This week I observed the children visiting the LBCC library. The children first had to use the bathroom and then get a partner to line up before leaving the class. Our walk to the library was long because we had to keep stopping to get all the children closer together, not to pick the berry looking things on the bushes, be sure none of the children was missing and remind them to walk behind the the teacher who was the leader of the line.The librarian presented books with the themes about cats and dogs. While introducing the books she asked the children, "Who have a cat and who have a dog." Some of the children said I have cats and dogs and others said either cats or dogs for pets. She read one book about cats and another about dogs. After reading these books she asked, "Who like the book about the dogs and who like the book about the cats?" It was about an equal vote on the books. After about fifteen minutes the teacher picked the books for the selection she would re-read to the children or introduce to them another day. On our journey back to the classroom a Aids awareness representative who had a booth in the quad area asked the teachers if it was okay for the children to watch the break dancer dance. One teacher replied, "yea, okay." So he danced for about a minute to the music and the representative asked, "You guys want to dance, come on and dance?" They began to join him on buy one with unsure expressions. Some children joined and others just watched. The representative asked if it was okay to take pictures. After the teacher said yes the representative asked where would she send them to or drop them off.
The developmental skills the children were using was communication skills, cognitive skills, large motor skills, and listening skills.
To further the interest of the children, as the teacher I would have the children do a art activity about the dogs or cats book. Allowing them to draw or write what they like to help them remember the book the liked best. Then I would have each child speak about what they created on the picture if they want to share. This would be emergent curriculum for the storytelling in the library to an activity reflecting back on the books read to them.
This semester I observed the four and five year olds at work in their classroom, outdoors, and at the LBCC school library with the librarian. I observed the children in dramatic play, pretend play, art activities, storytime, block play, woodworking, legos, painting, drawing, in the sand box, creating music with instruments, fuse beads, snack time, nap time, food experimenting with the teacher, journals, at the climber, light table with magnet tiles, signing in on arrival, singing and dancing. As the children were engaged and exploring with these materials and activities they gain knowledge on what works and what doesn't, enhanched fine and gross motor skills, social/ emotional skills, communication and vocabulary, math and science skills, health and nutrition lessons, turn taking, patience and problem solving techniques. I enjoyed my weekly sitting in this classroom observing and documenting interactions between the children and teachers, parent and child, and parent/ teacher interactions. I believe this experience was life changing for me because I saw how the children enjoyed being there and the teachers involvement with the activies, encouragement, and care they shown throughout the days on a consistant basis. When I have children I would love for them to attend this child care center, if the list wasn't so long I believe my niece would have already been enrolled there today.
