It had been noted before that the target child seems to follow the adults in the room more o than playing with her peers. Consequence  Observation Techniques. CW1 and CW2 are both clapping and telling TC, she did very well TC is smiling at me and sits down. By doing this observation I noticed the pattern of the child being upset when her parent dropped her off in the morning, but once she was comforted by either a care worker or another child she seemed happy, and no other incidents occurred during the days I was observing. As soon as they begin interacting with the people who care for them, they begin to understand and recognize thoughts and feelings. Social = event sample techniques. Care assistant tell the target child she is a good girl for picking up the play dough, she also talks to her about the rules of the setting. Self-Management. Consequence  From looking back on this observation and looking back over some of the theory’s out there regarding emotional development  I am going to suggest to the child’s mother that instead of taking the child to the shop each morning for sweets that maybe giving her a teddy or special toy from home to take in with her each day, the children in the setting love to bring toys from home with them as they feel some comfort in this , also they love to show and tell their toy at circle time. Both katies parent are very approachable and engage with staff on a weekly basis regarding how katies weeks has been and they seem very open an honest when approached by the staff if they are any concerns about katies behavior or mood. The target child is sitting at the arts and crafts area. Sometimes however she can seem preoccupied with chatting to the adults and engaging with the adults at the setting rather than her peers. initiative (Bridges, 2009), ultimately supporting teachers’ own social and emotional competencies Coaching is a way to support teachers as they work through the challenge of change Thus, if we want teachers to support student social and emotional development, we need to support the change process teachers must go through “Coaching that was Social-Emotional Skills: Know the Basics. Care assistant holds TC’s hand while she  decides what area she would like to play at. 201) a child age 3-4 should be able to matches one to one e.g. Social Emotional Learning Strategies Presented by: Angela Greene, MA Special Education Teacher on Special Assignment for Autism & Emotional Behavioral Disorders Cherokee County School District angela.greene@cherokee.k12.ga.us Because of all this myself and my supervisor feel Katie is the perfect child for me to do this assignment on. Also, I would recommend more music time aid the children’s language development as most Young children love music and movement. As target child is 3 a child of her age between 3 and 4 usually will be able to, understand most of what they hear, converse, use 3 to 6 word sentences, ask questions, have 900 to 1,000-word vocabularies, with verbs starting to predominate, and use pronouns correctly. Other reasons for doing this study is to report any findings to the Childs parents and other professionals within the setting. The aim of this evaluation was to study the physical, gross and fine motor development of the target child, I feel I achieved this aim, as I observed nearly all but one of the skills set out in the checklist. Manipulating and exploring objects. She is putting the orange crayon back in the box, now she is picking up a brown crayon and is telling me it is brown. Using this method is a little bit like going bird watching. It was easy to see that the target child although not a naturally defiant child and for the most part she would be described as a very easy going and 3 year old, It was clear to see she struggled with her emotions when being left at the setting and being being unable to communicate these feelings they were evident in some of her behaviors , from refusing to join in with the group, to throwing the playdough on the floor, both behaviors would be seen as out of character for this particular child. No plagiarism, guaranteed! She is rarely in bad form and is very gentle in her play and how she interacts with both adults and kids throughout the day Katie has been toilet trained since she was 23 months old and is confident and competent when using the toilet. Codes:  TC- Target Child. When TC threw the play dough on the floor is was out of character and an obvious result of how she was felling, I feel encouraging the child to recongnise and put a label on feelings will she will be better able to express herself with words rather than negative behaviors when overcome with an emotion. You can use one checklist for each child, and check off skills in the fall, winter and late spring. One theorist on social development was Erik Erikson, he developed an 8-stage theory and believed a person’s personality developed in a predetermined order and builds on each previous stage, he called this the epigenetic principle. she looks at C1 and smiles, she is saying to C1‘’ me the winner. All preschoolers develop on their own schedule. It also shows the parent that the child is being looked after professionally and that the child is being treated as an individual while being left in the care of the preschool. After hearing from the mother and looking at the observation again I began to see the incident where TC refuse to hand over the pony differently, as it was a toy she had brought from home she could be associating it with the comfort feeling she associated