Preschool Observation Essay

On November 13, 2014 at Grossmont Colleges baby bird nurture Center, I find Konnor who was born on March 11, 2011. At the amount, thither are nigh around 15 children between the ages of three and five on that point is one adult for every 6 or so kids. The preschool centers interior environment is safely secu reddish with a locked gate that separates the outdoor(a) door which leads to the younger children centers and parking lot with the h both counseling to the learning and make up area. There are devil separate lives, but they both have screen doors that lead to the same pushover area outside. The room on the left, which Konnor is placed in, was smaller than the room on the right but they both had alike(p) types of equipment and activities that children could aggregate in on to occurher. Both rooms were decorated with the colorful artwork of the preschool children, several t equals and tone downs were butt againsting the indoor area, and there was an activity awaiti ng for kids in every corner non one child was left with cipher to do.The outdoor environment is secured with a tall fence surrounding the outside area, along with a locked gate. The outdoors have many activities that encourage the kids to interact with one an otherwise. There are bicycles, a createing station, a mini-garden, a stage worldly concern equipped with slides, a playhouse, queen-size bendable blocks, and dismantle a small pegleg for children to perform in dramatic play. The indoor and outdoor environment is secure for the children and encourages the children to interact with severally other and play as well as learn.Tantrums were thrown, children disobeyed roams, but, the adults handled every land site presented with a calm voice and they allow the children know why their action was wrong and what they can do to fix it. For example, Konnor threw a fit because there was no bicycle available for him to use, a teacher came by his side and leaned down to his level , allowing eye-to-eye contact, and talked to him about it. Konnor rationalizeed the situation through sobs, but the teacher showed no look of frustration and stood with Konnor until a bicycle was available again. The center was decorated with photos of diverse kids inethnicity and culture which is a eye-appealing way to teach kids about the diversity amongst each other.The Child ObservedKonnor is a 3 year and 8 month old male kindergartener born on March 11, 2011. Konnor is lean with a fair complexion, blue eyes, a button schnoz and short blonde hair. He was wearing army pants, a gray t-shirt with a red and blue jacket, and gray sneakers. Konnor is of average height for a 3.9 year old at around 38 inches and weighs roughly around 30 pounds. Towards the beginning, Konnor interacted with many of his associates, he threw a tantrum, and even began to suck his thumb. Observing Konnor from the beginning, he reminded me of almost every topic discussed in class for his age group which ma de me choose him for the preschool observation.Biosocial subjectKonnor jumps on the wooden set up in front of his consorts and teacher and throws his manpower in a higher place his mind and into the air. With his legs in a straight position and slightly parted, Konnor leans down and places his hands onto the platform beside his feet. Keeping a firm, fit position, he bends his elbows, places his head down, and tumbles his body all over, creating a somersault. Konnor shows a ripening pattern and according to Kathleen Berger, growth patterns are obvious with a comparison between a toddler and a preschooler, The center of sombreness moves from the breast to the belly, enabling cartwheels, somersaults, and many other take skills (225). Konnor shows a growth pattern because he was fit when he leaned his body over in preparation for the somersault, and his hands and feet were placed firmly on the ground he did not tumble over or stumble once. At 3 eld and 8 months old, Konnor is indoors the average for this growth pattern since it appears at 2 age old (Ch. 8 PowerPoint).Konnor begins to un upsurge the colorfully large, plastic Lego blocks. He grabs one blue block and places it to one side, and begins to do that with every other color presented to him. Konnor begins to portion up the Lego blocks separately according to the color all the blue blocks were luscious neatly in a separate trade, as well as the red blocks and so on. Konnor shows maturation and according to Berger, maturation of the prefrontal cortex can be identified through observing children play certain games such as SimonSays, and the color game, which was base that children were able to sort the cards out by their color. (234) Konnor shows maturation because he was able to unstack the uncoordinated colored blocks to color coordinate them, unlike a few children surrounding him who profusely stacked the blocks, regardless of the color order. At 3 eld and 8 months old, Konnor is within the average for this development since it appears at 3 years old (Berger, 234).Konnor picks up a manoeuver diagram branching that has fallen beside a tree, he stares at it and looks up at the tree and back at the branch. With the branch still gripped firmly in his hand, Konnor begins to lift his body to wrap his arms and legs around the tree. Hugging the tree with his body, Konnor begins to ease his way up the tree by pushing his legs up first to scoot the lower half of his body up, and then lifting his arms up further to scoot up his upper body as well. Konnor shows gross motor skills and according to Berger, gross motor skills are defined as, physical abilities involving large body movements, such as walking and jumping (145).Konnor shows gross motor skills as he lifts his body to meet the tree as well as scooting his legs and arms up the tree to move up further which requires the use of his large muscles in both his lower and upper body. At 3 years and 8 months old, Konnor is within the average for gross motor skills as it appears 8 to 10 months after birth (Berger, 145), but, Konnor is not within the norm for an activity, such as climbing a tree, since it appears at 5 years old (Berger, 238). Cognitive DevelopmentKonnor picks up a tree branch that sits beside a tree and he begins to feel the leaves hanging from the branch and curves his lips upwards. Konnor takes a deep breath and says, Hi, plant How was your day? as he begins to shake the plant for a response, Konnor responds to the tree branch that he, too, is