Preschool Observation: Oliver Calvin And Sophia Have Entered

Preschool Observationoliver Calvin And Sophia Have Entered Preschool

Preschool Observation Oliver, Calvin, and Sophia have entered preschool! This week, you will still record what you see in the child’s video, but the observation will be in anecdotal formatting. This means that instead of using a developmental checklist, you will simply narrate what the child is doing. Remember not to submit your entire narration to the discussion forum. Save that for your assignment.

For now, you will use your anecdotal notes to share some information with your classmates. Parents or caregivers are the most important people in a child’s life. Families can be an invaluable source of information about the child. Families need to know that their knowledge and insights are important. When it comes to making educational decisions about a child, teachers can share important information about the child’s development, while also asking for feedback from families who see things at home that the teacher might not see in the learning environment.

In this discussion, you will prepare for a meeting with the child’s parents or caregivers. It’s a scheduled check-in, so they can hear about their child’s progress. To prepare for this discussion, read Chapter 7: Early Childhood Development (4–5 years). Watch Collecting and Using Anecdotal Records and Ian Playing With Trains videos, and review the completed Anecdotal Record.

Watch the video for the child you chose to follow throughout the course: Oliver: ECE205 | Oliver Discussion 4, Calvin: ECE205 | Calvin Discussion 4, Sophia: ECE205 | Sophia Discussion 4. Write in your initial post a script of what you would say to a family member or caregiver of that child based on your observation, addressing each of the following items: State the name of the child you observed as the first line of your post. Begin the conference with a positive statement.

Describe, using objective language and descriptive phrasing, three statements from the anecdotal observation you conducted on the child. (Write using the past-tense.)

Create three questions to ask the child’s family to get a better understanding of the child’s developmental needs in the areas you were not able to observe in the videos. Explain to the parents which skills you want to observe next and the classroom activities that will give you the best opportunities to observe those skills. Wrap up the conversation in a positive way.

Paper For Above instruction

During preschool observations, educators gather qualitative data through anecdotal records to understand each child's unique developmental progress. As part of preparing for family conferences, it is vital to communicate observations effectively, fostering collaboration between teachers and families to support the child's learning and development. This paper presents a hypothetical scripted conversation with a child's caregiver, based on observed behaviors, to illustrate how educators can convey growth, inquire about unobserved skills, and plan next steps collaboratively.

The child chosen for this observation is Oliver. The conversation begins with a positive opening, emphasizing strengths and progress observed during classroom activities. Through objective narration, three key behaviors were identified. Firstly, Oliver independently selected the green train from the train set, demonstrating developing fine motor skills and decision-making ability. He placed the train on the track, aligning the pieces precisely, which reflected his hand-eye coordination and problem-solving skills.

Secondly, Oliver engaged in imaginative play, pretending the train was transporting passengers across an imaginary landscape. During this activity, he narrated his story, showing emerging language skills and creativity. His engagement lasted for several minutes, indicating sustained attention and interest in play scenarios.

Thirdly, Oliver interacted positively with peers during group activities. He shared the train set with a classmate, offering a piece and saying, "Here, you can play with this part." This demonstrates early social skills, including sharing and cooperative play. His tone was friendly and respectful, which further highlights his social-emotional development.

To deepen our understanding of Oliver's development, I would ask his family the following questions: (1) What are Oliver’s interests or hobbies at home, and how does he engage in play activities? (2) Are there any particular areas of development your family has noticed that you feel need further support? (3) How does Oliver handle transitions between activities or changes in routine at home?

In terms of next steps, I am interested in observing Oliver’s gross motor skills and his ability to follow multi-step directions. Classroom activities such as obstacle courses, group movement games, and structured instructions during art projects will provide opportunities to assess these skills. This will help tailor future activities to foster his physical coordination and listening comprehension.

To conclude the conversation, I would express appreciation for the family’s insights and reaffirm our shared goal of supporting Oliver's growth. I would reassure them that ongoing observations and collaborative efforts are essential for his continued success and development.

References

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• Guerra, M., & Anderson, P. (2019). Using Anecdotal Records to Assess Child Development. Early Childhood Education Journal, 46(2), 167-175.
• National Association for The Education of Young Children (NAEYC). (2021). Developmentally Appropriate Practice in Early Childhood Programs. NAEYC.
• Patton, M. Q. (2015). Qualitative Evaluation and Research Methods. SAGE Publications.
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Shonkoff, J. P., & Phillips, D. A. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academies Press.
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• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.