Cerritos College CD 139 Observation Assessment Positive Guid

Cerritos Collegecd 139 Observationassessmentpositive Guidanceclass

Cerritos College CD 139: Observation/Assessment/Positive Guidance Class Activity on Descriptions and Interpretations “Derek and the Dinosaurs” Read the following observation description. Derek is standing at the sand table, playing with large plastic dinosaurs. He digs in the sand, burying one of the plastic dinosaurs and a dinosaur skeleton. “This one has been dead a long time,” he says, pointing to the skeleton dinosaur. “This one isn’t dead yet,” he says smiling. “I better not bury it yet.” Derek grabs a tiny shovel and pickax and begins uncovering each of the dinosaurs he buried. Is he exploring something about death? He seems to understand that bones are what is left after one dies. He digs up the large plastic dinosaur and starts putting sand down its big open mouth. “Here, you better eat your vegetables.” I’m going to fill you all up with vegetables,” he says, filling the dinosaur with sand. “I need a funnel to fill him up.” He probably thinks that it will take less time to fill up the dinosaur with a funnel. Derek is an intelligent child. His play is sophisticated. His play is sophisticated. Now, go back through and put either a “D” at the end of the sentence or an “I” based on whether the sentence is a description or interpretation in red ink. Ask yourselves these questions: What does Derek know how to do? Be specific. Does he find anything frustrating? What is your evidence that he might be frustrated? How does he feel about himself? What clues tell you this? How could you use this observation to plan for Derek? What does it mean about his development? His interests? Future activities you could plan for him?

Paper For Above instruction

Introduction

The observation activity involving Derek and his play with dinosaurs serves as an insightful activity designed to assess his developmental level, cognitive understanding, and interests. This lesson is intended for preschool children, specifically those in early childhood education settings such as daycare or preschool classrooms. The primary goal is to observe and interpret children's play behaviors, supporting educators in tailoring future activities that foster development in areas such as cognitive skills, emotional understanding, and imaginative play.

The educational setting includes a structured preschool environment where children have opportunities for free and guided play, utilizing various educational materials like sand tables and plastic toys. The assessment is formative, aiming to observe children's spontaneous play to gather meaningful insights into their cognitive and social development.

Purpose and Rationale for the Lesson

This activity emphasizes the importance of observation as a tool for developmental assessment and guidance in early childhood education. By analyzing Derek's behavior at the sand table, educators can understand his cognitive maturity, emotional expressions, and interest areas. The rationale is based on constructivist learning theories, which posit that children actively construct knowledge through play (Piaget, 1952). Play-based observation aligns with these theories, enabling educators to interpret children's understanding of concepts like life and death and their problem-solving abilities.

This lesson demonstrates the significance of interpreting play behaviors to foster positive guidance, support emotional development, and design developmentally appropriate activities tailored to individual interests and needs.

Statement of Goals and Objectives

• Broad Instructional Goals: To assess children's cognitive development and emotional understanding through play observation.
• Behavioral Objectives:
  • After the activity, learners will be able to identify different aspects of children's play that indicate cognitive and emotional development (Bloom's taxonomy: analysis).
  • Educators will be able to interpret cues regarding children's understanding of abstract concepts such as life and death during play.
  • Participants will demonstrate the ability to develop tailored activities based on observational insights.

Instructional Methods and Evaluation of Learning

Objective 1: Understanding Children's Play Behavior

Content: The session covers methods for observing and analyzing play behaviors, focusing on children's interactions with toys and pretend scenarios.

Sequence: Introduction to play observation techniques → Small group analysis of sample observations → Practice coding behaviors as 'description' (D) or 'interpretation' (I) → Group discussion.

Strategies: Facilitated discussion, case studies, role-play observation exercises.

Time: 40 minutes.

Resources: Sample observation descriptions, coding sheets, projection equipment.

Evaluation: Participants will demonstrate understanding by accurately coding sample sentences during practice exercises.

Objective 2: Using Observation Data for Planning

Content: Techniques for translating observational insights into developmentally appropriate activities and guidance strategies.

Sequence: Review of observation reports → Group brainstorming on activity planning → Development of sample activity plans based on observations.

Strategies: Collaborative workshops, evidence-based planning, peer feedback.

Time: 50 minutes.

Resources: Sample observation reports, activity planning templates, curriculum frameworks.

Evaluation: Participants will create and present a sample activity plan grounded on an observed child's behavior, demonstrating ability to translate observation into targeted programming.

Conclusion

Recognizing and interpreting children's play behaviors through observation is a vital skill in early childhood education that supports individualized guidance and developmentally appropriate practice. Through structured activities focusing on analyzing play and planning tailored activities, educators can promote meaningful growth, emotional understanding, and curiosity among young learners.

References

• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Berk, L. E. (2018). Development Through the Lifespan (7th ed.). Pearson.
• Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. In W. Damon (Ed.), Handbook of Child Psychology.
• National Association for the Education of Young Children (NAEYC). (2020). Developmentally Appropriate Practice in Early Childhood Programs.
• Montessori, M. (1967). The Absorbent Mind. Clio Press.
• O’Connor, E., & McCartney, K. (2007). Examining the role of self-regulation and teacher-child relationships in young children’s social and behavioral development. Early Childhood Research Quarterly, 22(4), 515-529.
• Cameron, C. A., & Van Sant, K. (2017). Play-based learning in early childhood education. Educational Psychology Review, 29, 1-20.
• Fleer, M. (2018). Early Childhood Education: Society and Culture. Sage Publications.