having a good day. He sets the branch down back where he found it and says his goodbyes to the branch as he walks away. Konnor shows animism, which Kathleen Berger defines as, the belief that natural objects and phenomena are alive (259). Konnor showed animism because he began to have a stripped-down conversation with the tree branch and asking it how its day was as if it were animate. At 3 years and 8 months old, Konnor is within the norm for this development as it appears at 2 years old (Berger, 257).The teacher gives Konnor a cup and spoon like hers and asks Konnor to wait for further instructions. Konnor begins to stir the eyebrown cacography that the teacher placed in his cup until it is well mixed like her mixture. The teacher pours some vanilla aspirate into her cup and then hands over the vanilla to Konnor and asks him to pour it into his cup full of brown sugar. Konnor does what he is told and waits for the rest of his teachers instructions the teacher tells Konnor to stir the mixture once again safe as she does hers until the caramel is formed. Konnor shows guided participation, which Berger defines as, the process by which people learn from others who guide their experiences and explorations (262). Konnor was able to be the caramel by watching his teacher do every step in making the plunk along with her justifying to him verbally as to what to do in each step. At 3 years and 8 months old, Konnor is withi n the norm for this development since it appears at 3 years old (Berger, 262).Konnor holds the tree branch in front of his face while two of his peers surround him. He keeps a grasp onto the stem until the leaves on the branch begin to rustle against each other and Konnor opens his mouth in a form of an O and raises his eyebrows up. Konnor turns to his friends and says, Did you see the leaves move? That thinks the plant is dancing and is happy to see me. Konnor shows theory-theory, which Berger defines as, the idea that children attempt to explain everything they see and hear by constructing theories (266). Konnor must have seen leaves rustle in the trees previously and waited with his peers for something to occur with his branch. Konnor believes that when the leaves on a tree or a plant begin to move along with the wind, it means that the tree/plant is dancing because it is happy. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 yea rs old (Berger, 267).LanguageKonnor stands crossways his peer on the wooden play deliver and lifts his arms up and clamors like an animal. His peer publication to do the same, but Konnor stops and says to his peer, you have to be louder throw your hands up and roar His peer does what Konnor suggests and Konnor nods his head at him. Now depict on the floor and roar Konnor says as he shifts his body down on the woodenplatform so his knees and hands are placed on the floor. Konnor continues to roar along with his peer on the play stage and tells his peer to follow him just as he begins to circle his body around the stage. Konnor shows social mediation, which Berger defines as, human universes interaction that expands and advances understanding, often though words that one person uses to explain something to some other (264). Konnor had to stop to explain and show his peer how to roar loudly like him by telling him how through a minimal conversation as well as demonstration. Ko nnor then instructs him what to do next such as to get on the floor and to follow him and continue to roar. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at age 3 (Berger, 264).Konnor picks up a tree branch that sits beside a tree and he begins to feel the leaves hanging from the branch and curves his lips upwards. Konnor takes a deep breath and says, Hi, plant How was your day? Konnor waits for a response while the branch is held in front of his face, then continues to talk to the branch by adage Im having a good day too, plant Konnor shows fast-mapping, which Berger defines as, the speedy and some seasons imprecise way in which children learn new words by tentatively placing them in mental categories according to their comprehend meaning (270). When talking to the tree branch, Konnor kept referring the branch to a plant because he believes that anything with wood and leaves is considered a plant. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at around 12 to 18 months (Berger, 270).Konnor stacks the plastic Lego blocks on top of one another with a peer until their in demand(p) height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes Konnor to heave and raise his voice at his peer. A teacher comes over to the two boys to see what the problem was and Konnor says, teacher, he throwed the block and ruined this. while referring to the now tumbled over stack. Konnor shows overregulation which Berger defines as, the application of rules of grammar even when expectations occur, making the language see more regular than it actually is (272). Konnor shows overregulation by saying throwed instead of the proper past strain terminal figure threw. He believes it is the properterm because he shows that he knows that the letters -ed create a past tense word. At 3 years and 8 months old, Konnor is within the norm for this developm ent since it appears at 3 years old (Berger, 272).Psychosocial DomainKonnor stacks the plastic Lego blocks on top of one another with a peer until their desired height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes Konnor to gasp and raise his voice at his peer, asking him why he did that. A teacher comes over to the two boys to see what the problem and Konnor explains. Konnor shows emotional regulation which Berger defines as, the ability to control when and how emotions are expressed (289). Konnor shows this style because even when he expressed his feelings toward his peer by raising his voice, he knew not to overreact verbally or physically and asked his peer why he did what he did instead. At 3 years and 8 months old, Konnor is within the norm for this development since it appears between the ages 2 and 6 (Berger, 289).As Konnor finishes stirring his brown sugar and vanilla extract in the cup, he looks around the round table whe re a few of his peers surround them he sees that they are still stirring their ingredients in their cups. Konnor curves his lips upwards, and raises his cup to his teacher and says, look, teacher Im done the teacher responds with, well done, Konnor Wait for everyone else to finish their dip. Konnor continues to curve his lips upwards and sits back in his chair while his peers finish mixing. Konnor shows pride which a very positive high concept and self take to be (Ch. 10 PowerPoint). Konnor shows pride once he realizes that he was the first to finish mixing the ingredients together and shows his teacher that he was already finished. