Classroom Observation Tool For Toddlers Children And Young People Essay

Classroom Observation Tool For Toddlers Children And Young pile EssayInstructions Spend just roughly time simply spy the contourroom before recording. Use the accept offboxes to note when you observe specific indicators. reduce on the experiences of unmarried electric s hirerren, not just a general whiz of the classroom over only. Note evidence as to whether the criterion is being met or not. All indicators must be checked for a criterion to be amply met. Provide comments if you circle Yes that. If you observe e truly(prenominal) indicators in the criterion, check Yes. Count the image of Yes boxes for to each one topic argona and standard.NumberNAEYC Accreditation bill1.B.01 dogma rung nurse childrens emotional well-being by demonstrating observe for children and creating a positive emotional climate as mulled in ports much(prenominal) as frequent affable conversations, joint laughter, and affection. in full met? (circle) Yes Yes, plainly Noyard/commentsIt was clear that even the youngest teachers were already drug ab practice sessiond to kids. There was much often than not (95%+) THE INDICATED BEHAVIORS.1.B.02 instruct ply express warmth by dint of carriages much(prenominal) as visible affection, eye contact, tone of voice, and smiles. to the full met? (circle) Yes Yes, only No separate/commentsMost of the teachers were truly kind and responsive. One was a sm all(prenominal)er common only when that was over the fenced ara at the Pre-Ks.1.B.03 direction method supply be consistent and predictable in their physical and emotional c atomic number 18 of both children. amply met? (circle) Yes Yes, entirely No assure/commentsAgain, there were obviously some children who were needy constant crying. I assumed nothing was really victimize with them. They just wanted attention, only it did seem two or terce of these cryers were left alone for too long (5 6 minutes), with no adult close by.1.B.04Teaching erect ge t on and recognize childrens consort and accomplishments. fully met? (circle) Yes Yes, still No turn out/commentsI ascertained several classrooms (5) and the instructors praised the children often with smiles and kind words.1.B.05Teaching supply function as secure bases for children. They answer promptly in tuitionally usurp ways to childrens positive initiations, disallow emotions, and feelings of hurt and fear by providing comfort, carry, and assistance. amply met? (circle) Yes Yes, that No manifest/commentsI observed that the instructors doed more to positive than ostracize. One teacher was very constant in applying physical attention to one of the more grueling children, however the face / wrods were not as kind as the gestures.1.B.06Teaching ply encourage childrens appropriate expression of emotions, both positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness). in full met? (circle) Yes Yes, further No prove/comments I obse rved no children acting really badly for their age. The instructors were not restricitive allowing the children to be children.1.B.07Teaching staff evaluate and change their responses based on individual needs. Teachers vary their interactions to be sensitive and responsive to differing abilities, temperaments, exercise levels, and cognitive and br another(prenominal)ly development. richly met? (circle) Yes Yes, plainly No endorse/commentsThe teachers and the students and admin staff, of escape, all redeem their own personalities and it ranges throughout the day. No one I know is perfvectly consistent and that is not expected.1.B.08Teaching staff last childrens competent and self-reliant exploration and use of classroom materials. fully met? (circle) Yes Yes, hardly No curtilage/commentsI adage the instructors allow the toddlers to tramp wherever they wanted with little to no intervention.1.B.09Teaching staff neer use physical punishment such as shaking or hitting and do not engage in psychological annoyance or coercion.full met? (circle) Yes Yes, but NoEvidence/commentsI power saw no instances of abuse.1.B.10Teaching staff never use threats or derogative remarks, and do not withhold nor threaten to withhold food as a form of discipline.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw no instances of abuse.1.B.13Teaching staff adjust their interactions to infants and toddlers/twos various states and levels of arousal.Fully met? (circle) Yes Yes, but NoEvidence/comments1.B.14Teaching staff quickly respond to infants and toddlers/twos cries or early(a) signs of distress by providing physical comfort and needful c ar. Teaching staff argon sensitive to infants and toddlers/twos signals and perk up to read their individual cries.Fully met? (circle) Yes Yes, but NoEvidence/commentsI observed that the business children were generally left alone longer than the compliant, well-be considerd children.1.B.15Teaching staff talk frequently w ith children and listen to children with attention and respect. Theyrespond to childrens questions and requests.use strategies to go through effectively and build births with every child.engage regularly in meaty and extended conversations with each child.Fully met? (circle) Yes Yes, but NoEvidence/commentsI observe that in r be instances during my visits, the conversations between the instructors and the children was respectful and consistent.1.C.02Teaching staff support childrens development of friendships and provide opportunities for children to play with and find out from each other.Fully met? (circle) Yes Yes, but NoEvidence/commentsThe toddlers had quite a snatch of interaction with each other. Again, distinct personalities already. Some children very gregarious, others p conferred play time alone.1.C.03Teaching staff support children as they practice social skills and build friendships by back uping them enter into, sustain, and enhance play.Fully met? (circle) Yes Ye s, but NoEvidence/comments I sam several instances where the teachers were encouraging the children to collection together for common play such as on the slides in the playground, and financial aiding set the food out at lunch.1.C.04Teaching staff assist children in resolving conflicts by admirering them identify feelings, delimit problems, and try alternative solutions.Fully met? (circle) Yes Yes, but NoEvidence/commentsThe conflicts were all very minor, but one where one child I recollect accidently bopped other on the head in the gym.It was resolved in down the stairs a minute, though.1.C.05Teaching staff guide children who bully, isolate, or hurt other children to learn and follow the rules of the classroom.