Running head: Observation 1

Observation Summary and Analysis

Jonathan Rubalcaba

Fresno Pacific University

 Observation 2

Observation Summary and Analysis

During the observation Jonathan seemed very playful and in good spirt. He smiled a lot

during the observation. The observation took place outside in an environment that supports

language, cognitive, and other areas of development. The environment has two playground

slides that take large motor movement to climb, a wooden stage that has a tan backdrop great for

dramatic play, areas to climb, jump, run, and play. This area is about 30 feet wide and 20 feet

long. It is a nice area to set up activities. This backyard area has screen to block the sun on this

sunny day. It is a nice designed backyard for child to play and use all areas of development

Jonathan and his brothers were climbing the slide. He was using his legs to climb the

slide and using his hands to grip the side of the slide while climbing the up the slide from the part

that children usually go down. He appeared determined to climb the slide. It looked difficult to

climb by the facial expressions he was making. Also during the observation, he would copy his

brothers language, movements and even facial expressions during play. He was following his

brother around and join their type of play or activity in and out during the observation.

Jonathan joined in while they were going down a slide, running back and forth, and even

during a drawing activity. He was good at being part of the environment socially, and showed

engagement in the play that his brothers were in at different times when he joined in their play.

While going down the slide Daniel and Rubix were going down the slide on their knees and

referring to a childrens movie called the Box Trolls. In this movie the box trolls were little

monsters that lived underground that had boxes for clothes and used the boxes to slide

underground to through tunnels to their home. Jonathan joined in their play and started taking

turns going down the slide on his knees. They were going down one at a time. They were
 Observation 3

mimicking the characters on the movie during this type of dramatic play. All the boys seemed to

enjoy the play and Jonathan would participate for about fifteen minutes.

During the observation Jonathan joined in a small group activity that involves scissors,

paper, glue, cotton balls, little eyes, and other arts and crafts material like rhinestones. Jonathan

approached the table. The parent told Jonathan to sit down. He sat down and started smiling

looking at the different thing that were on the table. Jonathan picked up the scissor and put his

middle and pointing finger in one part of the scissor and the other part he put his ring finger and

pinky. His mom helped him and showed him how to use the scissors the right way. While

participating in the small group activity Jonathan was using a whole hand grip when using a

pencil or pen. His sharing skill and working well with others can use some practice. When

requesting items he would not use words but grunts. Working in the small group activity for

about a good twenty minutes, he appeared finished when he started pushing everything away

using his hands and arms.

The more activities and experiences Jonathan can gain the better for his development.

Each activity building on top of each other and helping support Jonathans development and his

learning from. From the observation another area that Jonathan needs strengthening is his

language skills. While playing and requesting stuff he will use sounds. For example, when

requesting items, he uses vocal grunts and physical cues like point with his point finger. His

language and speech is delayed for his age.

Observation 4

LEARNING PRESCRIPTION

Childs Name Jonathan Rubalcaba Age 2 years 10 months Date 11/26/2016

Areas of Strength and Confidence

1. Gross Locomotor Movement Skills, Jonathan uses his arms and legs to climb the slide.

2. Engagement and Persistence, Jonathan shows interest during small group activities.

3. Active Physical Play, Jonathan shows evidence that he enjoys being outside playing

Areas Needing Strengthening

1. Communication and Use of Language (Expressive), Jonathan has a hard time articulating
his words. Jonathan while some words are clear and some are hard to understand.

2. Fine Motor Manipulative Skills, Jonathan uses a whole hand grasp while holding a pencil
or pen.

3. Sharing, Jonathan sometime will not want to share materials during small group activities

Activities to Help

1. Jonathan would benefit from cutting paper using scissors. He would benefit from activities
that requires using his fine motor skills. Activities that will help Jonathans fine motor
development are drawing, eating cereal with his fingers, gluing little pieces of rhinestones to a
paper. Using his small motor skills during these activities will help support small motor
development, learning and Jonathans overall cognitive development.
2. Reading books to Jonathan will help Jonathans communication skills and his expressive
language

3. One activity can help Jonathan share space and materials is playing with play dough and
taking turns using the paly dough tools. This activity can be assisted by a teacher or an adult
to help promote the use of sharing materials. Another activity to help support the use of shared
space is taking turns going down the slide. Having an adult use their words to guide this
activity will help Jonathan understand that one child goes down the slide at a time. This
activity will support Jonathans development and understanding that we share our space and
materials.
 Observation 5

Lesson Plan: Asking Questions

Resource:

Customized Tools That Connect. (2016, December). Activities for teaching children to ask and

answer questions. Retrieved from http://www.sandbox-

learning.com/Default.asp?Page=181

A to Z Teacher Stuff. (2016, December). Teaching, "asking questions" to

kindergarten. Retrieved

from http://forums.atozteacherstuff.com/index.php?threads/teaching-asking-questions-

to-kindergarten.136830/

Focus Area:

Critical thinking about questions to ask for details about animals that are we might be familiar

with.

Behavioral Objectives:

Children will be able to ask questions to gain information about animals.

The children will gain facts about different animal.

