Observation of the early childhood

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Observation of the early childhood

Observation of the early childhood

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 order 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.

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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.

Observation of the early childhood

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.The Florida Center for Inclusive Communities (FCIC) at the University of South Florida develops supports and services in the areas of Early Childhood, Transition, Education, Employment, Health, Interdisciplinary Training, Public Policy, Community Supports, and Cultural Competence.

Program Student Learning Outcome Statement. At the conclusion of the program of study, the student will be able to analyze and apply key theories and concepts of early care and education to employment settings and to advanced academic study in child development and related academic disciplines.

What's New? Save the Date - Ohio Early Childhood Systems Conference POWER Ohio Step Up To Quality: A Guide for Child Care Providers Ohio Step Up to Quality Validation Study Letter for SUTQ Validation Study Important Changes to Step Up To Quality Professional Development Requirements- .

Montessori Academy Training Institute offers the to 6 years Early Childhood training. The program is an intense summer-long academic phase, with additional required workshops and seminars offered during weekends running concurrently with the internship phase.

The Importance of Observation in Early Childhood Education - Early childhood education is not about teaching, it's about exploration and learning, and observations play an important role in meeting the needs of your young learners.

Empowering early childhood professionals with fresh ideas and insights to participate in and facilitate the highest quality professional development. Public Policy Forum Join us at this members-only event and build your advocacy skills, expand your networks, and advance federal and state early childhood policy.

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