DP REPLIES
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School
Charter Oak State College *
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Course
222
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
Pages
3
Uploaded by ConstablePartridgePerson265
DP REPLIES
Madison:
One of the things that Ms. Dublique said that stood out to me was that a child does grow and
learn at their own pace, and their individual needs to be considered. Often I find most educators
are set on a lesson with craft that has to be done their way, leaving no room for modification. It's
okay to have that lesson but how you implement it for every child may differ based on where
they are. For example, you know Lia can retell a story in order, Jax can describe the pictures in
the book, and Mia can predict what's happening next. Then you know when reading a story you
are going to modify the questions you ask the children based on their development. It is the
educator's job to make the curriculum match the needs of all children, Dublique said. Ms.
Dublique mentions providing choices in the classroom with various learning centers, like a
science area, block area, library, dramatic play area, etc. This is great because it helps children
have focused play while still challenging their interests with materials they are interested in. She
also mentions how most of the learning is through play. Play allows for a child to explore and
express themselves while still taking in the lesson in an engaged way. Such as having a child in
the block area, now you can have a lesson on comparing the size of blocks, texture, or height. In
my classroom, we have learning centers that are- dramatic play, block area, library,
reading/writing area, table-top toys, sensory area, and light table. I currently have baby dolls,
large floor puzzles, balls of various sizes, wood and foam blocks, and fidget toys for children
available throughout the day. For the lesson activity it is teacher-initiated, I lead a small group of
4-5 kids and guide them on the activity. Today we made self-portraits and had all the materials
available on the table, the head, yarn for hair, googly eyes, clothes for the body, etc. I instructed
where items should go but allowed children to place and make their own self-portraits as they
saw fit using a mirror to look at themselves. I chose this activity because this week our theme is
all about me, and getting to know each other. I noticed my class does well independently but
needs guidance with a model to show how the craft can look like. Another thing the teacher
initiated was our story time, I read a story to the class and facilitated questions for the children
throughout the reading. I think the self-portrait craft does meet the UDL because I use various
materials such as glue sticks or glue bottles this way children can use materials that they prefer.
This craft also allows the child to express themselves freely and work independently.
Sarah:
Ms. Dublique talks about teacher-initiated and child-initiated activities. The teacher plans
have a goal in mind that are meant to aid student’s learning. She stated that toys and materials
placed at the child’s level inspire child-initiated play and this helps the child become independent
and develop their self-concept.
One activity that I have put out in preschool is a tuff board. The shelf next to it had items
for the children to choose from. They were items that worked together with room for creativity.
They might be play sand, small trucks, sticks, play people, animals, plastic plants, etc. This
would realistically be child-initiated since there is no planned end goal and the children have
freedom to choose which material to use.
Even with it not being teacher-initiated, an educator
can still gather a lot of information.
It meets the requirements for universal design since it is flexible. Students can decide
what materials they want to use on the tuff board. The design is simple and intuitive, an open
table where the material can’t fall off and there’s no expectations. Information is perceptible as it
is laid out on the shelf near the table so it’s clear what can be used. There is tolerance for error as
sturdy legs can support a preschooler who may not be fully steady on their feet. The space is
wide enough that those with low functioning dexterity can drop or spill without losing their
objects. The size is appropriate and there is space for approach and use. The height of a tuff
board on legs had space for children to both stand or sit. The tuff board in my classroom is an
octagon so there is outlined spaces for each student marked by the table itself.
A library area that has multiple types of types of media is both dap and udl. There could
be physical books, audiobooks, single cards that tell the story sign by sign, braille, even dress up
clothes that coordinate with the book(s). This allows the children to decide how they want to
experience the story and in what way is best for them. Since a library and an art area are good
centers to have near each other, there could be extensions of offerings in art that are similar to the
books in the library.
Willow:
For the first observation I chose to observe a 3 year old boy in the 3’s preschool
classroom at the childcare center I personally work at. There was one teacher and 7 children in
the classroom during this time. I started observing at 9:00 AM and stopped at 10:45 AM on
Wednesday September 13, 2023. I observed a specific child that has been displaying some
challenging behaviors that could be looked at a little more.
There were quite a few behaviors I was able to observe happening during this hour and
forty five minutes I was in the classroom. These said behaviors are normal occurrences for this
child in this classroom and happen almost everyday. The behaviors I saw happening the most
were hitting, throwing their water cup, choosing to ignore teacher directions, repeating “No” and
“I can’t” when child does not want to do something, ignoring peers request to stop hurting them
or touching them, running around the room with toys in hand, and kicking off socks and shoes
when mad. There are a few specific triggers for these behaviors like another child taking a toy
from him, friends touching him, friends asking him something he doesn’t like, and most of the
time it is simply he just doesn’t want to do what is asked of him and he has the control and
power to act a certain way or do something like kick the socks and shoes off knowing the
teacher doesn’t want him doing so.
During the observation the teacher was using many behavioral management techniques
such as redirection, praise, taking child interest into account when suiting child’s need and
interest, talking to child with respect no matter how challenging the behaviors are and at eye
level, and ignoring negative behaviors to encourage child to see what they are missing out on
during this time but keeping them safe while doing so.
Elizabeth:
For this week's observation I was able to observe a Head Start school readiness
preschool classroom.
The classroom consisted of 10 children, a teacher and a teacher's
assistant. The teacher informed me that the class size would increase to 19 children in the near
future as children are still being enrolled. The children in the classroom were 3 and 4 year olds,
with many of them returning from the previous year.
I was able to observe a few different interesting behaviors while I was there. The one
child that I chose to base my observations on was "Joe". Joe is a 3 year old boy who is
returning from last year.
He only attended the last 3 weeks of the previous year.
During the
observation I noticed Joe had a difficult time sitting for circle, he would bounce around the
carpet and lay on his back kicking his feet in the air. The teacher would remind him to sit on the
number 10.
This worked for a few minutes and then the fidgeting and bouncing began again.
The teacher spoke wiht Joe about keeping his body and his peers safe by sitting on his bottom
and not kicking his feet. Circle was kept quick and the teacher made sure to incorporate
movement into the activities. The children would stand and sing the months of the year to the
tune of the macarena.
The children would also sign the days of the weeks as well as sing them
in English and Spanish.
Another behavior was that when Joe would not get what he wanted he would burst into
tears and say he wanted Mommy. He would take toys from his peers and when he was spoken
to he would run around the room trying to get the teacher to chase him.
The teacher did not
play the chasing game, she waited until he realized she was not going to play the game and
walked over. She got down to his level and spoke softly to him letting him know that the toys
were for everyone in the room and if he wanted a turn with the toy he needed to ask for a turn
when the other child was done or he could ask to play with the child.
The teacher was consistent with all the children.
The rules of the classroom were clear and the
children knew what was expected of them. The teacher was there to help the children if they
were not able to get the words out to express what their needs were. She was accommodating
to the children's needs to move around and not sit in one spot for a period of time.
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