The children will explore different animals.

Group Size: 2 to 12 children during circle time

Age(s): 3 to 5 year old children

Materials:

Flashcards of different animals, a carpet area, students and a teacher

Procedure:
Observation 6

The teacher will transition the children to the carpet area for group time. Having

the different pictures of animals on flash cards ready to show the class.

Communicate to the children different question to ask to find out what animal I

have in my hand. One question could be, what color in my animal? Tell the

children what color of the animal that is on your flashcard. Then ask the children

to guess what animal you have. After that, show the children the flash cards with

the animals. This will help the children with understand the rules of the game.

Communicate that one child will pick a flash card and only show the teacher for

assistance. The children in the group will ask questions about the animal to get

cues about the mystery animal.

The teacher will help scaffold language and communication skills by repeating

the questions and answers.

Finishing up with the animal flash cards question and answer game will help

children transition out of circle time. Releasing children that are participating

during the last question and answer game to activities that are set up for small

group and different areas that are ready child initiated activities in the classroom.

Having the flash card of an animal like a crocodile to introduce this question and

answer game. Communicate to the class that we will learn the different facts

about the different animals on the flash cards.

Presentation

o Introduce animal flash cards to the children and question and answer game.

o Communicate to the children that one child at a time will be picked to pick a flash

card.
Observation 7

o Communicate to the children that one question at a time will be asked to get cues

of the unknown animal.

o Communicate to the children that one question is asked by a student

o Communicate that the question will be answered to find out what unknown

animal flashcard the child has.

o The teacher will help scaffold communication skills and repeat questions and

answers to help the children get in a routine of question and answer game.

o Repeat this routine for about four to five minutes.

o Then direct attention to the book

o Read the book

o After book asks any question or comments about the book

o Repeat the question and answer game and start transition children out to small

group activities and open areas in the classroom.

o The whole purpose of the game is for the children to ask questions and get

answers to help find out what animal flashcard does the child have. Doing this

activity before and after the reading of an animal book will help the children stay

on the topic of animals, and science. For an extra, having a small group activity

that is set up after the circle time lesson plan with information picture books about

different animals will help the overall topic of animals. By having a small group

activity set up before circle time with information and picture book will help the
 Observation 8

teacher see how interested or not in the animal lesson plan. Communicating to

the children what areas are open in the classroom and what small groups activities

are set up in the classroom after the reading of the book will help a smooth

transition. Emerging curriculum for this lesson plan could be a picture book of

animals that has facts and images of different animals.

o Children should enjoy this book if they participated in the group activity.

Dismissing children that participate in the question and answer flash card game

will help support transition the children to the different areas in the classroom

with little wonder around after circle time.

Discussion Questions/Follow-Up Activities

After the question and answer game, communicate to the children some key questions

and answer the children come up with.

Keep record of the questions and answers that the children come up.

Keeping record will show evidence of the levels of the children in the classroom

developmentally.

The different questions that they come up with will help support communication and

language development.

One activity that will build on this circle time question and answer game is to set up a

small group activity that has information and picture about different animals. This will

help show evidence that the circle lesson plan was interesting to the children and if the
Observation 9

children participate with the small group activity then the children are showing evidence

that they are interested in the topic of animals

One book that will add to this activity in Brown Bear, Brown Bear by Eric Carle
 Observation 10

Lesson Plan: Transportation Vehicles

Resource:

Customized Tools That Connect. (2016, December). Activities for teaching children to ask and

answer questions. Retrieved from http://www.sandbox-

learning.com/Default.asp?Page=181

A to Z Teacher Stuff. (2016, December). Teaching, "asking questions" to

kindergarten. Retrieved

from http://forums.atozteacherstuff.com/index.php?threads/teaching-asking-questions-

to-kindergarten.136830/

Focus Area:

Critical thinking about questions to ask for details about transportation vehicles, trains, trucks,

cars etc. Expanding language skills

Behavioral Objectives:

Children will be able to ask questions to gain information about subject.

The children will gain facts about different vehicles, trucks, buses, and other

transportation methods that we use.

The children will explore different information fact while redefining their language skills.

Group Size: 2 to 12 children during circle time

Age(s): 3 to 5 year old children

Materials:

Flashcards of different car, trucks, firetruck, plains, train, etc., a carpet area, students and a
teacher
Observation 11

Procedure:

The teacher will transition the children to the carpet area for group time. Having

the different pictures of cars, trucks, airplanes, buses on flash cards ready to show

the class. Communicate to the children different question to ask to find out what

vehicle I have in my hand. One question could be, is your vehicle big or small?

Answer the question and ask if they can guess what is on your flash card. After

that, show the children the flash cards. Communicate what is on your flashcard

and use detail information when describing they vehicle, truck, train and or plain.

This will help the children with understand the rules of the game. Communicate

that one child will pick a flash card and only show the teacher for assistance. The

children in the group will ask questions about the transportation flash card to get

cues about the mystery flash card.

The teacher will help scaffold language and communication skills by repeating

the questions and answers.

Finishing up with the flash cards question and answer game will help children

transition out of circle time. Releasing children that are participating during the

last questions and answers to activities that are set up for small group.

