The observation sight chosen is known as The Blake Street Early Learning Center it offers pre-k and kindergarten classes. Miss. Reed’s kindergarten class is the observed classroom; the class consists of 15 children ranging between five and six. As the children arrive each child places his or her backpacks and other belongings into his or her designated cubby. Children are provided with a couple of options, children can set at table were a pre-packed breakfast is waiting, children may choose
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Early Years Foundation Stage, now incorporates regular and routine observation of children. Of course, just observing a child is not sufficient – the information you gather from observing the child AND from talking to the parents must be used effectively and efficiently. Factual information from observations will contribute to the child’s profile, and therefore to a regular assessment. An assessment is done by comparing what the child can do NOW with published developmental norms. These can be found
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their children. Parents have to pay for their children to come here as it is privately run In the nursery, each child is allocated a keyworker. The role of the keyworker is to greet you and your child at the beginning of your child's session and to help your child settle in to the nursery. They will be a constant figure in your child’s time at the nursery, building a bond with the child and their parent. The child’s key worker is also responsible for the child’s learning journey. Recently, the EYFS
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The Montessori method is founded “on the child himself” (Montessori, 2012, p7), it is based on the child’s psychology and on the observation of events naturally occurring from the child himself (Montessori, 2012). “Help me to help myself” is a key concept of the Montessori approach. All children are born equal; they are all born with an innate desire to learn, to self-construct and to become independent (MCI, 2013a). Through an individualised, child-centred method the children are given the opportunities
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working as a teacher for Head Start, I have learned about the different hazardous situations and safety threats, safety policy, ways to prevent these hazardous situations and safety threats from happening, and how families ensure the safety of a child at home. HAZARDOUS SITUATIONS AND SAFETY THREATS First, poison is one of the most common items found in households and early childhood education environment. These items are cleaners, medicines, plants, pesticides, and certain foods that can poison
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Having a child with a disability such as Down syndrome, the child would like somewhere quiet such as the reading corner or like being in the sensory room. If the child is 3-4 years old, they may want to stay inside and do dancing/ cooking or they may want to go outside and play on the bikes or with the parachute. 1.2 Identify regulatory requirements
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Firstly, in this assignment the term normalisation will be indentified and examined. It will describe the characteristics of a healthy child and explains the philosophical meaning of the term “horme”. It will be connected to the deviations concept and will discuss different types of deviations and it’s nature. Secondly, it will closely look into the environmental aspects that support normalization process and the nature of normalisation process. Thirdly, the teacher’s initial approach to the children
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issue? 2. What are the local policies and/or philosophy at your observation site/school? 3. Discuss this information with your HOSTS coordinator or other professional at your observations site. What are their thoughts on these issues? My Answers: 1. Redshirting I feel is only needed in some cases. Like for example if the child is having difficultly in school or with making friends within the classroom. If the social skills of a child aren’t developing as it should I could understand why that would
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[Kelly Koss was a junior Art major and Psychology minor at Kalamazoo College when she wrote this Observation Report (Spring 2003). Observation Report Kelly Koss Note to the reader: The names within this paper have been modified to protect the identities of the children involved in my observations. Observation #1: “John” and aggression Date and time: Wednesday April 16, 2003; 11:25-12:50 Setting: Playground for 1st/2nd grade recess 11:25-11:50, 3rd/4th grade 11:55-12:20, Kindergarten recess 12:25-12:50
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Naturalistic observation paper Child psychology On January 27, 2009 at twelve noon, I went to the Children’s Brooklyn museum with the purpose of completing a Naturalistic observation of a toddler aged child. When I arrived, there were a couple of children in the free play area playing with the make believe toys. Five minutes into my observation I found my subject. I observed a young Caucasian boy who for purposes of this paper I will name Christian. Christian who fits in the 2-3
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