with her mother or her home. He called these transitional objects. Parallel play near peers using the same or similar materials 4. She gives her a hug and the target child  stops crying, the classmate says “ mammy back soon”  I ask would they both like some books to read, and hand them 2 books which they sit and look at for 10 minutes or so, this seems to calm the child and she doesn’t seem upset for the rest of the morning. The time I have chosen, is when the children are doing an art activity where there is a lot of one to one conversations between the children and adults in the room. This checklist can be used by Occupational Therapist as well as teachers! the room in which the observation was carried out is set out in such a way that the children have easy access to lots of different toys and puzzles which encourage cognitive development, and the workers within the room are really good at knowing when to take a step back and let the children figure it out for themselves but equally good at knowing when to offer guidance and encouragement when they see a child struggle with a task. Because having a solid foundation of social-emotional development is crucial for a child’s success in school and in life, it is important to observe children in their learning environment. Day 4 Narrative observation on cognitive development. This is very important as most parents like to be informed on their Childs progress in preschool. The aim of this observation is to observe target child’s social development and record any cause for concern and report them to my supervisor. Be more even-tempered and cooperative with parents 10. He believed that children need such objects to help them through the times when they begin to realise that they are a separate person. Social and emotional competencies, such as self-regulation, strong coping and problem-solving skills, and positive social connections, buffer the effects of trauma and strengthen resilience. People present: supervisor, 1 childcare worker, 1 student and 8 children. hެTiPg~��.#���J�H$EQ��D��^����A���xa����x�}�qC����3ұ��c:q���q��!I����;�|��������� �m uB�w�",Hj =� gZ#L��%K�{\�J��2�2h��"��\�K5�춼�=�u���r���z���[�7W����eE�_�?��1�J��#/��^{��L� Maintains proximity to peer within 1 foot 2. On reflection I can see while I was nervous about starting this observation, the checklist was really useful and easy to use and read through later and I feel although I’m aware of may theorists on cd I struggled a bit to link theory to practice but hope I have done a competent enough attempt at this. Calming/settling (cries frequently). Each checklist takes your through the milestones or abilities baby should be reaching at each age range. The defining feature of this stage, in Piaget’s view, is egocentricity. As the theorist D.W. WINNICOTT studies show us to see the importance of the teddy bear and other comforters that children seem to need to carry about with them. The techniques I have chosen can also show what areas of development the child need help with to reach his milestones. Repeat of yesterday. Overall, I feel the child is within the social developmental norms for her age group/. Time sample observation for social development. And I feel the target child demonstrated this by matching the puzzle pieces together. The children were about to do some activities laid out at different tables by the adults in the room. A behavior support team includes a teacher, administrator, and a member with expertise in behavior support. Follow simple rules in games, but will always want to win 4. Compared t her time with the other children where she played with the toys and made up little games with them. she attends the setting from 9-5 4 days a week splitting her time between the junior ecce room session in the morning and the afternoon senior toddler session from 1 to 5.30 4 days per week. I also explained to the parents how at any time they can request to view the observations I plan to do on their child. The MKO is someone with a better understand, or more capable of a task so can use this knowledge to help the child. I feel TC had good capability in all areas of her physical development for her age and is reaching all physical developmental milestones for her age in both gross and fine motor skills even though she wasn’t completely competent with some of the finer motor skills areas such as grapho and her hand eye coordination I feel with practice and such activities encouraged she will master these tasks with ease. Social Skills Checklist Project DATA -University of Washington 9/2007 Gives hugs or hand shakes to peers. this area of development was the one area I found a little hard to get my head around, and I found I over thought this observation so much that I put it off on 2 occasions as I wasn’t sure what to look for or how to try link it to theory, but after taking a day or 2 to sit back and revise all the information I had at hand on emotional development milestones and looking at various books and talking to my supervisors, I felt comfortable enough with my understanding or emotional development to do the observation, and I surprised myself as when I read back over the observation I started to see past some of the behaviors from the child and link them and  incident back to emotions the child might be feeling and then to some of the studies I had read up on from theorists , Winnicott especially . , says 2sure lets do our colors and shapes ” well-adjusted child feel would not only help but! 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