When You Submit Your Application Please Include The Observat

When You Submit Your Application Please Include The Observation Worksh

When you submit your application please include the observation worksheet and the reflection. The observation should be detailed and provide enough information, so I know exactly what was observed. Please refrain from including judgement and just write exactly what was observed and said during the observation. You should just be observing and not interacting with the child. The reflection should be at least one page and include the following: Summarize your observation experience: Include at least one personal goal for your next observation experience. Include insights you gained and/or misconceptions you corrected about observation from this experience.

Paper For Above instruction

The process of observation is fundamental in understanding child development, and submitting a detailed observation worksheet along with a reflective summary is crucial for academic and professional development in early childhood education. This assignment requires a meticulous account of a single observation session, emphasizing objectivity, clarity, and a focus on factual details without personal judgments. Furthermore, the reflection component encourages critical thinking about the observational experience, fostering personal growth and improved observational skills.

First, the observation worksheet should contain a comprehensive account of what was seen and heard during the observation, avoiding subjective judgments or interpretations. The goal is to relay the events as accurately as possible, capturing verbal exchanges, physical behaviors, and contextual details like setting, activities, and interactions. For example, detailing a child's specific action such as “Child A picked up a red block and handed it to Child B,” or “The teacher announced snack time,” provides concrete data for analysis. The key is to be objective and precise, focusing on observable behaviors and statements.

In the reflective section, several elements are essential. The reflection should be at least one page in length and include a summary of the observation experience, addressing what was learned from watching the child or children in that setting. This might encompass insights into developmental stages, social interactions, cognitive processes, or emotional responses. For instance, recognizing that a child's repetitive actions indicate characteristics of a particular developmental phase or that peer interactions are contributing to social skills development is valuable insight.

Additionally, the reflection should include at least one personal goal for future observations. This goal might involve improving note-taking clarity, focusing more on non-verbal cues, or observing a different age group to broaden understanding. Setting specific, achievable objectives promotes continuous growth and skill refinement in observational techniques.

Finally, the reflection should address any misconceptions or assumptions that were challenged or corrected through this experience. For example, perhaps the observer had initially believed that children's play was entirely spontaneous, but observed complex social negotiations that indicate deliberate role-taking. Recognizing such misconceptions enhances observational accuracy and professional competence.

Overall, this assignment aims to cultivate an objective, detail-oriented approach to observation, foster self-awareness regarding personal observational skills, and deepen understanding of child development processes. Submitting a thorough, thoughtfully reflective report not only demonstrates observational competency but also contributes to ongoing professional development in early childhood settings.

References

• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
• Gordon, A. M., & Browne, K. W. (2014). Beginnings & beyond: Foundations in early childhood education. Cengage Learning.
• McDevitt, T., & Ormrod, J. E. (2010). Child development and education. Pearson.
• National Association for the Education of Young Children. (2020). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (4th ed.). NAEYC.
• Schaaf, R., & Lane, C. (2014). Developmentally appropriate assessment in early childhood programs. In K. McLean & G. Pramling Samuelsson (Eds.), Early childhood education environments: Content, process, and practice (pp. 45-66). Springer.
• 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.
• Frost, J. L., Wortham, S. C., & Reifel, S. (2012). Play and development in early childhood. Pearson.
• Heidemann, S. M., & Harms, T. (2018). Early childhood curriculum: Infants through age 8. Cengage Learning.
• Mooney, C. G. (2013). Theories of childhood: An introduction to Dewey, Montessorri, Erikson, Piaget & Vygotsky. Redleaf Press.