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw no evidence of the in a higher place issues.1.C.06Teaching staff help positive peer interaction for children who are socially reserved or withdrawn and for those who are bullied or excluded.Fully met? (cir cle) Yes Yes, but NoEvidence/commentsI saw no evidence of the preceding(prenominal) issues.1.D.01Teaching staff counter potential bias and discrimination bytreating all children with extend to respect and con alignrationinitiating activities and discussions that build positive self-identity and teach the valuing of differences.intervening when children spoil or reject others.providing models and visual images of adult roles, differing abilities, and ethnic or pagan backgrounds that counter stereotypical limitations.avoiding stereotypes in language references.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw no evidence of the above issues.1.D.02Teachers provide children opportunities to develop the classroom corporation through p trickicipation in termination making about classroom rules, devises, and activities.Fully met? (circle) Yes Yes, but NoEvidence/commentsI observed that at this age, there was limited ability of the children to actively understand and particip ate, though there was more on the activity side and none on the rules side. There are extensive rules posted everywhere.1.D.03Teaching staff anticipate and take steps to prevent potential behavior problems.Fully met? (circle) Yes Yes, but NoEvidence/comments1.D.04Teaching staff help children talk about their own and others emotions. They provide opportunities for children to explore a unsubtle range of feelings and the different ways that those feelings can be expressed.Fully met? (circle) Yes Yes, but NoEvidence/commentsAgain, limited because of the developmental age of toddlers.1.D.05Teaching staff promote pro-social behavior by interacting in a respectful flair with all staff and children. Theymodel turn taking and sharing as well as pity behaviors.help children negotiate their interactions with one another and with shared materials.engage children in the care of their classroom.ensure that each child has an opportunity to contribute to the group.encourage children to listen to one another.encourage and help children to provide comfort when others are sad or distressed.use account and description of ongoing interactions to identify pro-social behaviors.Fully met? (circle) Yes Yes, but NoEvidence/commentsAgain, limited because of the developmental age of toddlers. There is a 15 ratio and generally when in a group which is all the time, all of the above is at least modeled or encouraged.1.EAddressing Challenging Behaviors1.E.03sooner than focus solely on reducing the challenging behavior, teachers focus onteaching the child social, communication, and emotional regularization skills andusing environmental modifications, activity modifications, adult or peer support, and other teaching strategies to support the childs appropriate behavior.Fully met? (circle) Yes Yes, but NoEvidence/commentsMost of this was being taught from a modeling (by the instructors). Not too much intellectualizingagain, seems age dependent.1.E.04Teaching staff respond to a childs cha llenging behavior, including physical aggression, in a personal manner thatprovides for the safety of the child.provides for the safety of others in the classroom.is calm.is respectful to the child.provides the child with information on acceptable behavior.Fully met? (circle) Yes Yes, but NoEvidence/commentsI observed no toddler aggression, and only three children who had some challenging behavior (all three were cryers). However, in the classroom, teachers were highly positive reinforcers of positive behaviors and mostly disregard the bad behaviors.1.F.01Teaching staff actively teach children social, communication, and emotional regulation skills.Fully met? (circle) Yes Yes, but NoEvidence/commentsSaw this continuously from staff instructors throughout facility.1.F.02Teaching staff help children manage their behavior by guiding and supporting children topersist when frustrated.play cooperatively with other children.use language to communicate needs.learn turn taking.gain contro l of physical impulses.express negative emotions in ways that do not terms others or themselves.use problem-solving techniques.learn about self and others.Fully met? (circle) Yes Yes, but NoEvidence/comments Again, mostly saw positives toddlers visible absorption and thought are limited.2.A.04The computer programme can be implemented in a manner that reflects responsiveness to family home values, beliefs, experiences, and language.Fully met? (circle) Yes Yes, but NoEvidence/comments At this age, childrens developmental skills in language are so limited, that curriculum does not directly address.2.A.07The curriculum guides the development of a daily roll that is predictable to that extent flexible and responsive to individual needs of the children. The inscriptionprovides time and support for transitions.includes