8th Observation . . . . . . .

On today after a few children had already arrived to school the teacher had materials set out on the table. She told the children, "were going to make playdough." There was one boy and two girls their to help create with the teacher. The materials present were oil, salt, flour, boiling water, large mixing bowl, spoon and water color bottles. The teacher allowed each child to scoop either the flour or salt into the mixing bowl. After each scoop they also stirred the ingredients the poured into the mixing bowl. At first the teacher counted out loud while the children were pouring the scoops and then a child started to out as he waited for his turn to come. After trying to add the red and blue food coloring to make purple playdough the teacher said, "I'm not going to use this because it's going to make black again, I'm going to use the water colors." The children was done putting the ingredients in and watched the teacher as she added the color and poured the boiling water into the mixing bowl which had all the ingredients in it. A child responded, "We can't touch that, it's hot." Then the teacher said, "It's very hot." The teacher stirred and stirred the materials together. When she was done she gave each child a portion of the their own to explore with. Another teacher put the bucket of tools to roll and smash the playdough but the teacher who made the playdough with the children told her its not a good idea because the playdough is fresh and its going to stick to the tools. So they removed them from the table.

The developmental skills the children were using was math, science, turn taking, communication skills, motor skills, and cognitive skills.

To further the development or interest of the children as the teacher I would, tomorrow I would set out the playdough and add the tools to the table because they it helps them develop their motor skills and use their creative minds when creating with the playdough. I would also explain why we couldn't use the tools with the playdough the following day.

7th Obsevation. . . . . . .. . .

As I observed this week I thought the fuse beads was the most interesting activity the children did. There was three boys and two girls at the table when I arrived. Some children followed the color patterns but others didn't through creating their own color patterns. The object of this activity was to place the very small fuse beads onto the smaller circular balls which fit into the pattern shaped object. The shapes were stars, flowers, butterflies, spiders and apples. Two children were very aware of the fuse beads that weren't shaped properly because it wouldn't fit on the pattern shaped object. One child said, "Look her shirt looks like a fuse bead shirt." The teacher looked and said, "Your right, that's a good observation, it does look like fuse beads on her shirt." Her shirt had dots with a flower pattern on it and she was creating a flower shaped object with the fuse beads. The teacher reminded them that it takes time and be careful not to hit your tray because it would cause the fuse beads to fall off. After the children finished creating with the fuse beads the teacher iron the pattern on wax paper which melted the fuse beads and the children kept the shape object they created. I thought that I was very great of the teacher not to discourage the creativity of the children who didn't decide to follow the color pattern on the shaped object.

The developmental skills the children were using in this activity was creativity, eye hand coordination, cognitive skills, small motor skills, communiction skills, and patience.

As the teacher I would plan a jewelry activity to further the development of the children. I would add jewelry materials like yarn, clips glue to assist them. If the children don't want to particaipate that would be acceptable also.

Observation Blog 6... ... ... ... ... .

While the teacher was clearing the supplies from the table she asked the class, "Who wants to help me make smoothies?" The children replied, "Not me, not me." One child came to the table and said, "I'm going to wash my hands." She came to the table and four other children followed. Each child took turns scooping the frozen fruit in the bag or braking the bananas in half. A child said, "It's going to be super fun." Then the teacher asked him, "Is it going to be super fun or super delicious?" Another child said, "I eat yogurt at home." The teacher replied, "You eat yogurt at home too?" She said, "Yes." The teacher said, "I'm making one more with out dairy." A child asked, "What is dairy?" Then the teacher asked, "What is the dairy product?" Adifferent child at the table said, "Banana." "No it's not banana," the teacher said.So a child said, "Yogurt." "It's yogurt," the teacher said. While looking at the blender mix the ingredients they added a child said, "It's red." The teacher said, "It's really red." After they were done making the smoothies the children at it for snack.

During this activity the developmental skills the children used were math, science, turn taking, cognitive skills, following directions, large and small motor skills, and vocabulary/communication skills.

To further the development or interest with the children as the teacher I would plan a list to write to help children remember the activity. We would re-write the process as the children help me while I write what they say. I would also allow the children to draw what they remember the smoothie looked like to emerge literacy to art creativity.