Module 4- Observing and Interacting with Professionals, Children, and Families in Your Setting

Module 4- Observation and Interaction with Professionals, Children, and Families in Your Setting

 

                I interviewed a parent for this blog.  This is parent who we will call Mrs. Smith is very involved in her daughter (whom we will call) Mary’s education.  Mary is enrolled in an at-risk preschool program in the school district I have been observing in.  Mary just turned four years old.  Mary has a speech and language delay. 

                Mrs. Smith said she loves the preschool program that Mary is in.  She said that the classroom teacher is always encouraging Mary to speak and express how she is with words.  The speech pathologist that works with Mary informed me that Mary has progressed in huge steps since starting in the preschool program.  Mrs. Smith stated that she loves how the speech pathologist and the classroom teacher meet weekly and are always on the same page with Mary’s progress.  Mrs. Smith said the classroom teacher and the speech pathologist are always providing her with information on how to enhance language development at home as well as strategies that are being done in the classroom.  I asked Mrs. Smith if she thought early literacy was important in Mary’s classroom.  She answered by telling me most definitely.  She said she is so amazed at how much literacy and writing plays a role in the preschool classroom.  Mrs. Smith said the children are constantly practicing how to write their names, addresses, and phone numbers.  She said they learn vocabulary words they go over weekly.  Mrs. Smith also stated just last week the children learned how to write postcards. 

                It was very evident from my interaction with Mrs. Smith that she is very comfortable and happy with Mary’s preschool program and the classroom teacher as well as the speech pathologist.  Through this talk with Mrs. Smith I again noticed how important it is for educators to develop a close working relationship with families.  When we create positive relationships with families it makes it easier to communicate and work with the family and student and make them all feel comfortable with us as the teacher. 

Module 3- observing

Observing and Interacting with Professionals and Children in the Early Childhood Setting

Name: Lisa Miller

Date: Observations date 2-04-2013

Name of the Program:

Early Childhood preschool program (3-5 year olds) in a school district setting

Who I spoke with:

 The classroom teacher and two paraprofessionals (I will refer to the classroom teacher as classroom teacher and the two paraprofessionals and paraprofessional 1 and paraprofessional 2)

Whom you observed and interacted with in your setting during these two weeks:

 I observed and interacted with the children, teachers, and the paraprofessionals in the classroom.  The interactions were in the classroom setting during morning activities.  This is a blended preschool program which means there are children in there that are delayed, Special Ed, ESL, or low income. 

What I learned about…

I learned that the children began with their morning circle time where they talked about the weather, the color blue, and their goal for the week (the seasons ). The teacher then proceeded to talk about the weather and the seasons.  I also noticed that there is a bilingual paraprofessional within the classroom, and the children were encouraged to dictate in English but could also in their home language.  

The special learning experiences that I saw were…

The classroom does centers and I noticed that their centers are based mainly on Reading and Writing.  The children are split into groups of four and complete three stations.  There is an adult (either the teacher or one of the paraprofessionals at each station)           at the first station the children made a book about weather.  The students read through the weather book and colored the pictures.  At station two the children did rolling pin paint to make snow pictures.   At station three the students did cloud art.   The students read Little Cloud and made a painting of clouds using cotton balls. 

Questions asked while observing and interacting with professionals:

Teacher interview questions:

I asked the teacher:  Is it difficult to work with not only children ages 3-5 years old but also with some of them have IEPs or disabilities?

The teacher responded by saying this is true.  I have a blended classroom so I not only have students ages 3-5 but I also have some students with IEPs and disabilities including down syndrome, autism, and speech/language.  This is extremely difficult because adaptations need to be made not only based on age, but also ability and language.  The teacher said my student with autism has a break area, etc. my student with down syndrome has an aide with him the majority of the morning to help him transition and usually receives hand of hand assistance for his work. 

 Conclusion:

At the end of my observation I thanked the teachers, children, and paraprofessionals for allowing me observe.  I definitely feel that all of these children have the early literacy support and much more needed to get their foot in the door for kindergarten and beyond. 

Observing and Interacting with Professionals and Children in the Early Childhood Setting

Observing and Interacting with Professionals and Children in the Early Childhood Setting

Name: Lisa Miller

Date: Observations date 1-22-2013

Name of the Program:

Early Childhood preschool program (3-5 year olds) in a school district setting

Who I spoke with:

 The classroom teacher and two paraprofessionals in the classroom (I will refer to the classroom teacher as classroom teacher and the paraprofessionals as paraprofessional 1 and paraprofessional 2)

Whom you observed and interacted with in your setting during these two weeks:

 I observed and interacted with the children, teachers, and the paraprofessionals in the classroom.  The interactions were in the classroom setting during morning activities.  This is a blended preschool program which means there are children in there that are delayed, Special Ed, ESL, or low income. 

What I learned about…

I learned that the children began with their morning circle time where they were introduced to the letter Ss, the color black, and their goal for the week (to learn about authors and illustrators). The teacher then proceeded to talk about what authors and illustrators do and they discussed some popular authors.  I also noticed that there is a bilingual paraprofessional within the classroom, and the children were encouraged to dictate in English but could also in their home language.  

The special learning experiences that I saw were…

The classroom does centers and I noticed that their centers are based mainly on Reading and Writing.  The children are split into groups of four and complete three stations.  There is an adult (either the teacher or one of the paraprofessionals at each station)      at the first station the children did their Ss book.  The students read through the Ss book and colored the pictures that started with Ss.  At station two the children tells their own story and the teacher dictated and then the children drew a picture to go with the story.  At station three the students did a favorite book journal.  The students picked a book that they liked and told why they liked it and then they drew a picture to go with it.  

