Classroom Observation Reflection1

Classroom Observation Reflection

Ximena Lopez

Cynthia Wheatley Glenn

Cognitive Development: How Children Learn

11/23/2016
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Abstract

The observation taken at a Head Start site in East Los Angeles will help us see what

approach teachers are using in order to assist children reach their ultimate learning development.

Information of the class will be provided. Such as the number of students enrolled in the class as

well as their age. The number of teachers and the requirements needed to be part of the program.

The name of the program who funds this site is Head Start. The techniques in this observation

will be discussed and be reflected on. In order to determine whether the technique is good for the

child or if the teacher could have implemented a different technique. Research will be presented

in order to back up the negatives or positives of techniques used in the class. Such as the effects

each technique has on a child. The techniques implemented in the interactions between the

teacher and student will be linked back to famous theories that have contributed significantly in

child development. At the end a summary of the research paper will be provided. Reviewing all

the techniques, research, and theories that were discussed throughout the paper.
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Many teachers have a variety of ways to meet their students needs. Teacher Adrianna

and Teacher Sanchez work as a team in their Head Start class. They have a routine they follow

daily in order to provide the best learning experience for their students. The techniques observed

in this site will be discussed and linked back to famous theories that have contributed to early

child hood education.

The site observed is located in an urban area in East Los Angeles, inside Montebello Park

Elementary. This site is one of the many funded by Head Start. A program which provides

quality education to children from three to four years of age. In order to qualify for the program,

the child must be part of a low income house hold.

There are eighteen children registered in the class. Five of the eighteen children are three

years of age. The rest of the children are four years age. There are two teachers in the class.

Teacher Adriana, who is the head teacher and teacher Sanchez who is the teachers assistant.

Teacher Adriana opens the door at 12:45 p.m. The parents walk in with their child and

kiss them good bye. Some parents attempt to leave without telling the child bye. Teacher

Adrianna, informs the parent know they must let the child know they will be back for them at the

end of the day.

The children walk to the carpet. They take a seat and begin to talk amongst each other.

Teacher Sanchez sits in the middle of the carpet and says loudly Good morning class. Ready to

sing our welcome song? The children reply with a scream Yes! The children finish the

welcome song and Teacher Sanchez takes some of the children to the restroom. Teacher Adriana

takes over the carpet. According to the study, The benefits of music and music education on

childrens brains, publish by Raising Smart Kids states, Music offers many benefits to a childs
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brain. It promotes language, acquisition, listening skills, memory, and motor skills. In my

opinion the welcome song is a great way to begin the day. Other than stimulating the brain in

many levels, it also allows the children greet each other. Additionally, it assists them to

acknowledge other people who are around them and the children absent.

In the carpet Teacher Adriana asks Jacob, How has your morning been Jacob? Ok, I

ate chocolate cereal with my grandma Oh, I see you spent the morning with grandma. Did

mommy work today? Yes, but she is picking me up. She told me. Adriana goes around the

carpet asking similar questions to every child in the carpet. Some of them answer and others

refuse to speak. Asking the children about their morning gives Teacher Adriana a quick

overview of their morning routine. She is able to determine whether they had a normal morning

or if there any changes in their routine. The change in the routine may cause them to act

differently, throughout the day. The website Zero to Three explains the importance of a childs

routine, in the article Creating routine for love and learning. A reason why routines are

important is because Tt gives babies and toddlers security and emotional stability. It helps

them learn to trust that caring adults will provide what they need. When children feel this sense

of trust and safety they are free to do their work which is play, explore, and learn. When

Teacher Adrianna is asking each child how their day was she is acknowledging their feelings.

Eric Jensen explains in the book Teaching with the brain in mind, the importance of reading

the students feelings or state when they arrive to class. He believes, Reading the states first is

critical when a teacher does no deal with the frustration, the student could either get angry or

discontent. The point is that its easier to make an effort to become aware of the states like

frustration that to have to deal with anger. (109) Taking the students emotions in consideration
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like Teacher Adriana may prevent the student from going into a negative emotional state that

prevents them from learning.

The lunch was served by a parent. While the children are at the carpet with Teacher

Adriana. She sends three students at a time to wash their hands. Each student looks for their

name tag on a chair and sit where it is found. Teacher Adrianna and Teacher Sanchez have nine

students each. During lunch the children are engaged in different conversation. Some children

converse in English and others in Spanish. Emely, includes Teacher Sanchez in the conversation

she is having with her friend. Emely asks Teacher Sanchez, Maestra, a ti te gustan los

cumpleanos? Teacher Sanchez responds Yes, I like breaking the piata A mi tanbien pero

me gusta tanbien el pastel y los dulces. You know eating too much candy is bad for you.

Emely does not continue the conversation with teacher Sanchez.

Emely was attempting to engage in a conversation with Teacher Sanchez using her home

language. Teacher Sanchez ignored the fact that Emely kept speaking to her in Spanish and

responding in English. Emely soon lost interest in the conversation. Teacher Sanchez could have

continued the conversation in Spanish, in order for Emely not to lose interest. Speaking to a child

in their home language has more benefits than using a language they dont fully understand.

Eiden, explains the positive outcome children get, when they are spoken to in their home

language. In the article Why School Should Speak Your Language Eiden explains, Children

who study in their mother tongue usually learn better and faster than children who study in

second languages. Bulale, wrote the article, Why its important to honor home language in

school. He also believes children gain more knowledge when speaking in their home language.

