See Methodology Get Ranking Seal Early childhood education ECE programs cover education theory and instructional methods for children through age eight. Generally, ECE programs provide instruction on how to teach children from preschool through second grade. You may also study infant-toddler education, which is normally facilitated by parents for children from birth to age two. ECE professionals include teachers, paraeducators, child care center personnel, special education teachers, psychologists, and social workers.
As a result of this process, teachers are better able to engage children in conversations and investigations that have the potential to extend their learning in both depth and breadth.
Utilizing brief video clips of both children and adults to support its premise, the paper outlines and discusses relevant aspects of observation for understanding and introduces the concept of the videative as a powerful resource for revisiting and analyzing documented observations.
To be childlike is to experience an almost unpredictable array of discoveries, emotions, and levels of energy.
Children are unique and complex and thus often difficult to comprehend. And they do not readily engage us in dialogue in Observation of early childhood essay to explain the reasons for their caprice as they explore the world that surrounds them.
Yet, as teachers, it is important for us to know our children deeply, to flow with their currents, and to extend their nascent theories about how the world works. Given the delightful yet often enigmatic characteristics of young children, we learned decades ago that in order to comprehend children we must begin by observing them as they play.
But what do we see as we observe, and how do we use our observations to enhance our effectiveness as teachers? Five Reasons to Observe Children Here are some of the reasons that teachers offer when asked about the value of watching and listening to children: If I watch the children play, I can discover their interests.
By observing children, I can assess their developmental levels. I look to see what strategies children use to attain their goals. Observing children helps me know what skills the children need to practice.
When I observe children at play, I learn a lot about their personalities. We want to use these reasons again, so we will provide an example that illustrates the general meaning of each: Interests—He loves to play with trucks.
Developmental level—She throws the ball either very hard or not at all, but she does not vary the throw along a continuum of very hard, hard, and soft.
Skills—She has trouble stringing beads onto a knotted shoestring. Personality—She is reserved and does not like to take risks. In essence, we can learn at least five attributes of our children when we observe them closely: Their interests and preferences Their levels of cognitive and social development Their strategies for creating desired effects Their skills and accomplishments Their personalities and temperaments Each of the preceding objectives for observing is relevant if we desire to learn about children and thus improve the quality of our teaching.
But we think that one of these objectives is best suited for gathering information in order to engage in high-level conversations with young children about their theories and attitudes, conversations that can support and extend their learning in both depth and breadth.
If we truly want to have high-level conversations with children about their beliefs, expectations, and assumptions about how something works or why something occurs, what do we need to know about the children?
Quite simply, we need to know their beliefs, assumptions, and expectations so that we might enter the conversation with a paraphrase or counterpoint: In order to have a meaningful conversation with a child, we need to know what the child thinks can be done in real situations possible goalsand we need to know the procedures that the child believes will make things happen possible strategies.
We have to dig. We have to abstract the meaning of elliptical sentences, aborted movements, or a confusing explanation, request, or description. Children are competent learners, but as teachers, we have to slow down, carefully observe, and study our documented observations in order to understand the ideas that they are attempting to convey.
In the pages that follow, you will view several video clips of children engaged in play.
Observe the children in these clips carefully. Then read our speculations on what the children may be thinking possible theories and our ideas about what we might say to the children on another day as we revisit the experience that we have observed. Goals, Strategies, and Theories As we observe children, we need to consider their goals.
What effects are they trying to create? We observe their actions and listen to their comments to determine the strategies they choose to attain those goals. The relation between the strategy and the goal will reveal a possible theory, a theory about how to make the desired effect occur.
The theory comes from us. It is our speculation.
Watch this 2-year-old boy named Toby, who is trying to hit a large ball with a golf club. Observe not only what he does but also think about what he does not do. He does not move the club back away from the ball and then swing the club swiftly forward.
We could say that Toby needs to develop his ability to hit the ball and encourage him to try again.
We might show him how to draw his golf club back before he makes contact with the ball. But what if instead we try to determine why Toby hits the ball in this way. What theory does he hold that makes his strategy reasonable to him?
It is reasonable to place my golf club on the ball and shovel it forward because I know that the club has to make contact with the ball in order for it to move.Observation Of The Early Childhood An observation was held in the children'"s wing of Tarrant County Junior College. A variety of children between the ages of two to six were observed in activities ranging from physical and motor to social and cognitive development.
Students who enter the field of education may find rewarding careers, but the chance of placing in the higher end of the pay stratum is low. (Check with the U.S. Department of Education for statistics.) As is true of all majors, graduating with little or no debt is a key component of financial security.
Early Childhood Observation Lilly is a 4-year-old girl. She has dark brown hair, a darker complexion, and green eyes. The observation took place at a preschool in Neenah. The classroom was a four and five year old classroom with one lead teacher and other adult helpers.
All Observation Paper On Early Childhood Essays and Term Papers. the child care checklist (see attached file), conduct an observation of the home/facitly, of the teacher/caregiver, and of the children. In a paper, relate what you observed. Use sufficient detail so that I can picture what you saw.
Final Observation 1. Early Childhood Final Observation Reflection. For my third and final observation of an early childhood education institution I visited the preschool classroom of Manchester Nursery School in North Manchester, Indiana. The classroom consisted of eight children, five and six .
Early childhood education (ECE) programs cover education theory and instructional methods for children through age eight. Generally, ECE programs provide instruction on how to teach children from preschool through second grade.