Journal Writing Assignment
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School
Rasmussen College *
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EC200/EEC2
Subject
Health Science
Date
Dec 6, 2023
Type
docx
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6
Uploaded by ChiefOkapi3464
Journal: Promoting Positive Outcomes
Nida Zohra
Rasmussen University
EEC2613: Section 2 Observation and Assessment in EEC
Lorrine Boyd
November 20, 2023
I chose to observe Georgia, the girl in the pink stripe dress.
What I Know
What I want to Know
What I learned
1.
Georgia is outside with other children.
2.
Georgia says, “I will”
after another child asks, "can Anybody help me?”
3.
Georgia picks up one of the large patio block and helps carry the block to where she sets it down near the door.
4.
Georgia walks backwards and sets down the block.
5.
Georgia grabs more blocks and places them in the ground.
6.
Georgia says, “This 1.
I want to know if Georgia has siblings at home and is the oldest, because she immediately jumped in to help her friend, demonstrating helpfulness.
2.
I also want to know if Georgia has experience with group projects, because she showed excellent problem- solving skills.
1.
By watching this video, I
learned that Georgia is quick to help people. She showed no hesitance after her friend asked if anybody could help. She didn’t think twice about picking up the other side of the block and moving it to where it needed to go.
2.
I also learned that Georgia is good at thinking ahead because while making the path, she thought about the size of the blocks. She decided small blocks
one is out because it is too small”.
would not be big enough for their feet.
Reflection,
Physically, Georgia was able to lift various blocks, walk backwards, and place them on the
ground. Socially, Georgia offered to help a friend right away and said, “I will”, then helped her friend carry the block. Intellectually, Georgia decided to rule out blocks that were too small for a
“big girl’s foot”. She also moved two blocks together when the teacher said her foot was too big.
Emotionally, Georgia said “ow” and expressed pain when the block was dropped on her foot.
https://www.doe.virginia.gov/teaching-learning-assessment/early-childhood-care-
education/early-childhood-standards-instructional-supports#
Virginia’s early learning standards are used to promote development of the whole child,
a
core component of a high-quality early education experience is that children are provided opportunities, experiences, and materials that allow them to engage deeply within developmental/early learning domains to build their school readiness skills. These standards include all of the PILES domains as well as math and learning characteristics
The state guidelines state that children Georgia’s age demonstrate the use of large muscles for
movement, position, strength, and coordination. Georgia demonstrated this when she helped her peer pick up and relocate the big block.
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The state guidelines state that children Georgia’s age express, identify, and respond to a range of emotions. Georgia demonstrated this guideline when she reacted to her peer yelling for someone to help him.
The state guidelines state that children Georgia’s age should speak and be understood when
speaking. Georgia gave instructions on where to start when constructing the path to her peers and spoke clearly to the educators while switching out blocks.
The state guidelines state that children Georgia’s age show an understanding of words and their
meaning. Georgia engaged in conversation with the educators about a variety of small items
demonstrating the comparison of different things.
The state guidelines state that children Georgia’s age attend to tasks for a brief period of time.
Georgia demonstrated this by participating in building the path with her peers.
Standards That Georgia Is Demonstrating
- Engages in physical activities with increasing balance, coordination, endurance, and intensity.
- Demonstrates use of large muscles for movement, position, strength, and coordination.
- Demonstrates use of large muscles to move in the environment.
- Uses perceptual information to guide motions and interactions with objects and other people.
- Attends to tasks for a brief period of time.
- Expresses, identifies, and responds to a range of emotions.
- Demonstrates ability to self-regulate.
- Develops positive relationships with peers.
- Develops positive relationships with adults.
- Demonstrates understanding when listening.
- Follows directions.
- Speaks and is understood when speaking.
- Shows an understanding of words and their meanings (receptive).
- Uses increased vocabulary to describe objects, actions, and events (expressive).
- Uses age-appropriate grammar in conversations and increasingly complex phrases and
sentences.
- Connects words, phrases, and sentences to build ideas.
- Uses verbal and nonverbal communication and language to express needs and feelings, share
Experiences and resolve problems.
Developmental Goals for Georgia
I would use this information to make developmental goals for Georgia that would include,
encouraging her growing self-concept and confidence, as well as increasingly independent
self-regulation and self-care. I would incorporate these in activities as well as daily routines like
restroom breaks and discussing the importance of both. Georgia could also benefit from a
development goal where she shows awareness of safety and increasingly demonstrates
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