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Observing Children Chapter 1.3 Intro to TOYBOX. ADD IN RULES ABOUT OBSERVATION ROOM IN HERE SOMEWHERE TOWARDS END!!!

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Presentation on theme: "Observing Children Chapter 1.3 Intro to TOYBOX. ADD IN RULES ABOUT OBSERVATION ROOM IN HERE SOMEWHERE TOWARDS END!!!"— Presentation transcript:

1 Observing Children Chapter 1.3 Intro to TOYBOX

2 ADD IN RULES ABOUT OBSERVATION ROOM IN HERE SOMEWHERE TOWARDS END!!!

3 Observing Children Two Types of Observations – Subjective Relies on personal opinions and feelings – Objective Records the factual data of what happened no personal feelings are included

4 What type of observations are these? Observation A Ethan is feeling selfish. He wont let anyone play with the toys in the sandbox. He gets mad at Cody a lot. Observation B Ethan is sitting in the sandbox. He reaches out and takes a truck away from Cody. Cody grabs for the truck, but Ethan pulls it away. “It’s my turn now!” says Ethan, looking Cody straight in the face. Subjective Objective

5 Observing Children Two main problems with subjective observations: – They assume that you know what is going on in the child’s mind – They’re hard to use when we interpret observations

6 Observing Children Objective Observations – These take practice! You can record that…But you should not record… The child smiled or laughedThe child is happy The child took the toy from his friend The child doesn’t like to share The child frowns and looks away The child is upset

7 Observing Children Running Record – Write down everything observed for a set period of time in one sitting (such as 15 minutes) When is a running record useful? – When just getting to know a child or group of children – when concentrating on a certain area of development Examples: Social interaction, Physical development

8 Observing Children Anecdotal Record – Similar to a running record (write everything!) What’s the difference? – Time is NOT limited to one sitting When are they useful? – When concentrating on a specific area of development – Example: Adjusting to a new daycare, Every day at drop off for two weeks

9 Observing Children Frequency Count – Tally of how often a certain behavior occurs When are they useful? – When trying to change an unwanted behavior – Example: When you try something new, do a new frequency count to see if behavior changes

10 Observing Children Developmental Checklist – List of skills that children should master based on age When are they useful? – Determining a child’s level of development compared to his/her peers – Example: recognizing “A”

11 Observing Children Two Different Ways to Observe – Formal Observations Set up with childcare center – Informal Observations Not official – Where could these occur? At the mall, park, etc. – Which type will your TOYBOX observations be? Formal

12 Observing Children Begin each recording with – Date and time – Number of children and number of adults present – Names and ages of children – Note the setting (home, daycare, etc.) – Where observation occurred exactly(kitchen area, jungle gym, etc.) – Write down specific details as they happen

13 How can you tell she is observing?

14 During Your Observation Take notes during your observation Know your purpose – why you are there Be descriptive – Ex: Use words and phrases to capture the moment Make comparisons – Look for similarities and differences among kids Record as many facts as possible

15 Your First Observation Go in observation room Be quiet and leave the light off! It’s a secret room. Pick one child, but everyone pick a different child to watch! Write your notes on front page. Come back and rewrite in complete sentences. THEN reflect- do you think the child you watched was having a good time? Why or why not? What do you think you know about their personality?

16 Observing Children Using Observations – Transfer notes to another sheet of paper and make into complete sentences – Interpretation This is when you form and express ideas about what you saw Is it OK to be subjective in your interpretation? – YES

17 Observing Children Confidentiality – Do not share any details about your observations outside of this class – Why? Keep the child and the family’s information private Comments can be hurtful – “Caleb is a slow learner.” – “Lauren is so spoiled.”

