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    Spence gr3

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    This document summarizes observations of 5 infants in an early childhood program. It notes each infant's initials, age, and key behaviors or characteristics. T enjoys exploring independently but gets stressed by crowding. S calms with holding or visual stimulation. V handles drop-off well and enjoys peas despite making a face. N plays with soft toys and chews spoons. F spends time with toddlers and is developing speech. The observer reflects on how challenging it is to summarize children briefly and the importance of giving equal attention. Subsequent observations provide more detailed anecdotes about the children's behaviors and development of skills.

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    Spence gr3

    Uploaded by

    api-458778706
    93 views3 pages
    This document summarizes observations of 5 infants in an early childhood program. It notes each infant's initials, age, and key behaviors or characteristics. T enjoys exploring independently but gets stressed by crowding. S calms with holding or visual stimulation. V handles drop-off well and enjoys peas despite making a face. N plays with soft toys and chews spoons. F spends time with toddlers and is developing speech. The observer reflects on how challenging it is to summarize children briefly and the importance of giving equal attention. Subsequent observations provide more detailed anecdotes about the children's behaviors and development of skills.

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    spence gr3

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    This document summarizes observations of 5 infants in an early childhood program. It notes each infant's initials, age, and key behaviors or characteristics. T enjoys exploring independently but gets stressed by crowding. S calms with holding or visual stimulation. V handles drop-off well and enjoys peas despite making a face. N plays with soft toys and chews spoons. F spends time with toddlers and is developing speech. The observer reflects on how challenging it is to summarize children briefly and the importance of giving equal attention. Subsequent observations provide more detailed anecdotes about the children's behaviors and development of skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    93 views3 pages

    Spence gr3

    Uploaded by

    api-458778706
    This document summarizes observations of 5 infants in an early childhood program. It notes each infant's initials, age, and key behaviors or characteristics. T enjoys exploring independently but gets stressed by crowding. S calms with holding or visual stimulation. V handles drop-off well and enjoys peas despite making a face. N plays with soft toys and chews spoons. F spends time with toddlers and is developing speech. The observer reflects on how challenging it is to summarize children briefly and the importance of giving equal attention. Subsequent observations provide more detailed anecdotes about the children's behaviors and development of skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Than Spence – 2/5/18 Guided Reflection #3

    Dr. Peck
    Educ 314 Early Childhood Practicum 1: Curriculum

    Observation 1: “Getting to Know Each Child”

    Child’s initial and age Comments

    T/ 8 months Is particularly conscientious of and cautious


    with new people in the room, both adults and
    visiting toddlers. Somewhat prone to spit-up
    after being breastfed.

    S/ 10 months Enjoys climbing and pushing objects across


    the room. When stressed, S. is calmed when
    held, observing the toddlers or looking out the
    window.

    V/ 10 months Handles drop off very well, no crying. Enjoys


    peas, but always makes a face while eating
    them – perhaps the smell? Often vocalizes on
    “wow” and “oh”.

    N/ 10 months Often will play with soft toys – bird plushies,


    baby rag dolls. Very emotive facial
    expressions. Enjoys chewing on spoons at
    meal times.

    F/ 18 months Spends as much of his time with the toddlers


    as possible – follows almost exactly the same
    schedule. Beginning to have functional
    speech – often correctly labels people with
    verbal approximations.

    Analysis: This observation assignment has informed me about how difficult it is to summarize a

    child down to a few sentences; they are so multifaceted that it is challenging to determine which

    is the most defining characteristics. Along the same lines, I noticed how I was focusing on some

    children more than other children and I was able to complete this form without having to actively

    observe them; I should try to give my attention equally. It also has directed me to better
    understand how professionals can keep track of children on a classroom level simply by taking

    mental notes, as I mostly took mental notes and transcribed the notes later or took shorthand

    notes and expanded them in the final product.

    Observation 2: Running Record

    See attached handwritten document.

    Observation 3: “Anecdotal Records”

    Child’s Initials: Age: Date:


    T. 8 months 1/31/18
    Observer: Place: Time:
    T.S. Program C. Infant Room 9:45 am
    Objective Description of Event:
    T. was in the small “pool” with V. playing with a shaker and noticed that V. was crowding
    him (nearly sitting on his head, later sitting on his feet). T. rolled to the edge of the pool. T.
    pulled himself out of the pool. After he completed this, his facial muscles were more relaxed
    and continued to play with his shaker more energetically.

    Analysis:
    T. was able to identify that he was in a stressful situation and needed to move himself out of
    the situation. He successfully moved away from the area with V. so he could have more room
    and relax.

    Child’s Initials: Age: Date:


    V. 10 months 2/1/18
    Observer: Place: Time:
    T.S. Program C. Infant Room 9:00 am
    Objective Description of Event:
    V. saw Teacher J. sitting on the floor with T. in her lap. V. crawled over to J. and crawled
    behind her. V. found T’s shoes behind Teacher J (she had just taken T’s shoes off a moment
    before). V. grabbed hold of them and creeped to the front of J. V. held the shoes up toward J.,
    who said “You found T.’s shoes.” V. then used J.’s leg to pull to stand – while still holding the
    shoes – and put T.’s shoes in his lap.

    Analysis:
    V. displayed awareness of the belongings of other people and showed the understanding that
    other people would want their belongings. She saw that T. didn’t have his shoes on and
    possibly could have wanted him to put his shoes on.
    Child’s Initials: Age: Date:
    N. 10 months 2/1/18
    Observer: Place: Time:
    T.S. Program C. Infant Room 10:30 am
    Objective Description of Event:
    N. was at snack. While being fed, N. would point at the oatmeal or applesauce. P. Student T
    gave her a spoonful of the container she would point to. She smiled after receiving the
    indicated food. After the food was gone, N. picked up the spoon and mouthed it for a few
    minutes.

    Analysis:
    N. used non-verbal communication to indicate preference of food. She seemed proud/happy
    with herself that she was able to communicate her preference.

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