A Pleasurable and Educational Preschool Observation

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25 September 2021

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I observed a 4 12 months old preschool class throughout playtime in Staten Island, New York. The class consisted of eight children, and one licensed preschool instructor. There have been four boys and 4 ladies in the class. During my sixty minute remark I seen a number of cases of dramatic play, peer relationships, relationships with adults, and self-control.

Dramatic Play

During my remark, I witnessed a bunch of two- one boy and one girl-playing home. According to Hutchinson (2011) kids often use taking half in house as an opportunity to discover reality and their social roles based mostly on adult behavior.

The two kids that I noticed explored actuality and their social roles as they pretended to eat dinner together as family. The pair even took it a step additional as they included doll babies to play as their kids. As the youngsters played home, the girl cooked dinner and the boy sat at the desk ready for dinner to be ready. As the boy waited for dinner to be prepared, he got up, walked round as if he was in search of one thing and got here back with two child dolls and informed the woman, “here they will sit subsequent to you”.

The boy had assigned the girl a perceived female position, to be the mom and look after the baby.

While the girl had assigned herself a female role, to cook dinner for the male. Therefore, the boy was routinely assigned a perceived male function, to wait for the feminine to complete cooking so he may eat. The pair’s dramatic play demonstrates how kids start to grasp normal gender roles and play accordingly during early childhood (Hutchinson, 2011).

This play interaction was not gender segregated. This non-gender segregated play is an efficient example of how kids play based on their gender. Although, many young children favor to play with same intercourse mates, I imagine this was not the case as a outcome of the pair felt enjoying house required a female and male to suit the right gender roles.

I also imagine that mass media performs a robust role in the means in which preschool kids play in their perceived gender roles. According to Kirkorian, Wartella and Anderson (2008), by preschool age kids are active television viewers. Therefore, if children watch reveals that are primarily based on family life, such as Modern Family, they will notice a strong presence of women within the kitchen and caring for children, and mannequin similar behaviors.

Relationships with Adults

During my statement there was little interplay with the teacher. Children seemed to prefer to play with their peers. One teacher-student interaction I observed was a withdrawal relationship. The instructor tried to interact the pair of preschoolers playing house. However, her engagement was unsuccessful. The trainer walked over to the pair’s play station and requested about the babies’ names. The pair answered the teacher however did not have interaction other than answering the query. During the time the instructor was questioning the pair, the lady received up from the play dinner table and walked over to play with another group, a group of girls. This example supports Garvey (1990) and Harper and McCluskey (2003) argument that the attention of an adult or instructor may hinder children’s peer interactions. The girl’s reaction to the teacher disrupting her play state of affairs was withdrawal. Another teacher-student interaction I observed was a pleasant interplay.

The trainer engaged a boy who was with vehicles in play. During this interplay, the boy was playing alone with vehicles and vans. The teacher requested if she may play with him, and he agreed. The instructor and scholar then played with vehicles and trucks in a pleasant method. This is regular as there’s a tendency for teachers to spend extra time with children who are much less social than extra social youngsters (Harper and McCluskey, 2003). The boy in this case could be perceived as less social than others as he played alone the whole hour.

During my observation I didn’t see attachment-seeking conduct from the children in path of the adults. However. I did have the chance to look at one preschool girl dropped off by her mother previous to my remark. The preschool girl’s habits was fussy and aggressive. The lady cried and kicked while the mother signed the lady in. The mom tried to soothe the lady, however looked like she wanted soothing herself. Generally, separation from mothers could be annoying for youngsters, nonetheless, separation from children can also be annoying for moms (Balaban et al., 2002).

Peer Relationship

One peer relationship I noticed consisted of three ladies taking part in dress-up. Unlike the earlier pair that was not gender segregated, this group of women was gender segregated. According to Hutchinson (2011) in early childhood, youngsters make pals with different children of the same gender and age. As these women engaged in dramatic play they were very nice to one another. They performed with each other’s hair, did every other’s make-up, and referred to one another as “my greatest friend”.

After the forth girl within the class finished enjoying house with the boy, she approached the three women and asked if she may play with them. The three women took the forth girls play initiation as a battle. The three ladies then teamed up and stated “no means, you’re not our friend” to the fourth girl within the class. Young youngsters often use the time period good friend and playmate interchangeable. According to Hutchinson (2011), younger children see the definition of a friend as someone you play with. Therefore, when the fourth woman asked to play with the three ladies she was excluded as a result of she performed with the boy and was the boy’s pal and never the three girl’s pal.

Self-Control

During my statement, I witness one occasion of aggression. One girl was constructing a “princess castle” with building blocks and a boy got here by and kicked over the castle. The lady immediately got up and pushed the boy and the boy pushed the woman back. The boy or woman did not present any self-regulation as they engaged in a struggle. Also, there was no useful or empathic prosocial habits, as the children’s actions did not stop negative impulses. In this occasion of “self-control” or lack of self-control, the boy and the lady exhibited both instrumental aggression, fighting over toys and physical aggression, physical drive against someone.

However, these type of aggression is regular for preschool aged kids as aggression increases during early childhood years (Hutchinson, 2011). Fortunately, aggressive behaviors normally deteriorate by the end of early childhood as children learn to better communicate their needs (Hutchinson, 2011). My preschool observation was a pleasurable expertise. I was capable of watch eight pleased kids play, struggle, snicker, and joke with one another. My remark was also an academic experience as I was capable of apply theories discovered in school to real life situations. Overall, my observation expertise was each enjoyable and educational.

References
Balaban, N., Brodkin, A. M., David, J., Drucker, J., Feder-Feitel, L., & Greenberg, P. (2002). A Great Start To School. Scholastic Parent & Child,
10(1), 40-45.

Harper, Lawrence V & McCluskey, Karen S. (2003). Teacher-child and child-child interactions in inclusive preschool settings: Do adults inhibit peer interactions? Early Childhood Research Quarterly, 18, 163-184. doi:10.1016/S0885-2006%2803%2900025-5 Hutchison, E. (2011). Early Childhood. In Dimensions of human habits: The Changing Life Course (4th ed.). Los Angeles: SAGE.

Kirkorian, H., Wartella, E., & Anderson, D. (2008). Media And Young Children’s Learning. The Future of Children, 18(1), 39-61.
Garvery, C. (1990). Play. Cambridge, MA: Harvard University Press.

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