Location Name Address Age Of Children In Group Of Children P

Location Nameaddressage Of Children In Group Of Children Present In

Complete URL of video link (including as much identifying information as you can glean from the video. Book Title/Author/Illustrator Remember to be detailed and objective in your responses. You may use this form to write out your documentation on this form as long as you delete the information written in blue. Criteria used in selection of book (Be very specific). You may get clues from the teachers introduction of the book, the room display, posted lesson plans, or you may have to ask the teacher after the experience.

Summary of book presented. Use your own word to summarize the book. Describe the illustrations (i.e. bright, bold colors; soft, muted colors; watercolor, collage, etc.). Describe evidence of children’s interest in the story. What did you observe during the story time?

Use quotations and detail. Describe verbal/non-verbal reactions of the children to the story. Identify concepts that may be strengthened through this book. This would be an educated guess, a logical connection. Identify social interactions, specific phrases or other components of the story that were of special interest to the children.

Write out the exact phrase(s) here. Describe any indications that the children identified with the characters, setting, or actions in the story. Describe how the children were transitioned after the story was completed. What did you feel could have been done differently, if anything? Defend your response.

This is your opinion. • Locate a goal and objective in NC FELD that addresses the experience. Write it out here and justify your response.

Paper For Above instruction

The purpose of this observation is to analyze a storytime session involving young children, focusing on how children engage with the book, their reactions, and the social and educational elements that emerge during the activity. This comprehensive documentation aims to bridge practical classroom observation with curriculum standards, particularly those found in the North Carolina Foundations for Early Learning and Development (NC FELD).

In selecting an appropriate book for storytime, educators consider criteria such as relevance to developmental stages, thematic appropriateness, and engagement potential. For example, a book like “The Very Hungry Caterpillar” by Eric Carle might be chosen for its vibrant illustrations, rhythmic text, and universal themes of growth and transformation. The selection process involves observing the teacher’s introduction, the display setup, or other contextual clues. This careful selection enhances children's interest and promotes meaningful engagement.

The summary of the book observed reveals how the story's illustrations captivated the children’s attention. Bright, bold colors and textured collages often evoke curiosity and excitement. During storytelling, children exhibit a range of responses—smiles, eager gestures, focused gazes, and verbal exclamations. For instance, a child might eagerly shout “I see the butterfly!” reinforcing engagement. Observing their reactions offers insight into their comprehension and emotional connections to the story.

Children’s reactions are further evidenced through verbal comments and expressive non-verbal cues such as clapping, pointing, or leaning forward. Teachers can promote concepts like counting, color recognition, or understanding of life cycles. For example, children may repeat phrases like “The caterpillar is so hungry!” or mimic actions described in the story. These responses demonstrate how stories can reinforce curriculum concepts and promote language development.

Children often see themselves reflected in stories—relating to characters’ experiences or emotions. During the session, some children might identify with the caterpillar’s hunger or curiosity, leading to discussions about their own experiences. Transitioning after the story typically involves singing songs, engaging in related activities, or guided play that reinforces story themes. A more effective approach could involve a brief reflection or journal entry to deepen comprehension.

In my opinion, the storytelling session could be improved by incorporating more visual aids or hands-on activities related to the story. For example, providing cut-out caterpillar shapes for children to assemble can deepen understanding and engagement. Such modifications make the lesson more multisensory, fostering better retention and enjoyment.

Regarding curriculum alignment, a relevant NC FELD goal related to this experience might be: “Children demonstrate growing awareness of their community and natural environment” (NC FELD, Standard 4). The objective supports children’s understanding of life cycles, nature, and the environment through literature and related activities. This goal emphasizes the importance of integrating story-based learning with experiential activities to promote holistic development.

References

• Carl, E. (1969). The very hungry caterpillar. Philomel Books.
• Golenko, J., & Reiber, C. (2005). Early childhood curriculum: A child's connection to the world. Pearson.
• North Carolina Department of Public Instruction. (2020). North Carolina Foundations for Early Learning and Development (NC FELD). Retrieved from https://ncpublicschools.org/earlylearning
• Bredekamp, S., & Rosegrant, T. (1992). Reaching potentials: Transforming early childhood curriculum, practice, and professionalism. National Association for the Education of Young Children.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• National Association for the Education of Young Children (NAEYC). (2020). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. NAEYC.
• Harper, R., & Clawson, R. (2017). Early childhood education: Birth to age 8. Pearson.
• Mooney, C. G. (2010). Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky.upa.
• Allyn, B. T., & Judd, L. (2014). Exploring children's literacy learning. Pearson.