He states, Knowledge of more than one language, it can boost a childs creative thinking and

problem-solving skills and, when children have a strong understanding of their home language
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first, it actually helps facilitate learning a second language such as English. I think Bulale

makes a good point by stating that a child would learn a second language easier if they

understand their home language. Vygotskys theory is similar. Vygotsky believes, There was a

clear relationship between language development and cognitive development. If a child is able

to understand his language at its fullest, the childs cognitive development will mature and may

grasp another language. Unfortunately, children who are part of a low income family are more

likely to have a harder time understanding their home language. Making it very difficult to grasp

a second language when entering school. The NAYC explains "On average, children growing up

in low- income families have dramatically less rich experience with language in their homes than

do middle class children. They hear far fewer words and are engaged in fewer extended

conversations. By 36 months of age, substantial socioeconomic disparities already exist in

vocabulary knowledge, to name one area. Teacher Sanchez, could have spoken to Emely, in

Spanish and engage in a conversation with her. Allowing her to experience a conversation with

an adult. Assisting her understand a little more of her own language.

The children have finished eating their lunch and clean the table. Teacher Adriana and

Teacher Sanchez present materials in which they will be using during small group. Teacher

Adriana presents the materials to her table and states, Today for small group we will be

practicing our cutting skills. We need scissors and paper. You guys need to try and cut straight

on the line and stop right on the dot. The children pay attention as Teacher Adrianna explains

how to hold the scissors. It is the childrens turn and the ones sitting in Teacher Adriannas table

finish quick. The children sitting with teacher Sanchez are having difficulty. Teacher Sanchez is

going around the table assisting each child. She spends a few minutes with each child explaining

how to hold the scissors correctly. Vanessa, shows Teacher Sanchez her paper. She has cut
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straight on the line. Teacher Sanchez stops what she is doing and takes time to acknowledge

Vanessas work. Vanessa, you cut right on the line! I like how you took your time, great job.

Vanessas lips stretch from side to side when she heard the feedback Teacher Sanchez gave her.

As I observed this activity I realized that many children in Teacher Sanchez table had

more difficulty completing the activity. I think it is important that teachers take in consideration

the childs age and their developmental stage. The children at Teacher Sanchez table seem

frustrated and uninterested in continuing with the activity. I believe it is important to keep the

childs age in mind because occasionally children have not developed certain skills that are

required to complete a task. Oakley, informs us about the importance of knowing the childs

development stage. In the book, Cognitive Development, Oakley presents us Piagets theory.

Piaget believes, Children need to be cognitive ready to learn new concepts. Teachers therefore

need to be aware of the childs level of development in order to set appropriate tasks (31).

Teacher Sanchez could have given them a more age appropriate activity. Many of the children

did not have the fine motor skills that scissors require. Zachry, gives different ideas that help

children develop fine motor skills in order to use scissors. Some of the ideas she provides are the

following: Tear paper into small pieces to improve the ability to use both hands in a coordinated

manner, Punch holes on index cards with a handheld puncher to strengthen the hand muscles and

improve bilateral skills, squeeze water out of squirt-toys in the bathtub so hand muscles get a

workout. I believe children would be more engaged if Teacher Sanchez, would have giving an

easier activity such the ones mentioned above.

There are many techniques out there for a teacher to help a student thrive. The student

will only understand what the teacher is trying to show them if they are able to connect with

them at a deeper level other than school work. As we have seen children could learn in a variety
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of ways. One way to help a childs cognitive development is by playing music. It does not have

to be on a CD. It may be as simple as singing a morning song. Another important thing teachers

could do in order for their children to grasp the information provided in the class is analyze the

childs emotions. If a child is feeling upset, the teacher should talk about what caused them to be

upset. This may assist the child re-engage in the class. Making sure the child feels respected and

understood is another important part of teaching. Talking to the child in their home language

may help them reach another level of maturity allowing them to understand a second language.

While simultaneously making the child feel their home language is being respected.

Teaching a class of eighteen students, who have different needs may not be the easiest

task to complete. Making little changes in the routine might help a teacher meet the needs of the

children a little easier. Taking time to acknowledge the students emotions and what their interest

are in the class may assist the student engage in an activity naturally. Setting up activities that are

age appropriate is another way to make the class run smoother. Putting children under pressure to

complete a task that is not age appropriate may cause the child to lose interest and disrupt the

class. Understanding the childs culture may assist you connect with the student. Making it easier

to close gaps between the teacher and students.

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Reference

Creating Routines for Love and Learning. (2010). ZERO TO THREE. Retrieved 23 November
2016, from https://www.zerotothree.org/resources/223-creating-routines-for-love-and-learning

Developmentally Appropriate Practice in Early Childhood Programs Serving Children from

Birth through Age 8. (2009). www.naeyc.org. Retrieved 23 November 2016, from
https://www.naeyc.org/files/naeyc/file/positions/position%20statement%20Web.pdf

Eide, H. (2012). Why school should speak your language. World Education Blog. Retrieved 23
November 2016, from https://gemreportunesco.wordpress.com/2012/02/20/why-school-should-
speak-your-language/

Jensen, E. (2005). Teaching with the brain in mind (1st ed.). Alexandria, Va.: Association for
Supervision and Curriculum Development.

Oakley, L. (2004). Cognitive development (1st ed.). New York, NY: Routledge.

Teaching Preschoolers to Use Scissors. (2015). Parents. Retrieved 23 November 2016, from
http://www.parents.com/toddlers-preschoolers/development/physical/teaching-preschoolers-to-
use-scissors/

The Benefits of Music and Music Education on Childrens Brains. (2016). Raise Smart Kid.
Retrieved 23 November 2016, from http://www.raisesmartkid.com/all-ages/1-articles/16-the-
effect-of-music-on-childrens-intelligence

Why it's important to honor home languages in schools - The Seattle Globalist. (2016). The
Seattle Globalist. Retrieved 23 November 2016, from
http://www.seattleglobalist.com/2016/02/16/home-language-learning-ell-seattle-highline-
schools/47462
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