Classroom Observation Tool For Toddlers Children And Young People Essay

Classroom Observation Tool For Toddlers Children And Young People EssayInstructions Spend some time simply ob lot the schoolroom before recording. Use the checkboxes to note when you observe specific indicators. Focus on the experiences of individual children, not just a general sense of the classroom overall. look evidence as to whether the criterion is being met or not. All indicators must be checked for a criterion to be fully met. Provide comments if you spate Yes and. If you observe all indicators in the criterion, check Yes. Count the number of Yes boxes for each topic area and standard.NumberNAEYC Accreditation Criterion1.B.01 dogma rung nurture childrens emotional well-being by demonstrating respect for children and creating a positive emotional climate as reflected in behaviors such(prenominal) as frequent social conversations, joint laughter, and affection. amply met? (circle) Yes Yes, save No exhibit/commentsIt was clear that even the youngest teachers were alrea dy employ to kids. There was mostly (95%+) THE INDICATED BEHAVIORS.1.B.02 tenet staff express warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles. amply met? (circle) Yes Yes, notwithstanding No record/commentsMost of the teachers were rattling(prenominal) kind and responsive. One was a little virulent only that was over the fenced area at the Pre-Ks.1.B.03 pedagogics staff are consistent and predictable in their physical and emotional care of all children. amply met? (circle) Yes Yes, unless No attest/commentsAgain, there were obviously some children who were makey constant crying. I assumed nothing was really wrong with them. They just precious attention, only when it did seem two or common chord of these cryers were left alone for too long (5 6 minutes), with no adult close by.1.B.04Teaching staff encourage and recognize childrens work and accomplishments. to the full met? (circle) Yes Yes, unless No reason/commentsI observ ed several classrooms (5) and the instructors praised the children often with smiles and kind words.1.B.05Teaching staff form as secure bases for children. They respond promptly in developmentally appropriate shipway to childrens positive initiations, forbid emotions, and feelings of hurt and fear by providing comfort, support, and assistance. richly met? (circle) Yes Yes, however No prove/commentsI observed that the instructors responded to a greater extent to positive than negative. One teacher was very constant in applying physical attention to one of the more difficult children, moreover the face / wrods were not as kind as the gestures.1.B.06Teaching staff encourage childrens appropriate expression of emotions, both positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness).Fully met? (circle) Yes Yes, nevertheless No designate/comments I observed no children acting really badly for their age. The instructors were not restricitive all owing the children to be children.1.B.07Teaching staff appreciate and change their responses based on individual needs. Teachers vary their interactions to be sensitive and responsive to differing abilities, temperaments, activity levels, and cognitive and social development.Fully met? (circle) Yes Yes, but No tell/commentsThe teachers and the students and admin staff, of course, all have 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 support childrens competent and self-directed exploration and use of classroom materials.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw the instructors allow the toddlers to roam wherever they wanted with little to no intervention.1.B.09Teaching staff never use physical punishment such as shaking or hitting and do not engage in psychological abuse or coercion.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw no instances of abuse.1.B.1 0Teaching staff never use threats or derogatory 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 other signs of distress by providing physical comfort and needed care. Teaching staff are sensitive to infants and toddlers/twos signals and learn to read their individual cries.Fully met? (circle) Yes Yes, but NoEvidence/commentsI observed that the problem children were generally left alone longer than the compliant, well-behaved children.1.B.15Teaching staff talk frequently with children and hark to children with attention and respect. Theyrespond to childrens questions and requests.use strategies to communicate effectively and build relationships with every child.engage regularly in meaningful and extended conversations with each child.Fully met? (circle) Yes Yes, but NoEvidence/commentsI observe that in rare instances during my visits, the communications 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 course with and learn from each other.Fully met? (circle) Yes Yes, but NoEvidence/commentsThe toddlers had quite a bit of interaction with each other. Again, distinct personalities already. Some children very gregarious, others preferable crop time alone.1.C.03Teaching staff support children as they practice social skills and build friendships by circumstances them enter into, sustain, and enhance play.Fully met? (circle) Yes Yes, but NoEvidence/comments I sam several instances where the teachers were encouraging the children to group together for common play such as on the slides in the playground, and fate set the food out at lunch.1.C.04Teaching staff assist children in resolving conflicts by helping them identify feelings, describe problems, and try selection solutions.Fully met? (circle) Yes Yes, but NoEvidence/commentsThe conflicts were all very minor, except one where one child I think accidently bopped another on the orient in the gym.It was resolved in under 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 above issues.1.C.06Teaching staff facilitate positive peer interaction for children who are socially reserved or withdrawn and for those who are bullied or excluded.