adentz_Reflective Practice_12102023
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School
Rasmussen College *
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Course
EEC2401
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
5
Uploaded by momleanne74
Angela Dentz
Rasmussen University
EC200/EEC2613 Section 02 Observation and Assessment in Early Childhood Education
Lorrine Garrison-Boyd
12/10/2023
Observation Notes
The video shows two girls practicing their English vocabulary using felt board cutouts, after
singing a song with their whole class. They are naming the cutouts as they place them on the felt board. I
rewatched and focused on the little girl in a black shirt (Theresa). She tells a friend, "Farmers, farm,
Well, farmer? They both point to the animals. Her friend says, "Did you see it?" They begin Singing
together, "I see a lion, and her friend says, “No pink pig." Theresa says, "Pig, Pig, what do you see? I see
a pig, and there's another pig. She continues singing about the Pig. Theresa and her friend continue naming all the animals back and forth with each other. Her
friend asked what is that? She said Huh? The two begin to have a conversation in Spanish. Theresa
explains some things to her friend in Spanish and then returns to speaking English: "I seed this. “Theresa
and her friend return to naming the animals and singing their song. They go back and forth in English
and Spanish. Theresa’s friend asks for advice from the teacher. Theresa says in Spanish," No (and some
words I don't know), she did not want the teacher's help. Theresa now sings about fruit, "fruit, fruit, what do you see?" Her friend starts singing about a
car. Theresa says "no” Her friend says it’s a car "look, look." They again begin talking back and forth in
Spanish with little bits of English mixed in. The video transitions, and they return to animals in English
and Spanish. Theresa says, "I see a mommy looking at me." They go through the felt figures on the
floor, and her friend continues singing the animal names. Video transitions and the girls are speaking to
each other again in Spanish. The video ends with them saying "ta-da" "Ah h! I fell down".
Developmental checklist
Child’s Name: “Theresa” Date: 12/7/2023 Indicators Seen:
Language
Repeats parts of songs, rhymes, stories, and finger plays
75% of spoken language is understandable.
Uses 4-6 words together.
Uses pronouns correctly.
Uses descriptive words. Literacy
Demonstrates enjoyment of stories and books
Knows at least 7-10 letters of the alphabet by memory & sight.
Names common objects in pictures Indicators not seen:
Literacy
Retells parts of a familiar story
Holds books properly.
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Reflection
Language and literacy development are essential aspects of early childhood development. They include the development of reading and writing skills and the language skills required to interact with others through communication (literacy development). Early literacy includes learning about sounds, words, and language. Teachers can promote early literacy development by conversing with students, reading, and engaging in rhyme activities. Simple, enjoyable activities such as singing, talking, and playing games are the best way for children to grow and learn.
Regarding language and literacy, Theresa is on target for her age group. I want to observe her more, but from what I see in the video, she repeats some of the "What Do You See?" song, and at least 75% of what she says can be understood. She also names familiar objects in images (in the video, she names animals as they are placed on the felt board). I observed that Theresa plays with and converses with her friend using 4-6-word sentences, correctly using descriptive terms and pronouns, and enjoying stories. To study and understand Theresa's behavior, I am interested in taking more anecdotal notes during her social encounters. These observations allow me to record more verbal exchanges, emotions, and body language. I would also like to examine her intellectual domain while keeping a running record to assess her capacity to name shapes, count, and measure objects. I'd like to know if Theresa's use of dual languages has impacted her intellectual growth. I would gravitate to the BRIGANCE assessment (Inventory of Early Development 3 to 5 years old). This assessment can be used for children from birth to 1st grade. It was designed to help teachers effectively meet the needs of our youngest learners. Regarding Theresa's upcoming milestones, I'm interested in how she develops in the social domain, which includes individuality, social roles, and cooperation.
References
Ready, I. (2023). Welcome to Brigance® - Early Childhood and Special Education
. ® - Early Childhood and Special Education. https://www.curriculumassociates.com/programs/brigance