Observing the behavior of children in a small group during planned or spontaneous games, activities in terms of the conduct
– the subordination of children
- Identify the games that children will participate in.
- Children in the game,
- Place the game will take place and used materials, toys:
- Weather report from _______ to _______
- Record what children do during the observation, what they say, how they behave. Recording is needed to evaluate the given items:
NB: (Indicate the number of children that you think belong to a particular type of child in terms of keeping the subordination)
Keep in mind that it is very important to have this healthy regimen every day, that will help with how your child acts, plays, learns, thinks, and grows in general. I will also help with parents too.
Children with very pronounced organizational skills, i.e. Children who always propose a game, sharing the role of other children, during the preparation of the game gives instructions on what and how to prepare and what will be done (rather than doing it yourself); impose its contents during the game and do not want their proposal or activity agree (harmonize) with ideas of other children with whom to play.
Democratic, equal organizer
This group includes children who are also very active in the game but in such a way that they can propose and adopt other children. This type of child knows to propose a game but also to accept the roles that others give him, he is active in the preparation of materials for conventional games, and is able to thereby harmonize their ideas and activities with others. (This type of relationship should be encouraged and developed).
Central active children
Often accept the content and the role of friends and a lot of actively participating in the preparation of the game, know how to use their own knowledge and suggestions of others, but in the process of the game, ie. In the development of game content are active and do not coordinate their activities with others who are included in the game.
Children prone to subordination and running from another child
This category includes children, who can play with other children but only if they accept the contents (the subject) and the role of the second child. All necessary preparations for the game at the suggestion of another child, do not make proposals in relation to the content of games and their activities harmonized with other proposals, but it is almost exclusively the harmonization of the suggestion of another child. During the game often expresses passivity.
Featured completely dependent children who look after others, i.e, children who govern
This group includes children who are rarely “difficult” into play, no matter what they propose that the second will be played in order to be played and you will be in the game. If they engage in play, the preparation and conduct during the game executed exclusively according to the suggestions of another. They are often passive and fully govern the choices of others.
Observing activity of children in daycare
- Date and time of observation:
- Number of children observed:
- Type of activity, a game that is watched, toys and other materials with which children engaged during the game:
- Once regarded accommodate nursery age children activities during planned or spontaneous activity and behavior, and activities of educators, and the recorded footage to assess the following characteristics “types of activities children accommodate nursery age”.
GROUP ACTIVITIES TYPE “A” – (normal mode)
Educator begins (organized) activity by inviting one or two children. Call activity are accompanied, as well as the activity itself accompanied by verbal commentary educators (“Are we going to skate the ball” or “Bring aunt ball.” Invited the child joins a second child, then a third and so on. Call educators can be sent to the whole group of children, “Come see what I brought,” comments what works etc.
Activity Type “A” – the activity started with one child continues to be most common with other children (or children are involved in the activity and react or engaging in activity or vocalizations, gestures or verbal expression).
ACTIVITY TYPE “A1”
Start as for the type “A”, and then the teacher changes the activity in which involve other children while the first continuing the activity. Educator here is a successful initiator of activities: it activates the first two children by calling the activity that goes on in a small group, then activate another group of children with reference to the activity, the third group, call or inaugurating activity etc. Re. again returns to the first group and activate them by changing activities or continuing the already initiated activities. Activity usually ends by storing toys.
ACTIVITY TYPE “B”
Educator gathers the entire group of children starting a joint activity (usually with reference to the view of large picture books and story telling or activities with puppets on a stick)
ACTIVITY TYPE “D” – the teacher’s modulator activity
A similar type of activity A1 with the difference that the teacher equally includes the activities of the group of children, which in a way to stimulate a more complex activity, or to change activities with a rich voice comment (question, suggestion). Educator visiting other groups of children, including the activity or monitor them with similar intentions.
Educator is here only one that gives impulses to activity in the groups further develop, improve and progress.
THE END OF EACH MEETING TEACHER estimated Behavior of and Satisfaction with personal work.
- Exercise name:
- PLACE OF WORK STUDENTS:
Ranking group as a whole:
- Very satisfactory (cooperativeness, motivation, general mood)
- Neither satisfactory nor bad
- Very unsatisfactory (general confusion, lack of motivation)
TEACHER his work:
First Very satisfied
2nd Neither satisfied nor dissatisfied
4th Very satisfied
Document all significant student according to your opinion:
(Individuals who have particularly distinguished themselves, or those who are particularly bothered).