Preschool Classroom Observation Essays

Preschool Classroom Observation Essay

I observed at King’s/ St. Mary’s Hildebrandt Learning Center location in their preschool room. The center has a naturalistic feel to the environment and all of the staff is friendly and welcoming. The classroom displayed best practices, modern theories and research, and followed expected standards set by their accreditations.
The classroom that I observed in was arranged in a simple way. In the dramatic play center there was a long coat rack and each hook was labeled with an image and name of the outfit. This was done so the children know where do place the clothing when they are done with it or cleaning up. Also in this center was a cash register, puppets, an oven, refrigerator, ironing board, sing, dishwasher, a table set and a comfy chair. Their block center was small, and sectioned off by a shelf and an arch way in the corner of the room. In this center there was also a table. I felt that they children would not have enough room to build although I did not measure the area. The art center had stamps, children’s art work, an easel, magazines and other essential art supplies. In the same area as the art center was the writing center. In this center was maps, chalk and chalk board, stencils, a ruler, notepads, loose paper and pencils.
The library had a poster of the alphabet and numbers, a large amount of books and puzzles. Located behind the library was a shelf with musical instruments and movement accessories such as scarves. Along with a library being used as a quiet area, there was a couch placed near the art center out of the way from all centers for children to sit on. Most of the time that I observed was during free play, centers and circle time. When they start their circle time, they begin with saying their five classroom rules. The rules are: listening ears, walking feet, keep hands and feet to yourself, quiet voices and clean up after yourself. After the rules are done they go into the good morning song, say the alphabet and count. Every day they increase their counting by five. The final days that I was there they were on counting to forty-five. When the teacher counts she does it at a good pace and pronunciate’s each number so the children are able to keep up with her. After they counted the teacher then recapped what they did the previous day and continued talking about the topic.
During my first visit I observed a group of boys acting out the movie Toy Story for two other boys sitting on the couch watching. The teacher did not interrupt the activity going on when it was time to clean up, she decided to give the entire class an extra five minutes until clean up. The teacher that was in the room was not the primary teacher in the room, she was only filling in. She was unsure of the lessons left for her so she improvised and did a great job. Throughout free play a group of girls were playing; their exact intention I am not sure of. The game consisted of turn taking; one girl would lie on the floor “hurt”, a second girl would be...

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1343 Words6 Pages

In electing to observe a kindergarten class, I was hoping to see ‘real world’ examples of the social development, personality types and cognitive variation found within the beginning stages of “Middle Childhood” as discussed within our text.

On April 1, 2010, I was welcomed into Mrs. Smith’s all day kindergarten class at the O’Dea Core Knowledge Elementary School in Fort Collins Colorado to observe and note the classroom conditions, interactions of the children among themselves, the teachers or other authority figures and the manner in which learning takes place.

O’Dea, as it is referred to within this paper, was selected because it is located within my neighborhood, and I am familiar with it’s location, general population and the…show more content…

The class that was observed consisted of five and six year olds, it was of interest that there were several examples of interactions that could be classified as moral reasoning between the children during ‘free play’ where small groups of 3 or 4 expressed frustration that the rules weren’t being followed. There were two moments in which the teacher became involved to guide the discussion during which the children were allowed to explore their feelings and suggest ideas to resolve the conflict.

As described within the text, during early childhood, the development of friendships between children begins to emerge, in which children of similar personalities and interests demonstrate an interest in playing with each other ( ). During Middle Childhood, these relationships deepen, and continue to evolve into more gender specific relationships, in which boys prefer to play with boys and girls among girls ( ). It was easily observed within the classroom that this theory held true – the boys played in small groups with wooden blocks and Lego’s creating elaborate ‘Star Wars’ scenarios, and the girls played more quietly with books and writing white boards.
According to Piaget, the early childhood period is one in which the child is

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