1) Child N counting: N built a tower of blocks, when she was done I asked “how many blocks did you use? Can you count them out loud for me?” She counted out loud, one at a time and pointed at each one as she counted them. “I have 29 blocks!” she says. I asked her, “can you show me how many that looks like on your hands?” she looks at her hands then says, “that’s too many for your hands”. Child N seemed excited about how tall her tower was, and even more excited when she realized how many blocks she used for her tower. Child N was able to demonstrate objective 20a and 20c; uses numbers concepts and operations, 20a: counts, 20c: Connects numerals with their quantities.
2) Child E Sharing magnify glass: While at the carpet area, child E and I were looking at the turtle model. Other children came to join us and every time a child came over, child E would say “more” and go grab another magnify glass and give it to the child. He did this three times. Child E demonstrates problem solving skills by observing that there were more people joining the activity and making sure everyone had a magnifying glass. Child E was able to demonstrate objective 11 a and C; Demonstrates positive approaches to learning, 11a: Attends and Engages, 11c: Solves problems.
3) Child B playing with magnifying glass box: Child B was playing with the magnifying box, (where you can put in bug’s or small items and the lid is the magnifying glass). He put toy bugs in the box, closed it and said “its’s bigger!”. He then took the lid off the box and used it on the carpet. He put the lid on some letters that were on the carpet and said, “see, it got bigger!” as he points to the letter. Child B demonstrates his knowledge of size differential. Child B demonstrates objective 22a: Compares and measures, 22a: measures objects.
4) Child K using magnatiles: Child K takes the large magnatiles and sets them next to each other making a line across the carpet. I asked her what she is making, she says “I’m making a long tower” as she opens her arms out to show how long it is. She continues to add more tiles and says “look, it’s getting so long” and opens her arms again, demonstrating that it is long. Child K demonstrates objects 22a: compares and measures, 22a: measures objects.
5) Two children playing with magnatiles: Both were building a tower together, as they were looking around for more tiles, they asked child S ” are you using this” as child N points at a pile of magnatiles. child S says “no, I’m not using them. you can use these” and pushes the pile of tiles towards child N. child N and child S demonstrate good communication and sharing between each other. Both children demonstrate objective 2c and 3a; Objective 2: Establishes and sustains positive relationships, C: Interacts with peers, Objective 3: participates cooperatively and constructively in group situations, A: balances needs and rights of self and others.
6) Child K and using communication skills: Child K was walking to the dramatic play area, on her way there there was another child blocking her way, she continued and walked up to the other child and said “excuse me” and then waited until the child was out of the way before she walked by. Child k demonstrates objective 9a; uses language to express thought and needs, and 10b; uses appropriate conversational and other communication skills.
7) Child E eating cheerios: During breakfast child E was eating cheerios, he would take a bite of a single cheerio, eating half of it he holds the other half and says “it’s a C!” Child E shows his knowledge of the alphabet by making the connection that if you split a circle in half it makes the letter C. Child E demonstrates objective 16a; demonstrates knowledge of the alphabet, and identifies and names letters.
8) Child K building a tower: Child K using wooden blocks to build a tower, I walk over and say “wow look at your tower, your using a lot of blocks to make that tower”. Child K stands next to the tower and says “yeah, it’s very high. I higher than me”! Child K shows her knowledge of height comparison by standing next to her tower, looking at it and verbally stating the difference. Child K demonstrates objective 22a; compares and measures objects.
9) Child D and being friends: During breakfast child D says “I don’t want to her to be my friend any more”. (referring to child N). I asked child D “why don’t you want to be child N’s friend?” She said “I just don’t want her to be my friend anymore”. Child D shows that she communicates her needs by verbally stating it and informing the other person. Child D demonstrates objective 1c; regulates own emotions and behaviors, and 2c;establishes and sustains positive relationships.
