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Date Created: April 17th, 2017

Date Submitted: Spring 2017


Title of Artifact: Observation 9: Child Study 2
New Jersey Professional Standards for Teachers: Standard Nine Professional Learning

I am placing my artifact, Observation 9: Child Study 2, under Standard Nine Professional


Learning as evidence of continued mastery of consistent professional development. By
completing a more extensive child study, it helped to promote more extensive research about the
growth and development of students educationally. Through this observation, I prove my ability
to impact students progress through self-reflection and expansion of education. By attending
professional development meetings and conferences, I will have the ability to provide students
with effective materials, skills, strategies and assessments to ensure their success.

References:
New Jersey Professional Standards for Teachers. (2014, August 4). Retrieved from
http://www.state.nj.us/education/code/current/title6a/chap9.pdf
I. Observation:
Child Study 2
II. Grade:
Second
III. Student(s):
Age 7
IV. Setting:
Pull-Out Resource Room
V. Pre-Observation:
Before this observation, I reviewed all my notes from my past observations. I wanted

to evaluate any of the changes or progressions the student made throughout the hours

I completed my observations. Although, due to only being there for a few months, a

majority of the students crucial development was in the beginning half of the year.

This does not mean that I did not see any transformations throughout my

observations, it means that this student came a long way and learned so much from

the end of the summer through the fall. I decided to research more information on the

development of the four domains of a child.


VI. Data:
*Check Attached Appendices*
VII. Analysis:
For this observation, I focused more mainly on the social-emotional and physical

development. I used the attached appendices from PBS.org to guide me through

evaluating this students progress. There were many aspects to this development

tracker that helped me to recognize the different areas of this students progression

throughout my time spent observing. This student was successfully achieving

physically, but, they were smaller than the average student for their age which I felt

played an impact in their social-emotional development. From the start of my

observations the teacher explained that this student was dealing with social concerns

with other students in their class. They would often get into arguments or

disagreements with others and the situation tended to escalate. Although, this student
made great strides in their social-emotional development with time and practice. They

were able to reel in their focus and establish a more maintained social-emotional

health by ignoring and walking away from situations that may have caused them

problems. I was shocked to see how much happier this student looked once they were

immersed in their education again and not worried about friends or classmates.
VIII. Recommendations:
A recommendation I would make for this students development would be to have a

journal system where the student could write any time they felt upset or bothered by

another student. Not only would this help the student become more in touch with their

own feelings and emotions, it would help them academically. With a journal a student

would not have to feel like they are being judged or graded. It would solely be used

for therapeutic reasons, to allow the student to feel relief when agitated with a person

or situation. Starting a journal such as this at a young age could help the student to

develop healthy coping mechanisms which could be used throughout their

educational career and life in general.

IX. Post-Observation:
After completing this observation, I feel as if I learned so much just from having the

opportunity to witness a students progress first hand. I recognized that the teacher-

student connection played a major role in each students education and development.

Authors of Assessing Early Childhood Social and Emotional Development: Key

Conceptual and Measurement Issues, Jones et al. (2016), explain, With sufficient

understanding of contexts, in conjunction with individual children's skills, we will be

better able to understand and make judgments about what may be a young child's

legitimate responses to harsh and challenging environments, and perhaps identify a

need for a setting-directed intervention, (para. 14). As a teacher, it is extremely


important to be aware of and understand each individual students needs and abilities

in order to properly provide them with the education they need. I feel as if this student

grew and learned so much just by having a teacher who showed a strong interest in

the students educational life.


X. Citations:
Approaches to Learning . Child Development Tracker . Child Development . PBS

Parents | PBS. (n.d.). Retrieved from

http://www.pbs.org/parents/childdevelopmenttracker/seven/approachestolearni

ng.html
Jones, S. M., Zaslow, M., Darling-Churchill, K. E., & Halle, T. G. (2016). Assessing

early childhood social and emotional development: Key conceptual and

measurement issues. Journal of Applied Developmental Psychology, 45, 42-

48. doi:10.1016/j.appdev.2016.02.008

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