1. Unit 3 Laboratory Experience
Child Care Guidance
Unit 3 Laboratory Experience

2. Responsibilities in the Laboratory Experience
Assist the preschool teacher.
Take initiative to help the teacher and work with the children.
Interact and play with the children.
Attend regularly and be on time.
Complete projects on time.

3. Complete 10 Projects (You will have18 Weeks to complete the projects.)
Bulletin Board
Talk picture with open ended questions
Math Activity
Science Experiment
Music Activity
Homemade Big Book
Art Project
Read a story
Cooking Activity
Teachers Choice Activity
One project can be replaced with an activity of the students choice

4. OBSERVING YOUNG CHILDREN
Tell what you think is happening with the following children:

5. Lacey is sitting on the slide, just resting.

6. Parker usually likes to play by himself, but chose to be
with Zach today. If he does
choose a friend it is usually
Zach or Jacob. He loves to
be funny.

7. problem or an emotional
Karen is barely 3
and has a hard time
staying awake. Mom
says she gets enough
sleep so we wonder if
it could be a physical
problem or an emotional
problem.

8. Dillon often plays with play dough
Dillon often plays with play dough. He has chosen to roll and cut with cookie cutters today. Other favorite activities are dress ups and puzzles.

9. Is happening. She just stands there and watches the others.
The little girl behind the teacher is not able to get inside the group to see what
Is happening. She just stands there and watches the others.

10. Danny was fighting with John, Joe saw them fighting and decided
to help Danny. Joe said, “I’ll help you out, Danny”.

11. WHY OBSERVE?
An observation is watching children with the clear goal of studying a specific behavior or ability.
in order to challenge and support the children
develop realistic curriculum and goals

12. HOW TO OBSERVE
It’s best to observe from a distance without the child knowing they are being observed.

13. Avoid making assumptions: Which statement is correct?
Annie has difficulty sharing.
Annie never shares.

14. Avoid labels: Which statement is correct?
Tommy often acts out his aggressive feelings.
Tommy is mean.

15. Avoid conclusions you are not qualified to make:
Billie can’t do anything by
himself because he is the
youngest in a large family
and they do everything for
him.
Billie needs to develop the
ability to do things for himself.

16. Don’t compare children: They develop at different rates
Don’t compare children: They develop at different rates. Which statement is correct?
Tommy falls off his bike a lot.
Tommy must be backward. He
does not ride his
bike as well as
the other children.

17. BE OBJECTIVE! Objective observations simply state the facts.
It is important but difficult to remain objective at all time.
The first thing to record when observing is an objective list of behavior patterns.

18. DO NOT BE SUBJECTIVE:
Subjective observations state an opinion of the observer.
Observations must be solid facts - objective.

19. Decide which statements about the following children are Subjective and which are Objective:

20. Mark was afraid because he said he didn’t like snakes.
Mark looks away when the teacher showed him a snake. He said, “I don’t like snakes, they feel funny.”
Mark was afraid because he said he didn’t like snakes.

21. Tyler is a good boy and gets along well with the other Children.
Tyler was playing with the music blocks. When Carly & Josh asked to play, Tyler agreed and showed them how.

22. Maddie wanted to swing but two others were already there. She
picked up a rock and threw it at them.
Maddie got mad and threw a rock because she does
not share well.

23. CONFIDENTIALITY
All observations are confidential, should be filed and any problems should only be reported to the director.

24. IDENTIFY DIVERSITY:
Observations help identify disabled children with special needs and assess developmental stages and behaviors.

25. Purpose of Assessment
Used to plan developmentally appropriate curriculum.
Keeps the teachers and curriculum responsive to the needs of the children
Teacher gains insights into children’s learning styles and needs:
- What are their strengths and weaknesses?
- What does the group know?
- What are they able to do?
- What are their interests and dispositions?
- What are their needs?

26. ANECDOTAL RECORD
Recording observations of child’s behavior in a brief narrative account of a specific incident.
When you record incidents throughout the year you have a means of assessing progress.
Records can be extremely valuable in noting progress, strengths, needs, and interests.