10) Child N color sorting: After lunch, child N says she wants to play with the connecting cubes. She pulls the bin off the shelf and takes it to the carpet area. She dumps the cubs on the floor and she begins to sort the by color. “what are you doing?” I asked her, she said “I’m going to make a tower for each color. I need the cubes organized.” She continues to sort the cubes until each color has its own pile. Child N demonstrates objective 13; uses classification skills.
11) Child M on the swing: Child M chose the swing set to play one while outside. After he gets on the swing, he starts to lean his body back and forth while is legs do the same. “Look! I remembered to pump my legs! Can you send a picture to my mom?” Child M demonstrates his ability to use past experience to preform this activity. He also demonstrates his physical abilities. Child M demonstrates objective 6; demonstrates gross motor manipulative skills, and objective 12a; remembers and connects experiences, recognizes and recalls.
12) Child S writes in her journal: I sit next to child S at the literacy table and ask her what she is drawing. She said “I’m making a picture of me and my mom. I want to say ‘I love my mom’ but I need help. Can you help me?” I said “I would be happy to help, thank you for asking.” I grabed a blank piece of paper and said, “I’m going to write the letters on this page while you write them on your page.” We went through each letter one-at-a-time; “first we need the letter I, it has one long line going down and 2 small lines, one that goes on the top of the first line, and then another at the bottom like this.” I explained each letter in this descriptive way as we wrote out ‘I love my mom’. Child S demonstrates her ability to ask for help when needed. She also demonstrated her writing skills. Child S demonstrates Objective 2a; establishes and sustains positive relationships with adults, and objective 19b; demonstrates writing skills, writes to convey ideas and information.
13) Child A playing with play dough: Child A is at a table playing with play dough, I asked what are you making? He said “I’m making a chain” as he shows me the small chain link he made out of play dough. As he continues to add another piece to the chain it breaks. Child A said “It broke! Let me build it again!” Child A demonstrates the knowledge of his own needs and handles them appropriately. Child A demonstrates objective 1c; regulates own emotions and behaviors, takes care of own needs appropriately.
14) Child O see’s a teacher yawn: A teacher yawned and child O saw this and says “you are tired.” The teacher asked “why do you think I am tired?” Child O said, “because you yawned, that means your are tired.” Child O demonstrates his understanding of emotional cues and making the connections from physical cues to an emotion. Child O demonstrates objective 2b; establishes and sustains positive relationships, responds to emotional cues, and objective 12b; remember and connects experiences, makes connections.
15) Child K waiting for the dirty dish bucket: Child K was done eating lunch and was standing at the table saying nothing. I told her, “if you are done eating you need to clean up your dishes.” Child K say’s “it’s not there yet. You forgot to get it.” She was referring to our dirty dish bucket that is usually on the floor during meal times, but currently was not. Child K demonstrates her understanding of the classroom routine and expectations. Child K demonstrates objective 1b; Follows limits and expectations, and objective 12a; remembers and connects experiences, recognizes and recalls.
Data Collection Reflection
Collecting data is easier said than done. Collecting data within our classroom was done through Teaching Strategies Gold (TSG), where it is documented and saved in the system for teachers and parents to review. Through TSG we can document pictures of the children and their activities throughout the day. We have an i-pod and a tablet that we can use to access TSG to collect and document data, we also use our phones where we have the TSG app downloaded on to it. What makes collecting data challenging is that you have to do it in real time, during the interaction. When I entered the classroom I knew how to collect data while in a classroom, but it was for one child. For the program that I’m in, I had to focus on at least 3 children and focus on collecting and documenting data by observing them throughout the classroom. This was a challenge because I was not accustom to focusing on more than one child, but also because I have to do it in real time. I found it difficult to do this because I get so focused and engaged with the children and their activities that I forget I’m suppose to be collecting data. After a bit of practice I found it easiest to take a picture of the interaction with the children and then write a quick note about what is happening, this is so I can come back to it later and fully document my observation. Collecting data is useful for creating and planning curriculum. Observing the children, seeing what they can do and what their capabilities are helps paint a picture of where the classroom is developmentally and create a curriculum supports them and challenges them.
Amanda's Education Experience HD 446 