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at age 3 (Berger, 290).Konnor stacks the plastic Lego blocks on top of one another with a peer until their desired height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes the stack to tumble over and the blocks sca ttering around the floor. Konnor gasps and creeses his brow at his peer and says, You are mean I dont like you Konnor showsantipathy which Berger defines as, feelings of dislike or even hatred for another person (305). Konnor shows antipathy toward his peer right after his peer knocked over their stack of Lego blocks, which required a great deal of their time, by furrowing his brow and raising his voice at his peer. At 3 years and 8 months old, Konnor is not within the norm for this fashion since it appears at age 4 (Berger, 306).Konnor stands beside the tree and watches his peers ride on the tricycles. Konnor furrows his brow and raises his voice saying, I want to ride on one A teacher walks to Konnor, asking whats wrong, and Konnor says, I want to ride on a tricycle Konnors teacher explains to Konnor that they are all taken by his peers and that he would have to wait until one is available. Konnor stomps his foot on the ground, continuing to furrow his brow and says, No, now Ko nnor walks over to one of his peers who is sitting on his parked tricycle and demands him to get clear up so he could ride it. His peer tells Konnor that he is riding it, which makes Konnor grasp onto one of the handles and pull it towards his body, make his peer to raise his voice and call for a teachers help.Konnor shows instrumental aggression which Berger defines, way that hurts someone else because the aggressor wants to get or keep a possession or a perk (306). Konnor shows this behavior because he kept raising his voice at his teacher and his peer in order to get what he wanted, which was to ride one of the occupied tricycles, as well as pulling a tricycle towards him from a peer who was already using it. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at age 2 (Berger, 306).PlayKonnor and his peer get on their hands and knees in the sand and begin to shift their bodies to move around the play area. Konnor raises one hand in the a ir and sways it back and forth as he says, roar His peer waits until Konnor finishes his roar then proceeds to do the same and then continue to crawl around in the sand and raise their voices to, roar together. Konnor shows cooperative play which Berger defines as, children play together, creating dramas or taking turns (296). Konnor shows this behavior since he played with another unmarried in the act of being an animal and taking turns in prosperous and swaying their arms around. At 3 years and 8 months old,Konnor is within the norm for this behavior since it appears at 3 years old (Berger, 296).Konnor stands across from his peer and throws his hands in the air over his head, furrows his brow and says roar Im a tiger and Im going to eat you his peer jumps, turns around, and proceeds to run around the play area while his mouth is open and his lips are curved upwards, he says you cant get me Konnor runs right behind him, his arms still rose above his head and continues to say, Roa r Konnor shows rough-and-tumble play which Berger defines as, play that mimics aggression through wrestling, chasing, or hitting, but in which there is no intent to injury (296). Konnor shows this behavior by acting like a preying tiger and telling his peer that he forget eat him while roaring and then chasing him around the play area. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at 3 years old (Berger, 297).Konnor stands across his peer on the wooden play stage and lifts his arms up and roars like an animal with his peer. Konnor throws his hands up above his head and lifts his knees up then stomps his feet across the platform and continues to roar and growl. Konnor stands across his peer and furrows his brow at him, which makes his peer do the same Konnor then shakes his head from side to side, his arms still above his head and he roars once again.Konnor shows sociodramatic play which Berger defines as, pretend play in which children a ct out various roles and themes in stories that they create (297). Konnor shows this behavior since he and his peer began to pretend that they were animals on the wooden stage. He and his peer were roaring just as they have probably heard an animal do and also stomp their feet which mimics an animal pouncing. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at 2 years old (Berger, 297).Though there was a painting station that gave children the opportunity to sit down and paint whatever they wanted to, Konnor did not take part in the activity during the time I observed him thus, not showing the behavior of artistic expression. Artistic expression is defined as young children beingimaginative and creative and loving to show it in drawing, dancing and building without being self-critics (Berger, 242). Berger states that the norm for this behavior is 2 years old (242). Reflection Significance and ApplicationWhile observing Konnor, I had observe that there were times that he was much like his peers in many behaviors, and also different than his peers in other behaviors. I believe the preschool has been a major influence on Konnors development because when there are acts of good behavior, he is praised and when there are acts of wrongdoing, he is informed of why that is and given time to reflect on his behavior.From the observation and from this assignment, what Ive learned about child development is that no count how any child is raised in their own home and environment, they all share many similar attributes behavior wise. Towards the beginning, I was overwhelmed when I saw all of the children running around freely I didnt think I could choose just one child, and if I did, I didnt think that their behaviors and acts of play would suffice. Surprisingly, when observing Konnor and his peers that he would play with, I noticed that they are all much alike even if they show it just a little bit differently than another child. K ids will be kids, as they say.