Observations of Four Different Classroom Activities
Drawing
During art time, the child was using markers to draw a landscape. She held the markers securely in her hand and focused on the task, looking back and forth between her paper and the example she had in front of her.
Eating a Snack
The second activity was during the break period, where each child was to take a snack. The child was able to identify their snack and was able to open the container to get the snack out. They used the appropriate utensils to eat the snack, such as a spoon for yogurt or a fork for a sandwich. The child was able to remain focused on the task and was able to complete it with minimal assistance from the teacher.
Playing the Game
During the game of tag, the child was observed as she interacted with her peers. She was energetic, running around the playground while giggling and beaming. She could stick to the game’s rules, demonstrating a good comprehension of the tag.
Doll Play
Lastly, the child was observed during free play and was content to play independently with dolls. She carefully arranged them in a line and spoke to them in a soft voice as if they were having a conversation.
Data Collection System Implementation and Justification
I used an event recording system to collect data on the child’s behavior in independent play. Event recording is a data collection technique that necessitates the observer to document the moment an activity takes place rather than the times it happens. This allows the observer to view an accurate representation of the child’s behavior over a while and the context in which it occurs (Peterson & Elam, 2021). This technique permits a precise evaluation of how often the behavior occurs and can be used to monitor when the behavior shifts or increases.
Summary of Classroom Teacher Variables
The classroom teacher has a variety of variables that ensure they accomplish desired outcomes for learners. For instance, they must be knowledgeable about the age group they are teaching, understand the curriculum, and understand the program’s educational goals (Wang et al., 2020). Additionally, they must have strong classroom management skills to keep the classroom under control and ensure that all students can learn. The teacher should also be able to build relationships with the children, their families, and other staff members to create a sense of community and trust (Wang et al., 2020).
Summary of Classroom/Environmental Variables
The classroom environment plays an essential role in the preschool program. The environment should be engaging and stimulating, offering a range of fun activities and resources that encourage children to discover, learn, and enjoy themselves. The environment should be free of distractions and arranged in such a way that it encourages social interaction and collaboration (Cheung, 2019). The classroom design should be well-structured, with distinct areas for each event and plenty of room. Safety should also be taken into consideration, with the necessary precautions in place.
References
Cheung, P. (2019). Teachers as role models for physical activity: Are preschool children more active when their teachers are active? European Physical Education Review, 26(1), 101–110. Web.
Peterson, G., & Elam, E. (2021). 3.4: A closer look at observation methods, tools, and Techniques. Web.
Wang, M.-T., L. Degol, J., Amemiya, J., Parr, A., & Guo, J. (2020). A systematic review and meta-analysis of classroom climate and children’s academic and psychological well-being. Developmental Review, 57, 100912. Web.