Observing Children at Play Purpose: To observe young children at play‚ make anecdotal notations of their play‚ evaluate their fine motor‚ gross motor development‚ and level of social interaction demonstrated through play situations. Procedure: 1. Choose a preschool child between the ages of 3 – 5 years. Observe the child on two separate occasions for 30 minutes. Do not interact with the child you will be busy taking observational notes. 2. Following each observation‚ use your anecdotal notes
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Observation of Child at Play Time: 6:04-6:38 Location: School field/Playground Child: Abigail‚ 72 months‚ girl Description: light red hair and freckles all over her face‚ very outgoing‚ talkative‚ and youngest out of two girls‚ loves to socialize‚ in the 1st grade. Observation: I walked up to the park where Abigail and her team were practicing. She was laying on the grass picking up a flower. She walks over to her dad and gives it to him. The whistle blows and she gets up and runs to the practice
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Indoor Activity #1: Date and Time of Observation: 10/24/14 8:45 am Number of Participants (including subject): Play of choice (Play house and blocks)‚ 4 Participants (Christine Included) Duration of Activity: Start: 9:15am End: 10:10amA thorough description of the play dynamics: As Christine is playing with 3 girls she seems to be enjoying that free time very well. Christine is using her gross motor skills to build blocks and seems to be building perfectly except for one thing
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childhood education agree that there are some specific types of play that will enhance learning and should be included in the classroom (Butler‚ 2008). There are times when a structured play in an environment is appropriate. Children do not care what category their play falls into‚ but when they engage in various indoor and outdoor play activities they are free to explore and create experiences that are meaningful to them. Free-play in a preschool classroom allows for creativity‚ imagination and
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The observation was done during free play time. Steven is a 3 year old boy. He was in the block area and then walked over to the playhouse. He stopped and looked at the other two boys playing in the playhouse. Then he went to the table that three children were playing. On the table‚ there were two game containers: Magna-Tiles and counting bears. John and Tiffany were playing with the counting bears‚ and Tim was playing with the Magna-Tiles. Steven stood behind Tim and looked at what Tim was doing
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The scientific method requires observations of nature to formulate and test hypotheses.[1] It consists of these steps:[2][3] Asking a question about a natural phenomenon Making observations of the phenomenon Hypothesizing an explanation for the phenomenon Predicting a logical consequence of the hypothesis Testing the hypothesis by an experiment‚ an observational study‚ or a field study Creating a conclusion with data gathered in the experiment‚ or forming a revised/new hypothesis and repeating
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O“Observation” By Henry David Thoreau “Observation‚” by Henry David Thoreau‚ is a passage that presents the idea that there is no such thing as pure objective observation‚ only subjective observation. Written during the Age of Enlightment‚ philosophes Thoreau stated that observations do not need to be true and accomplish an overall purpose because observations come from the individual and what he or she believes in. Thoreau was able to illustrate this idea in this text through examples like “though
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Assessing Behaviors of Young Children IV-3BECEd Prof. Joyce Leviste-Bautista 1. What is observation? According to The Glossary of Education Reform‚ a classroom observation is a formal or informal observation of teaching while it is taking place in a classroom or other learning environment. Typically conducted by fellow teachers‚ administrators‚ or instructional specialists‚ classroom observations are often used to provide teachers with constructive critical feedback aimed at improving their classroom
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An observation can result in a very important learning lesson. The act of observing starts at a very young age and never stops. Maturation evolves from self-motivation and efforts to adapt to day-to-day experiences. Observation is how a toddler learns new things. They observe their mother and father doing “grown up” things and try to re-enact them. By doing this they learn new words‚ build their own personalities‚ as well as many other important traits. As people grow older the observation turns
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Observations What are observations? Finding out what children can do & recording it Evidence of child behaviour & development Factual descriptions of child’s actions & language Observations help us to plan ‘next steps’ for children Why do we observe? To inform our planning To review the effectiveness of areas of provision & use of resources To identify learning opportunities and plan relevant & motivating experiences To reflect on our own practise To protect children To develop
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