27. CHECK LIST
The simplest form of observation where the observer checks off listed behaviors.
Fine-Motor Skills Yes No
Cuts Paper X
Pastes with a finger
Pours from a pitcher
Copies a circle from a drawing
Draws a straight line
Uses finger to pick up smaller objects
Draws a person with three parts

28. Participation Chart
Can be developed to gain information on specific aspects of children’s behavior.
Activity Preferences During Self-Selected Play
Bryce
Tina
Hunter
Shawn
9:00-9:10 b dp sc
9:10-9:20 a s
9:20-9:30
930-9:40 st
9:40-9:50 m
a=art; b=blockbuilding; dp=dramatic play; m=manipulatives; s=sensory; sc=science; st=storytelling

29. Rating Scales Social/Emotional Rating Scale
Used to record something specific.
They record the degree to which a quality or trait is present.
They require you to make a judgment about the quality of what is being observed.
Social/Emotional Rating Scale
Behavior
Never
Sometimes
Usually
Always
Shows increased willingness to cooperate x
Is patient and conscientious
Expresses anger verbally rather than physically
Has strong desire to please
Is eager to make friends and develop strong friendships
Respects property rights of others

30. Individual Portfolios Provide
Samples of children’s work over time.
A way to assess individual progress.
A way to communicate with parents.
Evidence for teacher accountability.
Products collected may include:
artwork, stories, dictated or written, photographs, records or conversations, teacher observations & notes.

31. Food and Special Celebrations They can use storybooks, videos,
3.4 Teachers can help children learn to appreciate Cultural Diversity through:
Literature and Music
Toys and games
Food and Special Celebrations
They can use storybooks, videos,
posters, and puzzles to show people
from all cultures in a variety of positive
roles.

32. Components of a Developmentally Appropriate Curriculum 3.5
Developmentally appropriate practice (DAP) is a set of guidelines that focus on the outcomes of learning activities.
Based on the idea that children learn from play.
Emphasizes knowing the children well and respecting them.
Teachers guide play activities that children choose for themselves.
Play activities are based on the child’s age, abilities, strengths and weaknesses, cultural and social background, and personal interests.
Focus on all areas of development.

33. Lesson Plans help teachers organize their teaching and include:
Developmental goals
Learning outcomes
Concepts
Materials needed
Motivation
Procedures
Closure/Transition
Evaluation
Teaching Strategies for a Lesson Plan 3.6

34. Sample Lesson Plan Date: 9/21 Time: 10:00 A.M. Group: 4-year-olds
Activity: Cooking Experience- Applesauce
Developmental Goals:
To practice following directions.
To develop cooking safety habits.
To practice using a knife as a tool.
To practice personal hygiene by washing hands
Learning objective:
Given apples, knives, measuring cup and spoons, a bowl, a mixing spoon, a
microwave oven, sugar, cinnamon, and a recipe chart, the children will help peel
apples, measure the ingredients, and prepare applesauce.
Materials needed:
6 peelers measuring cups and spoon
12 apples recipe chart
2 cups of sugar bowl
Water mixing spoon
3 tablespoons of cinnamon microwave oven

35. Motivation/Introduction:
Set up the housekeeping area with recipe chart, cooking utensils, and tray with food. Ask “What can we make from apples?” Listen to responses. Tell the children “Today we are going to make applesauce.”
Procedure:
Tell the children to wash their hands.
Review the recipe chart step-by-step.
Cut an apple in half. Show the children the parts of an apple: seed, core, flesh, skin, and stem.
Demonstrate how to use a peeler as a tool, stressing safety.
Pass out apples and peelers, again explaining safety.
Encourage children to observe and feel the apples.
Peel apples.
When apples are peeled, focus children’s attention back to recipe chart. Proceed by following directions step-by-step until the mixture is ready for a heat source.
Discuss each of the ingredients, allowing children to taste them if they wish.
Ask individuals to measure the sugar, cinnamon, and water.
Direct children’s attention to the applesauce as it cooks. Clarify the process by asking questions such as How are apples different?
Serve the applesauce as a snack.
Closure/transition:
Assign cleanup tasks to the children. Have the children wash their hands. Tell the children the applesauce will be eaten at snack time. Then prepare the children for outdoor play.
Evaluation:

36. Include the following in your lesson plan:
In groups of two you will plan a unit around a Pumpkin/Halloween theme.
Include the following in your lesson plan:
Math or science activity
Art or game activity
Story or song activity
Make a Coloring book, snack, or trick or treat type bag with goodies (doesn't have to be food)
The lesson plan should include a total of 4 activities.