Date completed: Spring 2017

Date submitted: Spring 2017

Title of Artifact: Observation #9- Child Study #2
Standard: Standard Three- Learning Environments

I am placing my artifact, Observation #9, Child Study #2, under Standard Three, Learning
Environments, as evidence of continued mastery towards working with others to create
environments that support individual and collaborative learning. In the Data section of this
observation I included information about how the student I was observing interacted in the
classroom environment. The environment effects how the children behave in the classroom. This
evidence shows how Observation #9 collaborated with Standard Three, Learning Environments.
I. Observation 9:
Kindergarten Enrichment (KE) classroom at All Day Learning Centers
II. Grade:
Kindergarten Enrichment
III. Students:
13 total
7 girls and 6 boys
IV. Setting:
Kindergarten Enrichment classroom at All Day Learning Centers
Multi-age classroom (5 and 6 year olds)
13 students
1 lead teacher (Miss Erica S)
Ratio is 1 to 15 (1 teacher per 15 students)
V. Pre-Observation:
To prepare for this observation I looked online and found a website that talked about
the four domains from Better Brains for Babies. This gives an overview of the four
domains. The physical domain is the development and growth of the childs body,
muscles, and senses. The social domain is how the child relates, plays, and talks to
others. The emotional domain is the childs awareness of self, how the child feels
about themselves, expression of feelings ad how he or she helps care for themselves.
Lastly, the cognitive domain is the way children think, reason, solve problems. And
understand and use language. A quote I really liked from this article is, the domains
are interrelated; what happens in one domain influences development in the other
domains. The skills and knowledge that children develop early in his life are the
foundation for more advanced skills and knowledge.
VI. Data:
Today when I was observing the boy in the kindergarten classroom I asked the
teacher about how he was today with the four domains. She said that he was doing
very well today emotionally. There were no fights with his mother like I recorded in
the first study of this child. When I was in the room I noticed again that when he is
playing he is either the outcast and plays by himself or he wants to take control of the
group he is in. Yesterday, the teacher did a guided reading with his and she said he did
really well. She told me that he was on a level 17 book. He was able to read the title,
sight words, and book all by himself with little or no help. The next time she does a
reading assessment with him he will go up to the next level since he does so well. I
will attach pictures of the level 17 book. Also while observing this particular child I
noticed that he still is all over the place when asked to sit still. During circle time the
children are asked to sit criss crossed while the teacher is conducting the circle. He
usually sits with his legs out and his hands back like he is lounging in a chair. He is
usually swinging his legs all over and sometimes ends up kicking the students next to
him. When they come to the table to do an activity he fits in the chair but finds a way
to try and swing his legs. There are four chairs on each side of the table and one chair
at each end. He ends up taking up all of the space where his chair is because he
moves so much, which then moves the chair and all the other students are squished.
He constantly has to be reminded of personal space and we dont have to be that close
to the other friends.
VII. Analysis:
I saw an improvement with this particular child with his emotions and so did the
teacher in the classroom. When I asked her how hi emotions were today she answers
with enthusiasm and said that he was actually doing really well. He is still either by
himself or bossy when it comes to being social. He still is very active and moves
around a lot and is excelling well in the cognitive domain.
VIII. Recommendations:
What I would recommend that the teacher do to help control emotions in this child is
by reading the article, 8 Tips to Help Your Child Gain Control of His/Her Emotions
by Katie Sadowski. This article gives some tips about learning to control emotions in
children. Some of the tips include, talking about emotions and feelings, being able to
recognize how others feel, identifying coping strategies, writing stories, catch them in
control, catch them out of control, knowing practice makes perfect, and leading by
example.
IX. Post-Observation:
I love the daycare that I am working and doing these observations allows me to pay
even more attention to the children in their classroom. I am considered a floater,
which means I dont have a specific room that I am in all day. I am able to see what
goes on in all the classrooms and I get to know all of the children. Although I would
like to have a set classroom, knowing all of the children in the school is pretty
awesome rather than just in one class. All of the children know who I am so not only
can I observe them, I can also teach them something. They look up to me as one of
their teachers and I will be there to help them with whatever it is they need. I am so
happy to have the opportunity to work in such a great daycare that allows me to not
only work there but also observe each classroom in order to get my schoolwork done.
X. Citations:
Better Brains for Babies. (n.d.). Child Development Principles. Retrieved March 08,
2017, from http://www.bbbgeorgia.org/childDevelopment.php
Sadowski, K. (2014, April 28). 8 Tips to Help Your Child Gain Control of His/Her
Emotions. Retrieved March 08, 2017, from http://nspt4kids.com/parenting/8-tips-
to-help-your-child-gain-control-of-hisher-emotions