Standard 3 Observation is a basic process skill, which allows us to receive information about the world around us.

Standard 3 specifically looks at observation as an important tool to gather information, evaluate, and support the growth of each individual in the classroom. Teachers must know the benefits, uses, and types of observation before utilizing it as a successful analysis tool. Observation can be used as an effective assessment instrument to learn about a childs interests, capabilities, and developmental level. It is also beneficial in creating a developmentally appropriate and thoughtful curriculum that serves each individual. I chose to display my understanding of Standard 3 by including an assessment and reflection paper on various adult-child interactions that I observed while taking CHD 165 (Observation and Participation in Early Childhood/Primary Settings). This artifact exhibits that I have the necessary skills to record an accurate, unbiased observation, while focusing my attention on a specific subject and/or developmental domain. Through taking CHD 165, I have learned the purpose and uses of observation, while exploring various types of recording methods. I also learned how to decipher what each observation was revealing about a child, and how this information could specifically be used for further assessment. CHD 165 successfully taught me techniques and strategies to collect objective information about children in early childhood and primary settings. In the future, I plan to apply different observation types and strategies to gather information about each childs abilities and interests in my classroom. These recordings will help me to assess each childs interests and developmental level so I may create a supportive environment, while evaluating my practice as a teacher. Using observation, assessment, and documentation techniques, I will successfully generate an arts program that appeals to each child, while encouraging creativity in the classroom. Through observation, I will assess which music, art, and movement activities children like or dislike, as well as, what activities are too challenging or easy. I will always use these observation tools to not only assess students, but also reflect on my teaching strategies, activities, and curriculum and their success in the classroom.

Adult-Child Interactions- assessments and reflections For this adult-child interactions assignment, I observed three children at The Kids Club in Vienna, VA. I have worked here for over three years now and am familiar with the regular adult-child interactions in the center. All observations happened between 9:30-10:45am on February 11th, 2014. The first adult-child interaction that I observed happened at 9:30am. A mother came into the center with her 3-year-old child. The child had a banana in his hand and seemed happy to be in the center. She asked the child if he wanted to finish the banana or put it away. He replied that he wanted to eat it. The mother then told the child in a calm voice to sit down at the table while eating. She placed his coat and backpack in his cubby, then sat at the table with him for a few minutes before leaving. She told the child to tell the teachers in the room all the exciting things he had done over the weekend. The child became very excited and began going into detail about his adventures. The mother warmly says goodbye to the child, giving him a hug and kiss, and states they will go to the park when she picks him up. While observing this particular situation, I noticed the mother promoting a positive climate. She kept eye contact, while being responsive and respectful to the child. The mother provided the child with the choice of finishing his snack or saving it for later, and supported his decision. She encouraged her child to talk about his weekend, knowing it brought him joy to narrate it. It was clear that the mother was supporting the childs creativity and conversation. She greeted all the teachers in a kind manner and pleasantly said goodbye assuring her child she would be back. The second observation I recorded was a bit different. It was not between a parent and child, but between a child and teacher. This particular teacher was a substitute at the day care. A 2-year-old child became irritated that another child in the classroom was refusing to share a toy. He began to cry and at times started to scream. The substitute teacher then grabbed the child and told him to sit in the corner away from the other children. The child continued to cry and still was ignored by the teacher. After several minutes the teacher once again got up and moved the child to another secluded section of the classroom, forcefully telling him to calm down. This continued for another 5 minutes until another teacher intervened to stop the situation. I had a hard time through this observation, especially because I did not agree with the way the substitute teacher was handling this situation. She not only yelled at the child multiple times, but humiliated him by separating him from the group. She also refused to acknowledge the child when he was in distress. These elements created a negative climate. By shaming and yelling, this teacher went against NAEYCs most important principle, which is above all we shall not harm children. Needless to say I dont think we will be seeing this teacher in our center again. The last observation I did was at 10:30am and it was between a mother and child. The mother of a 5-year-old came into the day care to pick up her child. The child was in another room playing blocks with several other children. He saw that his mother was at the front desk so he ran to give her a hug. He was very happy to see his mother and they both exchanged smiles. He told his mother he wanted to

show her the tower they had built in the other room. She acknowledges his excellent work in building this tower and gives him another hug. She asks the child to gather his coat and backpack and say goodbye to all the staff. They then leave the center. For this last observation, I noticed an incredibly positive climate between the mother and her child. The child was animated when he saw his mother come through the door and she was receptive to his greetings. She smiled and hugged him several times throughout the observation, while always keeping eye contact when the child spoke. The mother displayed flexibility when she took time to view the childs creation and applauded him for his work. Both the child and parent left the day care with smiles on their faces.