I.

Observation:

The Four Domains of the Child

II. Grade level and Subject Area:

Kindergarten

III. Setting:

Classroom,1 head teacher, 1 student teacher

IV. Pre-Observation:

The purpose of this observation was to observe the four domains of a student. In my

observation I observed, the emotional, physical, cognitive, and social development. To

prepare for this observation, I read a chapter in The Teach Book 3 Introduction to Education

Book (Koch 2016). This helped guide me through the expectations of the childs

developmental stages of a Kindergarten child.

V. Data:

Child 1 runs around during recess hopping from one slide to the next, racing around laughing

playing with his friends. Recess is over and child 1 follows directions crossing the street after

lunch and recess is over. Child 1 is the head of the line, and becomes door monitor and holds

the door for the class. As the students settle in, the teacher puts on a video for the class to

do yoga. Child 1 reaches up to the ceiling, stretching, sits down stretches his legs out, and

follows along to the video. On occasion, child 1 is not aware of his space as he kicks the

teachers rocking chair on the story time carpet. Each child has their own personal space.

Next, the teacher puts on a fun dance video. Here is where the students imitate all the

persons dance moves. Child 1 shuffles his feet, shakes his hands out and switches his legs to

move to the beat. The teacher reads a story to the students called The Cobbler which is a

story about a shoemaker. As the teacher ask question, what was the main idea? child 1 raises

his hands and answers the question. The elves making shoes. Child 1 proves he is on task.

Next, the teacher prepares them for a math lesson. As the students watch a math video,

child 1 calls out the answer. The teacher reminds him to raise his hand. Child, one raises his

hand and answers the math question. Child ones emotional development was observed to

be one that faces challenges daily. During center time child 1 has difficulty expressing his

feelings. Instead of using his words to handle conflict. He spontaneously shoves, and screams

at another child over whos aloud to play with him, or not. Child 1 blocks the entrance to the

block center, and tries to control whos aloud to play. I observed him as he lays on the floor,

laughing at the other child while knocking the other childs blocks down. Then proceeds to

stand up, shove and push the child, where the other child bangs himself into the cubby filled

with manipulatives. The conflict still occurs when child 1 screams at the other child. The

teacher removes him, and tells him to take a break. This is where the child sits alone, and
 reflects on his misbehavior. During stations, I observed child 1 to get right down to working

on the activity. Child 1 was able to use a scissor while cutting the worksheet, and followed

directions. However, the child got up at of his seat repeatedly, tapping me on my back to ask

me if he had the right color crayons. I prompted him to tell him yes, he did that the crayon

he was holding was yellow. As the teacher became aware of this she mentioned you know

your colors go sit down. The child then proceeded to ask if he can go get a drink of water.

The teacher rang the bell and centers was over. It was time for the students to clean up. The

teacher noticed chaos and due to the loudness of the cleanup told everyone to sit down at

their table and put their head down. Child 1 got up and went to get a tissue. The teacher

said, no go sits down, youll get the tissue after snack.

VI. Analysis:

During this time, child 1 had difficulty with self-regulation because his emotional state is

lacking something. One of his four domains are not being met. The child could be tired,

hungry, or feeling an inadequate sense of self-worth due to his spirits are down. Another

reason is he can be an only child that is not exposed to any other children to socialize with

and Kindergarten can be the childs first experience for this scenario for the child. Also, not

every childs first school experience is pre-school. They are sent right to Kindergarten. This

can be an issue for the childs social capabilities. The more you practice, the better you get.
VII. Recommendations:

My recommendation to the teacher would be for the teacher to start a point behavior

system. This way the child becomes aware of himself and understands adding and taking

away points for both good behavior and undesirable behavior. Also, this point system will

allow the parents to be aware of the childs behavior as well. This can help the teacher

immensely when the parents become involved and do their part at home. The purpose of

this involvement would be for the parents to help reinforce the importance of good behavior

at home.

Also, my recommendation would be for the students eyes to get checked and determine if

the child is colored blind. This can reduce the teachers ridicule towards the child. Another

recommendation would be for the teacher to incorporate role playing. This can help the

students learn the importance of respect for each other when they socialize with one

another. For instance, social and emotional learning (SEL) refers to individuals abilities to

manage their emotions, develop caring and concern for others, make responsible decisions,

establish positive relationships, and handle challenging situations effectively. School

programs that help students to develop these skills have been shown to be effective in

preventing violence, substance abuse, and related problems, and in helping students

succeed academically. (Zins et. Al. 2010, p.100). In other words, this program can help

students self-regulate from an early age and develop good character that will help make the

students make good choices for the future.

Also, well managed learning environments are places where students feel safe, respected,

and challenged, and where teachers [can] model and provide opportunities for students to

practice their social and emotional skills. Teachers need to be in control of their own

emotions and be confident that they will be able to interact with youngsters in a way that
helps them improve, feel good about themselves, and contribute to the classroom

community. ((Durlak et. Al. 2011, p.100). Another recommendation I would make to the

teacher is to collaborate with the school nurse and keep a record of which students may be

colored blind, so the teacher can recognize patterns of childs anxiety due to having this

deficiency. This can hinder a childs confidence, and collaborating with the school nurse and

parents will be more effective for the child to learn how to manage this problem, without

feeling self-conscious about it that can lead to a social disorder. I was surprised to learn

that she, and almost all the other teachers Ive spoken to since, knew very little

about color blindness. A veteran teacher told me, Ive never had a colorblind

child. About one out of twelve boys and one out of 200 girls are color blind. I

thought, youve probably had one every year! (Levine, Karen All about

colorblindness 2013, p.1). According to this author, she mentions that many

teachers are not aware of this problem, and learning about the problem can help

boost a students confidence from something as simple as being patient, caring,

and understanding about a students handicap.

VIII. Post Observation:

I was very eager to start my observation at The Bound Brook Elementary school.

As soon as I arrived the children excitedly greeted me, and I immediately observed

the class listening to story time on the carpet. I took the opportunity to look

around the classroom and I noticed how many boys and girls there were. I noticed

the artwork displayed, and I noticed the arrangement of the room. I immediately

started making a connection for each students name. I learned that the children

were full of energy and were eager to learn, play and be mindful of each other

personal space and belongings. At times the students demonstrated self-

regulation. However, during the difficult times they were face with challenge as to

where they are still developing and will need a lot more practice. Although the

climate of the room felt too teach by the text, and not enough of time for laughter

and play. I do realize the teacher is following the curriculum guidelines