By doing this observation I noticed the pattern of the child being upset when her parent dropped her off in the morning, but once she was comforted by either a care worker or another child she seemed happy, and no other incidents occurred during the days I was observing. And although she knows TC is happy at the setting the child has expressed to her on numerous occasions that she misses her when she leaves for work. Experience a broad range of emotions (ie: jealousy, excitement, fear, happiness, anger) 8. People present: supervisor, 1 childcare worker, 1 student and 8 children. When they listen to lively songs, like “Old McDonald Had a Farm,” they learn about the world around them and the rhythm of language. These checklists are particularly helpful for doctor’s visits, as you can ask your doctor about any milestones or abilities baby has not yet checked off. A hands TC her beaker. Disclaimer: This work has been submitted by a student. Language – narrative techniques. Promoting Healthy Social Behaviors in Child Care Centers, 2011 Adapted from Social-Emotional Classroom Checklists, Encouraging Connections™ Social’Emotional,Checklist,of,EarlyCareandEducationPractices, Maintains proximity to peer within 1 foot 2. I ask  ‘’why she is upset’’ ? Like, Row, Row, Row Your Boat: Sit children facing each other with legs crossed and holding hands. Care assistant holds TC’s hand while she  decides what area she would like to play at. As it has been has noticed by staff that the target child sometimes shy’s away from playing with other kids in order to chat to the adults in the room instead. Day 1 I will also use the narrative technique to assess the Childs cognitive and language development, for example: cognitive= concentration, using a doll for a baby, thinking carefully and using memory, language= nonverbal language, thinking out loud and describing an object or event. Target Child is late coming in to the setting this morning, her mum doesn’t come in but leaves her at the door with a kiss and TC runs over to the house area she is smiling and seems to be great form this morning. Also, I feel at circle time the use of feelings cards on a daily basis might help the child recognize her emotions and be more able to express when she is felling sad, upset, angry and so on. It’s the same color as the berries we played with yesterday at the nature table. Also, if there were more activities laid around the room for the child to access at free play time, that would encourage the development of her fine motor skill, maybe some colliders with sting. Recommendations. CW1 and CW2 are both clapping and telling TC, she did very well TC is smiling at me and sits down. I feel this observation showed the target child to be on track with her language development and I have no cause for concern. Behavior  The aim of this observation was to observe the target Childs social development through watching her over a 1-hour period and recording her activities every 5 minutes. Allow children to select a partner or select children to work together to promote new friendships. The observations I plan to do on Katie are as follows: I will use a Checklist to assess the physical development of the Target Childs fine and gross motor skills example: using balancing skills skipping, running, using hand -eye co-ordination and using fine finger movements. This is very important as most parents like to be informed on their Childs progress in preschool. While watching the target child closely I was able to observe and link various actions to the theorists I have been learning about throughout the child development module. These milestone checklists can be used by parents and teachers of children from birth to 48 months of age. After hearing from the mother and looking at the observation again I began to see the incident where TC refuse to hand over the pony differently, as it was a toy she had brought from home she could be associating it with the comfort feeling she associated with her mother or her home. You can use one checklist for each child, and check off skills in the fall, winter and late spring. oCopies others, especially adults and older children oGets excited when with other children oShows more and more independence oShows defiant behavior (doing what he has been told not to) oPlays mainly beside other children, but is beginning to include other children, such as in chase games. Social Skills Checklist Project DATA -University of Washington 9/2007 Gives hugs or hand shakes to peers. During the time I spent observing TC with her peers I watched as she tried to unfold a dolls buggy and struggling to make it stay upright, as she does this the boy she is playing with at the time takes the buggy and shows her which bar to press to make the buggy stand, the target child does as the boy shows her and shouts “I did it” with a smile on her face when it works. I feel giving her a toy to take with her instead of buying her a treat will help the Childs transition from home into the setting each morning. Friday   Antecedent  VAT Registration No: 842417633. Setting description: the observation took place in the setting I am currently doing my work experience in, it is a large city centre facility which caters for children from 5 months old to senior preschool. RECOGNIZE THE FEELINGS AND PERSPECTIVES OF OTHERS. becomes more aware of other people's feelings. You can keep up with your baby’s development for months—and even years—to come. Dissertation This was the one observation I most worried most about as there are so many other distractions within the room setting, I was worried it would be impossible to observe the target child closely enough. the target child arrives with her dad  this morning, , I open the door to them Tc says good bye to her dad and walks in to the setting. I comfort the child l and ask ’’ why she  is upset this morning?’’ she  says she just wants her mammy, I tell her not to be upset that mammy will be here to pick her up  just after circle time this morning. Consequence  While preschoolers have much more advanced motor skills and cognitive abilities than toddlers, they are still acquiring important social and emotional skills. Support and guidance from adults will help preschool children navigate these early interpersonal relationships. The defining feature of this stage, in Piaget’s view, is egocentricity. TC is looking around, TC is smiling and jumps on the purple circle. Children's social emotional development plays a crucial role in their ability to find success in school and also later on in life. “CW1, says 2sure lets do our colors and shapes”. I ask her to tell me one of our setting rules for the day. C1 – Child. Room & setting: the room in which this observation took place is the large senior toddler room which the target child attends in the afternoons, the room is a bright large room with the various play areas, dress up, kitchen, buggy corner, home corner and tables and chairs set out to one side of the room leaving a large amount of space I the middle of the room for the children to play. All work is written to order. 201) a child age 3-4 should be able to matches one to one e.g. Because having a solid foundation of social-emotional development is crucial for a child’s success in school and in life, it is important to observe children in their learning environment. 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