EDP 301 obseravtion project

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Grand Canyon University *

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301

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Biology

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May 24, 2024

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Abigail Mondragon EDP 301 Observation Project Ethnographic Observation For my observation I observed a first-grade classroom. The first observed a male student during a spelling lesson. The second session I observed a different female student due to the first being absent from class. I observed the second student during recess time and in the classroom. She had reading time and completed worksheet assignments during my observation. C= Child being observed T= Teacher S= second student being observed  C walks to rug and sits  C talks to classmate next to him  C looks around  C answer’s T’s question  C follows along with class  C puts hand on mouth  C shakes hands in his lap  C stands up  C goes back to desk with rest of class  C receives supply bag from T  C takes out his supplies  C looks around

 C asks his desk partner a question  C listens to T’s directions  C writes on his whiteboard  C erases his whiteboard  C smiles at T  C puts lid back on marker  C looks at T & listens to her directions  C points finger in air b/c T has entire class do it  C whispers an answer to desk partner  C plays with marker and eraser  C goes to rug and sits with the class  C repeats words after T  C whispers an answer to classmate  C rocks back and forth while sitting  C raises his hand  C goes back to desk with class  C writes answer on whiteboard  C puts his supplies away after T asks  C gets paper from T  C taps pencil on desk  C writes name on paper after T asks  C reads aloud with class  C asks T question

 C writes answer on paper  C talks to desk partner  S ran outside  S sat down with friends  S ate her snack with friends  S finished her snack  S ran to grass area with 2 friends  S did cartwheels with the friends  S fell from cartwheel  S stood up  S tried more cartwheels  S watched friends cartwheel  S began to do somersaults  S laughed  S ran across the grass area  S began skipping  Bell rang and S lined up  S walked back to classroom  S sat down at desk  S took out a book and read  S received a worksheet from T  S wrote on her paper

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 S did worksheet with her desk partner Physical : By age six children have developed a wide range of fine and gross motor skills. An example of a fine motor skill is the ability to write with greater precision and control. C demonstrated this when he wrote his name on his paper using his pencil. During my observation, C also wrote answers to questions on his whiteboard using a marker demonstrating the development of fine motor skills. An example of a gross motor skill that was shown when child S was playing outside skipping and doing cartwheels. During early childhood, children’s balance improves because their body is becoming more streamlined and less top-heavy as they grow. According to the textbook, children at this age should get at least 60 minutes of vigorous physical activity per day. In my observation, I saw child S running, jumping, and skipping at recess, which are great ways to engage in physical activity for children. Cognitive : At the early childhood stage attention and memory do improve significantly but there are still some limitations that may exist. Child C showed the development of attention and memory by remembering answers to questions the teacher asked. During one of my observation sessions, the class was reviewing spelling words they had learned before. The teacher also had the student whisper answers to his desk partner another way to practice his attention and memory skills. One theory I observed was Vygotsky’s Sociocultural Theory of Cognitive Development. His theory involves the Zone of Proximal Development. It represents what a child can do without help and what they can do with help. Vygotsky would argue that the presence of the teacher in child C’s classroom helped him to more easily remember his spelling words. He would also say that the opportunity that child C had to interact with his classmates

gave him the ability to learn the lesson more easily. He believed that learning begins in the social world. Another theory that can be applied to my observation of child C is Piaget’s theory of cognitive development. The two students I observed are in the preoperational stage of development according to Piaget’s theory. This stage is represented by the ability to represent actions mentally rather than physically. It is important because during this stage children are developing skills that will lead them to logical reasoning. Their language also becomes more mature, and their memory skills become more developed. In the classroom I observed child C practice his memory skills by answering questions that the teacher would ask and knowing the correct answer. Socioemotional : S demonstrated emotional regulation when she fell from a cartwheel and instead of getting upset just stood up and tried again. Emotions become more complex during early childhood according to the textbook. While young children can become more easily overwhelmed by their emotions as they grow older, they can control their emotional responses. This is one reason why by age six most children have fewer temper tantrums when something doesn’t go their way. Communicative : While engaging in the class assignments child C exhibited his listening skills when he listened to the teacher relay directions. He would also talk to his classmates sitting around him demonstrating his communication skills. Being able to listen to others while they speak is an example of how communication skills are developed in early childhood. Another example of a communicative developmental marker is the ability to play with others. During recess child S ate sat and ate snacks with two other friends. After they began doing cartwheels together. They would encourage each other and laugh together.

The Ecological Systems Theory by Bronfenbrenner applied the theory of how organisms interact with their environment to developmental processes. He proposed the idea that development occurs within a set of five systems. The school is part of the mesosystem. The school setting is an important part of a child’s development because it serves as a place where the family can participate in. The children’s friends and classmates are also a part of this system. In my observation, I witnessed both students interact with others around them. All the teachers and students served as part of child C’s and child S’s mesosystem. B.F. Skinner believed that behavior should be the focus when studying the development of children. His theory of learning emphasized that reinforcement plays a critical role in development. During my observation, I saw positive reinforcement being used by the teacher. When a question was answered correctly or if they were following instructions, she would praise the students. This encouraged the rest of the class because they also wanted to receive the positive reinforcement of being praised by the teacher. This helps the children in their development because they become more engaged in their learning. Another theory that can be applied to what I observed is Bandura’s Social Learning Theory. According to social learning theory, children can learn behaviors through observing others or modeling. In the classroom, students would practice their spelling words by repeating each word after the teacher. Bandura’s theory also suggests that one can learn by listening to verbal instructions. The students would also read aloud together as a class, and this is an example of learning through modeling behavior. During my observation, I also saw student C look around the class this could be because he was trying to observe his classmates so that he could follow along during the lesson. This is an important theory that can be applied to the development of

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children because they interact often with peers and teachers and that way they learn through observing others in their environment. Developmentally Appropriate Practices According to the National Association for the Education of Young Children (NAEYC), children ages 6-8 who are in primary grades benefit most from balanced instruction in the classroom. At this age one set of skills, they are developing is fine motor skills They practice these skills by participating in concrete hands-on activities. During the observation, the teacher gave student C a marker and whiteboard because holding a writing utensil is a fine motor skill. Another developmentally appropriate practice I saw being applied was the ability to engage in play. According to the NAEYC, play facilitates young children’s development and learning. During play, children can develop peer relationships and practice gross motor skills. The NAEYC states that children need opportunities to play both indoors and outdoors. Having recess was a great opportunity for Child S to practice her social skills because she was playing and interacting with her peers. Children increase their motivation to learn when they feel a sense of belonging and purpose in the classroom. A developmentally appropriate practice that can be applied is ensuring that students feel included in the classroom. This practice was utilized in child C’s class because the teacher had all the students read aloud together and work in partners. This method helps the students to feel safe and secure with one another. Having the ability to communicate with each other allowed the students to make friends and be comfortable in the classroom. If I were specifically teaching the child, I observed I would take into consideration how important their physical development is to their learning. At this stage of early childhood, kids are practicing

how use to their bodies in their learning which is why playing and hands-on activities are significantly important.

References Levine, L. E., & Munsch, J. (2024). Child development from infancy to adolescence: An active learning approach . SAGE Publications, Inc. (2005). NAEYC early childhood program standards and accreditation criteria: the mark of quality in early childhood education. Washington, D.C., National Association for the Education of Young Children.

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EDP 301 obseravtion project

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