both indoor and outdoor experiences.is responsive to a childs need to rest or be active.Fully met? (circle) Yes Yes, but NoEvidence/commentsSame as above. Saw eviden ce in the sometime(a) pre-K, though.2.A.08Materials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society, including gender, age, language, and abilities.Materials and equipmentprovide for childrens safety while being appropriately challenging.encourage exploration, experimentation, and discovery.promote action and interaction.are organized to support independent use.are rotated to reflect changing curriculum and to hold back new interests and skill levels.are rich in physique.accommodate childrens surplus needs.Fully met? (circle) Yes Yes, but NoEvidence/commentsSame as above limited formal curriculum.2.A.10The curriculum guides teachers to incorporate content, concepts, and activities that foster social, emotional, physical, language, and cognitive development and that integrate key areas of content including literacy, mathematics, science, technology, creative expression and the arts, wel lness and safety, and social studies.Fully met? (circle) Yes Yes, but NoEvidence/commentsSame as above limited formal curriculum.2.A.11The schedule provides children acquisition opportunities, experiences, and projects that extend over the course of several days and it incorporates time for play, self-initiated learning, creative expression, large-group, small-group, and child-initiated activity.Fully met? (circle) Yes Yes, but NoEvidence/commentsYes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly.2.A.12The curriculum guides teachers to plan for childrens engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study.Fully met? (circle) Yes Yes, but NoEvidence/commentsYes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly.2.B.01Children pass on alte r opportunities to engage throughout the day with teaching staff whoare attentive and responsive to them. speed their social competence.facilitate their ability to learn through interacting with others.Fully met? (circle) Yes Yes, but NoEvidence/commentsAll the instructors were constantly engaged. Even the 15 ratio meant the instructors were constantly interacting with their charges.2.B.02Children have vary opportunities to recognize and name their own and others feelings.Fully met? (circle) Yes Yes, but NoEvidence/commentsLimited vocabulary and I saw little negative acting out between the children.2.B.03Children have change opportunities to learn the skills needed to regulate their emotions, behavior, and attention.Fully met? (circle) Yes Yes, but NoEvidence/comments2.B.04Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery.Fully met? (circle) Yes Yes, but NoEvidence/c ommentsThe instructors and staff were very attentive, but not smothering even in the infant rooms.2.B.05Children have varied opportunities to develop skills for entering into social groups, developing friendships, learning to help, and other pro-social behavior.Fully met? (circle) Yes Yes, but NoEvidence/commentsSame as above.2.B.06Children have varied opportunities tointeract positively, respectfully, and cooperatively with others.learn from and with one another.resolve conflicts in constructive ways.Fully met? (circle) Yes Yes, but NoEvidence/comments Same as above, but I saw almost no conflicts.2.B.07Children have varied opportunities to learn to understand, empathize with, and take into account other peoples perspectives.Fully met? (circle) Yes Yes, but NoEvidence/comments Limited development of toddlers means this is not fully utilized nevertheless.2.C.Areas of Development Physical Development2.C.03Children are provided varied opportunities and materials that support fine-mot or development.Fully met? (circle) Yes Yes, but NoEvidence/commentsDrawing centers, etc. all usable inside room and out in play area. though I did not see any children take advantage of these activities except a few in the classrooms. The children seemed more into gross motor development.2.D.01Children are provided with opportunities for language acquisition thatalign with the program philosophy.consider family perspectives.consider community perspectives.Fully met? (circle) Yes Yes, but NoEvidence/comments Again, toddler limitations, but deep down program posted guidelines.2.D.02Children are provided opportunities to experience oral and written communication in a language their family uses or understands.Fully met? (circle) Yes Yes, but NoEvidence/comments As above.2.D.03Children have varied opportunities to develop competence in verbal and nonverbal communication byresponding to questions.communicating needs, thoughts, and experiences.describing things and events.Fully met? (cir cle) Yes Yes, but NoEvidence/comments As above, but instructors definitely not qualifying childrens attempts and mostly encouraging their reason.2.D.04Children have varied opportunities to develop vocabulary through conversations, experiences, field trips, and books.Fully met? (circle) Yes Yes, but NoEvidence/commentsConversations and experiences, yes. Not all the same in the book stage though there was a yarn time assigned.2.D.05Children who are nonverbal are provided alternative communication strategies.Fully met? (circle) Yes Yes, but NoEvidence/commentsAll the children were variously verbal.2.E.02Toddlers/twos have varied opportunities to experience books, songs, rhymes, and routine games throughindividualized play that includes simple-minded rhymes, songs, and sequences of gestures (e.g., fingerbreadth plays, peekaboo, patty-cake, this little piggy).daily opportunities to hear and respond to various types of books including picture books, unvoiced books, and books wi th rhymes.access to durable books that enable independent exploration.experiences that help them understand that pictures fend for real