Pre-K Classroom Observation Report
While I was in Ms. Carrilo’s Pre-K classroom, I saw a lot of developmentally appropriate practices being utilized. However, I am going to note the three biggest developmentally appropriate practices that I observed. The three biggest developmentally appropriate practices that I saw are the following: the teacher being warm and responsive, the teacher following daily schedule, and the teacher engaging students in a variety of learning experiences. The teacher, Ms. Carrilo, was very kind, caring, and sweet and made sure to build a good relationship with each child. She talked warmly with each child and acknowledged what they were doing. She also made sure to give positive feedback that specific to each child. For example, she would say, “I really
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Carrilo’s Pre-K class, I saw the teacher assistant and Ms. Carrilo use a lot of Pre-K Guideline strategies. I saw Ms. Carrilo and the teacher assistant caring for the students’ health and well-being and creating activities for the students’ gross motor skills, fine motor skills, etc. For example, I saw the teacher assistant help a student out with their fine motor skills. The teacher helped the student cut paper with scissors. According to the Little Texans Pre-K Guidelines, Your Early Learning Guide For Children 36 to 48 Months, three year olds “start using simple tools like safety scissors” (Your Early Learning Guide For Children 36 to 48 Months, p. 8). It is recommended that caregivers (or teachers in this case) create a scissor station, help children cut out shapes, and encourage them. Another Pre-K Guideline that I observed was children making their own choices and expressing their needs through sounds, words, and facial expressions. To encourage children creating skills in self-awareness, it is recommended that teachers describe gestures and facial expressions and encourage/respond to children’s choices. I saw this Pre-K Guideline a lot in class, when Ms. Carrilo and the teacher assistant asked the children to choose what learning area they wanted to go
Carrilo’s Pre-K class, I saw the teacher assistant and Ms. Carrilo use a lot of Pre-K Guideline strategies. I saw Ms. Carrilo and the teacher assistant caring for the students’ health and well-being and creating activities for the students’ gross motor skills, fine motor skills, etc. For example, I saw the teacher assistant help a student out with their fine motor skills. The teacher helped the student cut paper with scissors. According to the Little Texans Pre-K Guidelines, Your Early Learning Guide For Children 36 to 48 Months, three year olds “start using simple tools like safety scissors” (Your Early Learning Guide For Children 36 to 48 Months, p. 8). It is recommended that caregivers (or teachers in this case) create a scissor station, help children cut out shapes, and encourage them. Another Pre-K Guideline that I observed was children making their own choices and expressing their needs through sounds, words, and facial expressions. To encourage children creating skills in self-awareness, it is recommended that teachers describe gestures and facial expressions and encourage/respond to children’s choices. I saw this Pre-K Guideline a lot in class, when Ms. Carrilo and the teacher assistant asked the children to choose what learning area they wanted to go