First Workshop Discussion Will Give You Practice In Apps
First Workthis Discussion Will Give You Some Practice In Applying Obse
First Workthis discussion will give you some practice in applying observation to planning. View any one of these videos: four children talk about a garbage truck, real conversations at a pretend lunch, or Praptee at the breakfast table. Select any one child from the video and use what you observe to describe another experience you might plan for them based on what you saw. Describe what you observed, focusing on the "ah ha" moment where you noticed something to build upon; you do not need to describe the entire clip. Identify the skill you would target based on your observation. Propose a learning opportunity or set up materials that would build upon or practice the skill you identified. Your response should be no less than one paragraph in length (4-6 sentences), written in complete sentences, and utilize college-level writing.
Paper For Above instruction
Observation is a fundamental component of effective planning in early childhood education. By carefully analyzing children's behaviors and interactions, educators can tailor experiences that foster development and engagement. In reviewing the video of children discussing a garbage truck, I selected one child's interaction that highlighted a particular area for growth. The child exhibited curiosity about the garbage truck's functions, asking questions and showing enthusiasm when shown pictures or videos of such vehicles. This "ah ha" moment revealed that the child's interest in community helpers and machinery could be further nurtured through targeted experiences.
Based on this observation, I would aim to develop the child's understanding of recycling and waste management, fostering both cognitive and environmental awareness. A suitable learning activity might include setting up a pretend recycling center using recyclable materials and simple tools such as bins, gloves, and toy trucks. This hands-on experience would allow the child to practice sorting materials, thereby enhancing their sorting and categorization skills. Additionally, incorporating storybooks about recycling and visits from local waste management professionals could deepen their understanding of their community and environmental responsibility. This integrated approach not only builds motor skills and cognitive understanding but also cultivates a sense of environmental stewardship early in development.
To effectively support this child's interests, I would observe their engagement during the activity and adjust the complexity accordingly. For instance, I might introduce additional items for sorting or incorporate problem-solving tasks about waste reduction. This strategy aligns with child-centered pedagogical principles, emphasizing the importance of observing natural curiosity to guide meaningful learning experiences. Furthermore, involving the child in discussions about what they are doing and learning can reinforce their comprehension and motivation. Such targeted experiences are vital in nurturing early interests and laying the foundation for lifelong learning and responsible citizenship.
References
Berk, L. E. (2018). Development through the lifespan (7th ed.). Pearson Education.
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children.
Duncan, R. J., & Vaughn, B. E. (2021). Observation and assessment strategies in early childhood education. Journal of Early Childhood Research, 19(2), 147-163.
Gullo, D., & Hughes, M. (2020). Supporting young children's environmental awareness through play. Early Childhood Education Journal, 48(4), 415-423.
National Association for the Education of Young Children. (2020). Code of ethical conduct & statement of commitment. NAEYC.