Presentation

o Introduce the flash cards to the children and let them know we are going to play a

question and answer game.

o Communicate to the children that one child at a time will be picked to pick a flash

card.
Observation 12

o Communicate to the children that one question at a time will be asked to get cues

of the unknown airplane, truck, train, bus, etc.

o Communicate to the children that one question is asked by a student

o Communicate that the question will be answered to find out what unknown

flashcard the child has.

o The teacher will help scaffold communication skills and repeat questions and

answers to help the children get in a routine of question and answer game.

o Repeat this routine for about four to five minutes.

o Then direct attention to the book

o Read the book

o After book asks any question or comments about the book

o Repeat the question and answer game and start transition children out to small

group activities and open areas in the classroom.

o The whole purpose of the game is for the children to ask questions and get

answers to help find out what flashcard does the child have. Doing this activity

before and after the reading of a transportation book will help the children stay on

the topic. For an extra, having a small group activity that is set up after the circle

time lesson plan with information picture books about vehicle will help the

overall topic.
 Observation 13

o Communicating to the children what areas are open in the classroom and what

small groups activities are set up in the classroom.

o Emerging curriculum for this lesson plan could be a picture book that has facts

and images of different cars, trucks, buses, and plains.

o Dismissing children that participate in the question and answer flash card game

will help support transitioning of the children to the different areas in the

classroom.

Discussion Questions/Follow-Up Activities

After the question and answer game, communicate to the children some questions and

answer the children come up with that will help children understand different vehicle

better.

The different questions that they come up with will help support communication and

language development.

One activity that will build on this circle time question and answer game is to set up a

small group activity that has information and picture about different cars, truck, buses,

trains, and airplanes. This will help show evidence that the circle lesson plan was

interesting to the children and if the children participate with the small group activity then

the children are showing evidence that they are interested in the topic.
 Observation 14

Part Three

Resource:

Metgzer S. (2010). The Way I Act, Parenting Press.

The first book will help children with language skills. It will redefine their ethic values with

this while supporting language and communication. The illustrated rhyming childrens book will

help children learn while having fun. It has rhymes and verses communicating positive ethics

and values. Illustrations by Janan Cain, this book has bright cartoon pastels drawings that are

relevant to the rhymes and verses in the book. Relationship to Early Childhood Development:

The relationship with this book to early child education goes as follows: Children need a strong

base of ethics and values. This book displays modeling good positive behaviors with colorful

pictures and rhymes.

Foundations: Social and Emotional Understanding, Self-Awareness 3.1 Children will

redefine their own self-awareness by abstract thinking about situations that involves

every day routines that involve ethic values and children are interested in how people are

similar and different.

Language and literacy, Concepts about Print 1.2 children will redefine their own

comprehension about words, print, and rhymes.

Vocabulary Words during discussions: Ethics, Ethic Values, Empathy, Compassion,

Love, Emotions, Self-Awareness, Social Environment

 Observation 15

Resource:

Meiners, Cheri J. (2005). Know and Follow Rules, Minnesota: Free Spirit Publishing.

This childrens book is about children following the rules. This book displays positive

behaviors. Setting values by follow students who know the rules and follow them at school.

This book will support children to become a community of learners by modeling positive

behaviors. The overall objective of this book is to reinforce rules and positive behaviors in a

school setting. Illustrations by Meredith Johnson. The relationship with the book to early child

education goes as follows: Children how know the rules will stay out of trouble and all children

can have a set of values that will others will scaffold behaviors as the norm or typical behavior

and Foundations: Social and Emotional,

Self-Awareness 1.1 Children will redefine their own self-awareness by abstract thinking

about situations that involves every day rules in a learning environment and set a standard

of behaviors that is acceptable in life.

Language and literacy, Concepts about Print 1.2 children will redefine their own

comprehension about words, print, and rhymes.

Vocabulary words to discuss: Rules, School, Communities, Behaviors, Ethics, Ethic

Values, Empathy, Compassion, Love, Emotions, Self-Awareness, Social, Environment

 Observation 16

References

Customized Tools That Connect. (2016, December). Activities for teaching children to ask and

answer questions. Retrieved from http://www.sandbox-

learning.com/Default.asp?Page=181

A to Z Teacher Stuff. (2016, December). Teaching, "asking questions" to

kindergarten. Retrieved

from http://forums.atozteacherstuff.com/index.php?threads/teaching-asking-questions-

to-kindergarten.136830/

Meiners, Cheri J. (2005). Know and Follow Rules, Minnesota: Free Spirit Publishing.

Metgzer S. (2010). The Way I Act, Parenting Press.

Beaty, Janice J. (2006). Observing Development of the Young Child (8th ed.). Columbus, Ohio:

Pearson Merrill Prentice Hall.

CLASS Dimensions Guide. (n.d.). Retrieved December 21, 2016, from

http://learning.fresno.edu/pluginfile.php/588363/mod_resource/content

Abbott, D. (2008). California Preschool Learning Foundations. Sacramento, CA: California

Dept. of Education.