There was an issue with one of the Special Education students were he seems to not like the structured environment.  It seems that this student thinks it’s time to come there just to play.  This child would work at each station for a few minutes but then have a ‘meltdown”.  The teacher informed me that the child does get all of his work done like the other students but it takes a little longer.  The child gets breaks throughout the centers. 

Questions asked while Observing and Interacting With Professionals:

Teacher interview questions:

I asked the teacher:  Why she does so much with the read and writing skills? 

She answered by saying literacy in preschool helps prepare the children for kindergarten.  The teacher said that the preschool program does not have a set reading curriculum.  She said they do use Jolly Phonics to help teach letter sounds and she tries to introduce strategies to the children that she has seen used throughout the school with benchmark…such as picture walks, pointing to each word, sounding out words, etc. 

The classroom teacher also stated that the common misconception is that all we do in preschool is play and sing songs, that we are just a glorified babysitter.  She stated that she tries to prove to others that they work really hard by displaying their work in the hallway and getting them involved in school wide activities.  She wants the children to be as prepared as possible for kindergarten.  She also stated that preschool is a crucial part of the children’s development.  It helps them develop their personality, their social skills, and it is the foundation for learning. 

How do you (the classroom teacher) promote parent involvement? 

The classroom teacher answered by stating that the parents always see the child’s work done in school and each month the parents are required to come into the classroom for the designated activity that month.  She stated that parent involvement is one of her number one priorities. 

 Conclusion:

At the end of my observation I thanked the teachers, children, and paraprofessionals for allowing me observe.  I definitely feel that all of these children have the early literacy support and much more needed to get  their foot in the door for kindergarten and beyond. 

Interviews with Early Childhood Professionals

I have interviewed two Early Childhood teachers that are currently employed in a public elementary school setting.  One is an Early Childhood Preschool teacher and the second interviewee is an Early Childhood Resource teacher.  I discussed the subject of early literacy with both of them. As I interviewed each of the two teachers, I asked them both the same questions.  I was able to compare and contrast their responses.

My first question was, “What do you believe are some of the related topics to early literacy?” The first teacher that I interviewed will be referred to as “A.G.”  She stated that ways of assessing young children also has a lot to do with early literacy.  A.G. then stated that authentic assessment is a must; the best time to assess is to observe during play. She also stated that there are many inconsistencies since the children are so young and are constantly developing that the assessments need to be throughout the year, and also built into the day with the activities that are done.

When I asked the second interviewee, referred to as “L.V.” the same question (What do you believe are some related topics to early literacy?) She stated that assessing students regularly, progress monitoring, improving comprehension skills, and skills of beginning readers all have to do with early literacy.

The second question was, “What other issues do you commonly encounter in your work or in discussions with colleagues?”  A.G. stated that commonly the discussion is literacy in preschool and how it will help prepare the children for kindergarten.  

When I asked L.V. the same question (What other issues do you commonly encounter in your work or in discussions with colleagues?) L.V. stated that there is constant discussion about progress monitoring of students. Also, how they compare to their general education peers and how to narrow the achievement gap between special education students and the general population.

The third question I asked A.G. was, “What advocacy efforts are currently under way in early literacy?” A.G. stated that advocacy related to early literacy is different curriculums and development of literacy.

When I asked L.V. the same question (What advocacy efforts are currently under way in early literacy?) L.V. stated that they are constantly trying to keep up with progress monitoring the students, entering data, and reviewing the literacy curriculum and materials.

As I began to talk about the areas that I will research, I asked the two professional teachers if there were any issues that they have experienced with while working in the area of early literacy. The answer that I got from A.G. was that finding new strategies and other ways to teach early literacy in the classroom.  She feels that worksheets do not belong in preschool, and just working to develop early literacy in each child.  In L.V.’s response, she stated that her concern is narrowing the gap between special education students and the general education students. Also, incorporating more of the general education reading strategies into the “Read Well” Curriculum and improving the comprehension skills of her students.

*Insights gained from your interviews regarding current advocacy efforts and needs in your area of interest within the field of early childhood.

I have gained some insight as a result of my interviews about my current advocacy efforts and needs in the area of interest within the field of early childhood.   Early Childhood Educators need to speak up when there are areas of need that concern you and for topics that you as an Early Childhood Educator care about. Being an advocate involves providing that voice for young children and their parents.

*How these interviews may have influenced your decision about which area of interest and topics to choose for your research paper.

These interviews have influenced my decision about which area and topics of interest to choose for my paper because I see that parents, as well as families are the many key in the advocacy process in order to make it successful. If you build trust from children, parents, and families, you as an Early Childhood Educator are well on the road to being an advocate.

*Which area of interest are you thinking of focusing on for your paper, as well as the related topics?
I am thinking of focusing on Early Literacy as the interest area, Children receiving Special Education Services, the development of literacy, and curriculums used as my related areas.

*Questions you have for your colleagues related to your area of interest and/or three topics.
The questions that I have for my colleagues are:

*I am not sure if my related areas have a lot of connection with my interest area (Early Literacy).

*How can I combine the topics together to come up with my advocacy plan?

*Will I be able to find enough information?

Research paper

Hi Everyone!

I am thinking of doing my research paper on Early Literacy.  I would also include strategies toward Early literacy, why worksheets do not belong in preschool) therefore using other ways to teach literacy), the development of literacy, and what curriculums are used. 

I would definately like to see the curriculum for preschool aligned more with the curriculum for Kindergarten so that the transition isn't so hard for the children. 

Introduction

Hello Everyone,

My name is Lisa Miller.  I have 13 years experience of Early Childhood and Elementary experience in  both daycare and Elementary school settings.  I look forward to furthering my career by learning from my fellow classmates with the end result of me earning my Bachelor's Degree.

EDU 411

My first post