18 Response Board Activity: Are the following statements Subjective –or- Objective? 1. Ben cried because he missed his mom. Answer: Subjective 2. Kate picked up the Barbie and pretended that she was driving to the mall. Answer: Objective 3. Alyse likes Nicholas the best because she always talks to him first. Answer: Subjective

19 Response Board Activity: Are the following statements Subjective –or- Objective? 4. Bo asked Jenny if she wanted to play. Answer: Objective 5. Cathan didn’t like the Batman toys at all. Answer: Subjective 6. After he built the tower, Maria knocked it over. Answer: Objective

20 Response Board Activity: Are the following statements Subjective –or- Objective? 7. Isabella was in a great mood today. Answer: Subjective 8. Owen didn’t answer when the teacher called his name. Answer: Objective 9. Tessa showed how smart she was by saying all of her ABC’s. Answer: Subjective

21 Activity Analyze each of the following subjective statements made while observing children. Rewrite each statement to make it objective. You may add information as necessary.

22 1. Regina squealed with delight when she saw the adorable stuffed bear. 2. Alex did not want to go home when his mother came for him. 3. The children showed dislike for Timmy by knocking down his impressive tower of blocks. 4. The caregiver has a way with children. 5. Maria was sad and pouted when she had to sit in the time out chair.

23 6.The child care center’s play yard is poorly planned. 7.The children raced wildly about the room, scattering toys as they ran. 8.The children didn’t like the snack. 9.Ann was too tired to concentrate on her artwork. 10.Derek was so timid that he never took his thumb out of his mouth when observed.

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28 Physical Development from Age One to Three Chapter 10-1 Intro to TOYBOX

29 Growth and Development Toddlers – 1-2 year olds – just learned to walk Preschoolers – 3-5 year olds – walk steady, hop, skip, run

30 Growth and Development What do young children need to build their skills? – Plenty of space to move around – Time each day for active play – Need to change games and activities often

31 Growth from 1-3 years What happens around Baby’s first birthday? – Height and weight differences become more noticeable – generally continue throughout life – Ex: Tall 2 year old will usually be a tall adult

32 Growth from 1-3 years How does a Baby’s proportion and posture change between 1-3? – posture improves from age 1-3 Until 2, the circumference of head, abdomen and chest are about the same Between 2-3, chest becomes larger around than head and abdomen, arms, legs and torso also lengthen What do these changes mean for the Baby? help improve balance and motor skills

33 Growth from 1-3 Years Teeth – One Year Olds 8 teeth – Two Year Olds 16 teeth – Three Year Olds 20 teeth (last four molars show up in early 3’s) – 20 primary “baby teeth”

34 Growth from 1-3 Years When does a Baby form his/her teeth? – Before birth Which factor most greatly influences the quality of a child’s teeth? – Diet – child’s diet and mother’s prenatal diet – Heredity also affects teeth

35 Growth from 1-3 Years Why are the first two years of a child’s diet significant? – Adult teeth are forming under primary teeth What should be included in a healthy diet? – Dairy products (calcium, phosphorus, Vitamin D) – Drink water that contains fluoride Tap water has it, most bottled water does not

36 Growth and Development What should NOT be included (too much) in a child’s diet? – Gum-like candy, raisins, fruit snacks, gummy vitamins – Brush teeth after eating sugary cereals Why should sweets be avoided? – Poor diet causes tooth decay How does a baby get “baby bottle decay?” – When put to bed with bottle (even milk) Heredity affects teeth

37 Baby Bottle Decay

38 Motor Development from 1-3 Gross Motor Skills Involve use and control of large muscle groups – Back, legs, shoulders and arms – Walking – Climbing

39 Motor Development from 1-3 Fine Motor Skills Use of hands for specific tasks Hand eye coordination – Feed themselves – drink from a cup – pick up objects with finger and thumb

40 Which type of motor skills would be helped by each activity? Stacking blocks Fine Putting beads on a string Fine Pushing a toy lawnmower Gross Coloring a picture Fine Playing Tag gross

41 Motor Development from 1-3 Is he/she right or left handed? – At 2, some kids show hand preference – Cannot tell before that – Some kids switch back and forth throughout preschool years What do doctor’s have to say about this? – It’s OK

42 The End!

43 10.2 is an activity in class instead of notes


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