things in their environment.Fully met? (circle) Yes Yes, but NoEvidence/comments time is set aside everyday for these activities as age appropriate to toddlers. The dousing was in the first area mentioned simple items.2.E.03Children have opportunities to become known with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroomItems belonging to a child are labeled with his or her name.Materials are labeled.Print is used to describe some rules and routines.Teaching staff help children recognize print and connect it to spoken words.Fully met? (circle) Yes Yes, but NoEvidence/commentsNo yet developing in this age group.2.F.01Infants and toddlers/twos are provided varied opportunities and materials touse language, gestures, an d materials to convey mathematical concepts such as more and less and big and small.see and touch different shapes, sizes, colors, and patterns.build number awareness, using objects in the environment.read books that include counting and shapes.Fully met? (circle) Yes Yes, but NoEvidence/commentsChildren encouraged and a wide range of these items available through the facility.2.F.02Children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols.Fully met? (circle) Yes Yes, but NoEvidence/commentsAvailable but children not yet showing real interest.2.F.03Children are provided varied opportunities and materials to categorise by one or two attributes such as shape, size, and color.Fully met? (circle) Yes Yes, but NoEvidence/commentsSame2.F.04Children are provided varied opportunities and materials that encourage them to integrate mathematical terms into everyday conversation.Fully met ? (circle) Yes Yes, but NoEvidence/commentsSame2.G.01Infants and toddlers/twos are provided varied opportunities and materials touse their senses to learn about objects in the environment.discover that they can make things happen and solve simple problems.Fully met? (circle) Yes Yes, but NoEvidence/commentsYes, throughout the facility2.H.01The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw there was AV equipment, but saw none in use for this age group.2.J.01Children are provided varied opportunities to gain an appreciation of art, music, drama, and dance in ways that reflect cultural diversity.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw more of this in the pre-K, not toddler, but the posters etc showed a wide variety of people of color, gender and dress.2.J.02Infants and toddlers/twos are provided varied opportunities to explore and manipulate age-appropriate art materials.Fully met? (circle) Yes Yes, but NoEvidence/commentsThis was well constructed with large chalk, crayons, trick paper, etc.2.J.03Infants and toddlers/twos have varied opportunities to express themselves creatively by freely moving to music and engaging in pretend or creative play.Fully met? (circle) Yes Yes, but NoEvidence/comments2.J.04Children are provided varied opportunities to learn new concepts and vocabulary related to art, music, drama, and dance.Fully met? (circle) Yes Yes, but NoEvidence/commentsAs contained in the schedules but still limited for the toddlers.2.J.05Children are provided varied opportunities to develop and widen their repertoire of skills that support artistic expression (e.g., cutting, gluing, and caring for tools).Fully met? (circle) Yes Yes, but NoEvidence/commentsReally not allowed yet in this age group.2.K.01Children are provided varied opportunities and materials that encourage good health practices, suc h as serving and feeding themselves, rest, good nutrition, exercise, hand washing, and brush teeth.Fully met? (circle) Yes Yes, but NoEvidence/commentsVery well authenticated program and I observed the instructors percentage the children with these activities and encouraging some self-suffiency.2.K.02Children are provided varied opportunities and materials to help them learn about nutrition, including identifying sources of food and recognizing, preparing, eating, and valuing healthy foods.Fully met? (circle) Yes Yes, but NoEvidence/comments Again, plenty of signage for this, but age limited.2.K.03Children are provided varied opportunities and materials that increase their awareness of safety rules in their classroom, home, and community.Fully met? (circle) Yes Yes, but NoEvidence/commentsDitto2.K.04Children have opportunities to practice safety procedures.Fully met? (circle) Yes Yes, but NoEvidence/commentsDitto. Was glad to see children either helping to open doors or avoidi ng closing doors.2.L.01Children are provided varied learning opportunities that foster positive identity and an emerging sense of self and others.Fully met? (circle) Yes Yes, but NoEvidence/commentsThe instructor were great about letting the children be free to do so.2.L.02Children are offered opportunities to become a part of the classroom community so each child feels accepted, and gains a sense of belonging.Fully met? (circle) Yes Yes, but NoEvidence/comments2.L.03Children are provided varied opportunities and materials to build their understanding of diversity inculture, family structure, ability, language, age, gender in non-stereotypical ways.Fully met? (circle) Yes Yes, but NoEvidence/commentsYes, but same as general comments children not yet old enough for these concepts, directly.2.L.04Children are provided opportunities and materials to explore social roles in the family and work through play.Fully met? (circle) Yes Yes, but NoEvidence/commentsNA2.L.05Children are p rovided varied opportunities and materials to learn about the community in which they live.Fully met? (circle) Yes Yes, but NoEvidence/commentsNA some very limited church building related community chats.3.A.01Teaching staff, program staff, or both work as a team to implement daily teaching and learning activities, including Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), an