Observing Communication

Age range 3-5
Setting- Mississippi County Head Start Preschool
Ms. Wright/ Mrs. Jones

 I arrival in the classroom about 8:30 and Ms. Wright the lead was meeting and greeting the families. I enter into the classroom. Ms. Wright asked me to put on shoe covers. The teacher asked me to wash my hands, before going into the center where the children played. MS. Wright explained to me with a warm and smooth tone of voice that this helps stop the spread of germs.  She expounded  to me not to think that she was picking on me, but it’s all about the safety and health of the children. I went through all of the procedures and made myself comfortable. I explained to Ms. Wright the purpose I was there to observe her classroom; with a slightly grim she stated” ok”!  Ms. Wright introduced me to her co-worker and to the students. I was impressed by the way the students greeted me! They all said,” Good Morning Ms. Tyler.” “How are you? Right then and there I saw social-emotion development being carried out in this classroom. 

 When I came and greet the class I saw that the teachers had their centers open unto the children. A young child  ran up to me and gave me the tightest hug and introduced herself to me. She said,” Hi my name is Harmony, but you can call me Honey.” I said,” Hi Harmony! My name is Ms. Tyler”,” How are you doing?” I’ll just call you Harmony.” Harmony said,” Can you play with me? (Language development). Harmony played in blocks with two others classmates. She introduced me to Billy Joe, and Charles. She was building a house for her mother and daddy. She built a house, airplane, pools, hot tubs, a million toys, 10 bedrooms and a restaurant. (Social –emotional development). There was communication, physical, cognitive, and social-emotional skills performing in Harmony interaction I observed Harmony while playing in blocks. She built a ten bedroom house and each bed room had a bathroom. Her house had an airstrip for her private plane, she had hotels in all of her bedrooms, and two rooms were designed just to hold all of her toys. (Which she said she had one million toys).

I observed that Harmony went over into the dolls area and got a doll and placed on the sofa, and went into the kitchen and got some food for the doll. She said,” said wake up baby it’s time for lunch, and she pretended to feed the doll. It was amazing to see a young child caring for a child, and she shown so much of concern and much in learning and development. When play time was over it was time for a bathroom break. Ms. Wright started to sing,” It’s time to clean up, it’s time to clean up.” I was so surprise at the knowledge I have learned from these little love ones. The children started to pick up toys and place them in the order they got them from. I saw Harmony and the two children she was interacting   picking up puzzles and tried to put it together.  Next it was time for the children to wash their hands.  They started to complain because they couldn’t put the pieces of puzzle together. Ms. Wright said,” What do we do when we can’t put something together? They said all together “We ask for help”! Ms. Wright asked,” Ms. Jones to help guide the children put the puzzle together. I watched as the children was putting the puzzle together Ms. Jones begins to sing” where do Mr. Green go? The children said,” He go here, (I saw cognitive and language skills   demonstrated).  The children placed the toys in their rightfully space. During this moment I saw relationships developing and children sharing and helping each other’s. When it was time to put the toys away all Harmony knew where all the toys go on the shelves. I saw the shelves were label with two languages English and Spanish.

 In this class I saw (social-emotional skills) go forward the children was playing together and had a peaceful relationship between them. When Charles couldn’t put the puzzles together and begin to cry and said,” I can’t do it”. Harmony and friends went over and helped Charles to put the puzzle together. (Cognitive skills, problems solving). They started to clap their hands saying “good job teacher.” They also use languages skills by holding conversations while they played with each other.  There was plenty of communication going backward and forward between the children. When they were building Harmony’s house they were using their physical development skills.  I even saw self- help skills going forward in this classroom. I admire these two teachers for putting forward tremendous efforts for helping these children to learn and development healthy skills. There were plenty of pretend play doing this observation and the children were playing the lead players and the teachers were playing the guiders. Which mean the teachers was there for guidance when the children need them.  I declare that these children can run a classroom they knew what steps and what came next. In other words they knew their schedule. I like the part when it was time for another activity the teacher would sing and the children would join in. The children knew to clean up the center before leaving it to go to another center. Good Job!

        Circle Time, during circle time the teacher got a book and started to read, some of the children came and listens to the story.  While some of the children played in other centers and after a period of time the whole class was sitting listening to the story. While one teacher was reading the story to the children the other teacher was sitting with the children. I notice that the teacher had her work cut out for her. There was letters, numbers, colors, shapes, and days of the week, birthdays, names, and alphabets. As the lead teacher would go over the items the other teacher would give it to her. Example: If she talked about numbers the co-teacher would reach in the basket and give it to her.
          These teachers were with one accord and on the same pace. After circle time, the teacher asked the students to go to their seats and choose their assignment. Some children chose coloring pictures of their mom, some chose cutting up paper, some chose pasting pictures on paper. In this activity the children small motors was at work. The teachers ask questions about each of the children work and the children would explain to her what they was making. (Communication). Than Harmony said,” look I made a picture for my mom.”(Social-emotion). There was small motor going forward by letting the children color what they want. (physical) I enjoyed watching the children do and handle their work up. One little boy came over to me and said,” That’s my puppy dog,” Pointing to the pictures on the wall. The children interacted well playing with each other, there was no fighting, fussing, and no confusing between them.

References

Kovach, B., & Da ROS-Voseles, D. (2011). Communicating with babies. Y C: Young Children  Young Children , 66(2). 48-50. Retrieved from the Walden Library using the Education Research database.

Http://ezp.waldenulibrary.org/login?url=http//search.ebscohost.comcom/login.aspx?direct=true&db=ehh&AN=60001532&site=ehost-live&scope=site