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw no evidence of the above issues.1.D.01Teaching staff counter potential bias and discrimination bytreating all children with equal respect and considerati oninitiating activities and discussions that build positive self-identity and teach the valuing of differences.intervening when children bait or reject others.providing models and visual images of adult roles, differing abilities, and ethnic or cultural 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 community through participation in decision making almost classroom rules, plans, and activities.Fully met? (circle) Yes Yes, but NoEvidence/commentsI observed that at this age, there was limited ability of the children to actively go through and participate, 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 move move to prevent potential behavior problems.Fully met? (circle) Ye s Yes, but NoEvidence/comments1.D.04Teaching staff help children talk about their own and others emotions. They provide opportunities for children to research a wide-cut 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 enhance pro-social behavior by interacting in a respectful manner with all staff and children. Theymodel turn taking and sharing as well as caring 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 probability 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 narration and description of current interactions to identify pro-social behaviors.Fully met? (circle) Yes Yes, but NoEvide nce/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.03Rather than focus solely on cut down the challenging behavior, teachers focus on learn the child social, communication, and emotional regulation 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 challenging behavior, including physical aggression, in a manner thatprovides for the rubber eraser of the child.provides for the safety of others in the classroom.is calm.is respectful to the child.provides the child with infor mation 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 ignored 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 constantly from staff instructors throughout facility.1.F.02Teaching staff help children manage their behavior by guiding and supporting children to hold up when frustrated.play cooperatively with other children.use language to communicate needs.learn turn taking.gain control of physical impulses.express negative emotions in ways that do not harm others or themselves.use problem-solving techniques.learn about self and others.Fully met? (circle) Yes Yes, but NoEvidence/comments Again, mostly saw positive s toddlers in sight absorption and understanding are limited.2.A.04The curriculum can be experienceed 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 memorial that is predictable besides flexible and responsive to individual needs of the children. The scheduleprovides 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 evidence in the older 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 accommodate new interests and skill levels.are plenteous in variety.accommodate childrens special 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 surrogate social, emotional, physical, language, and cognitive development and that integrate key areas of content including literacy, mathematics, science, technology, creative expression and the arts, health and safety, and social studies.Fully met? (circle) Yes Yes, but NoEvidence/commentsSame as above limited formal curriculum.2.A.11The schedule provides children learning opportunities, experiences, and projects that extend over the course of several days and it incorporates time for play, self-initiated learning, creative expression, liberal-group, small-group, and child-initiated activity.Fully met? (circle) Yes Yes, but NoEvidence/commentsYes. Each instructor (which there is three charge 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 net 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 have varied opportunities to engage throughout the day with teaching staff whoare thoughtful and responsive to them.facilitate their social competence.facilitate their ability to learn through interacting with others.Fully met? (circle) Yes Yes, but NoEvidence/comm entsAll the instructors were constantly engaged. Even the 15 ratio meant the instructors were constantly interacting with their charges.2.B.02Children have varied 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 varied 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/commentsThe 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-soc ial 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 yet.2.C.Areas of developing Physical Development2.C.03Children are provided varied opportunities and materials that support fine- labor development.Fully met? (circle) Yes Yes, but NoEvidence/commentsDrawing centers, etc. all available 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 m ore 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 inwardly 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? (circle) Yes Yes, but NoEvidence/comments As above, but instructors definitely not limiting childrens attempts and mostly encouraging their understanding.2.D.04Children have varied opportunities to develop vocabulary through conversations, experiences, field t rips, and books.Fully met? (circle) Yes Yes, but NoEvidence/commentsConversations and experiences, yes. Not yet in the book stage though there was a reading 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 rhymes, songs, and sequences of gestures (e.g., finger plays, peekaboo, patty-cake, this little piggy).daily opportunities to hear and respond to various types of books including picture books, wordless books, and books with rhymes.access to durable books that enable independent exploration.experiences that help them understand that pictures represent real things in their environment.Fully met? (circle) Yes Yes, but NoEvidence/commentsTime is set aside everyday for these activities as age appropri ate to toddlers. The tightness was in the first area mentioned simple items.2.E.03Children have opportunities to kick the bucket familiar 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, and materials to convey mathematical concepts such as more and less and big and small.see and satisfy 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/comments for sale but children not yet showing real interest.2.F.03Children are provided varied opportunities and materials to categorize 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 leaping 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, craft paper, etc.2.J.03Infants and toddlers/twos have varied opportunities to express themselves creatively by reli evely 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, such as serving and feeding themselves, rest, good nutrition, exercise, hand washing, and brushing teeth.Fully met? (circle) Yes Yes, but NoEvidence/commentsVery well documented program and I observed the instructors helping 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 avoiding 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 kindred 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 workplace through play.Fully met? (circle) Yes Yes, but NoEvidence/commentsNA2.L.05Children are provided 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 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