which to conduct their research followed by the direct observation of forty eight pre-school children with a mean age 64 months in the playground and classroom. The study was conduct mid-way through the year to ensure all the children were well acquainted. The researchers who were left to observe the children were not informed of the hypothesis in order to increase the internal validity of the experiment and were given specific coding to also enhance the experiments internal validity. The results were expressed in...
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...How to Write a Child's Observation Report By Lynn Rademacher, eHow Contributor * * * Share * * Print this article Observing children at play helps educators to structure the classroom. Child observation reports are created for a variety of reasons. College students who are childhood development majors will complete several observations as part of their coursework. Therapists use observation reports to determine the appropriate type of treatment for children with special needs. Child observation reports must contain specific information about the child in a clear and concise manner to be useful to those who are reviewing the report. Other People Are Reading * How to Give Details About Children in Observations * How to Write an Observation Report Instructions 1. * 1 Record the actions of the child during the observation time. Avoid observing the child during quiet time or nap times. * 2 Collect background information on the child from thechild's caregivers. This information is important to understanding the behaviors that will be observed in the child. * Sponsored Links * Free Plagiarism Checker Trusted by over 3 million students, faculty, & professionals worldwide. www.grammarly.com/Plagiarism_Check * 3 Document the physical characteristics of the child. For example, if the child has a physical disability this should be noted in the report along with how the child overcomes the disability...
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...A. General Comments I conducted my observation at the CSUN Child and Family Studies Center on April 13, 2018 from 2:40 until 4:50 PM. When I arrived for the observation, the children were playing outside in several different areas. There were approximately 50 students between the ages of about 3 or 4 with about 8-10 teachers. There were a lot of children because it was their outdoor play time for two other classes. I spent time sitting by the sandbox, climbing structure, and swings. They were outside for about an hour before the classes split up for their own activities. I then observed a classroom setting for an hour with 4 teachers and about 10-12 children. There is a room with a one way window in which I can see the children and teachers...
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...Intro I observed a child of 10 months. He is a male child and is not in preschool or any institution. I did not interact with the child I just watched them as they played and interacted with their mother. The observation was done on the 9th of March during spring break. I visited my cousins and their child in their home. The father works in his office throughout the week and the mother is a stay-at-home mom. But the father spends a large amount of his time with his child. The parents do try hard to communicate and interact with the child as often as possible. I believe this information is necessary to understand how much interaction the child has with his parents. Cognitive development Johnny would be in the sensorimotor stage. Johnny kept wanting to play with my cell phone. It looked as if he could only understand the object by feeling the object. Johnny is starting to show intention behaviors by doing things like reaching for my cell phone. He was intentionally demonstrating that he wants my cell phone. To ensure that his behavior was intentional I would take the phone away from him and he would begin to cry. After seeing his negative reaction, I then showed him the phone again and he reached for it a second time....
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...I can’t even remember all the times I’ve been asked the question: “Why would you want to be a teacher?” I hear all about how little teachers are paid, and how people “just don’t know how you do it.” I have had people treat me like they don’t really think preschool teachers are teachers, rather, over-paid babysitters. I wrote a blog post on it once, so did my friend, Kristi Sauer. I’ve written about why preschool is important. What I haven’t written about, was why I choose to be a preschool teacher, or more like, why I stay a preschool teacher. It doesn’t pay great, especially if you are working in a child care setting. Working for a school district pays significantly better, but still doesn’t offer some of the benefits that “regular” teachers get (such as health care, pay stretched out over the summer, etc.). Those things don’t matter so much to me. Yes, this has led to some huge financial struggles over the years, but to me, doing what I love is more important. There have been a couple of amazing opportunities over the years that I have passed up on. The pay on said positions was much higher, but they weren’t teaching jobs. A Director position wasn’t hands on enough for me… My passion is to teach young children. The highlights of my days at work are when I see a child’s eyes light up when they learn/try something new. When they suddenly are able to make the letters in their name, or do something they weren’t previously able to do, I get as excited as they do. When a...
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