Ending the hour observation was less problematic than I thought and I quietly put my coat on and said goodbye with a few children holding gaze with me as I left the room.
Ending the hour observation was less problematic than I thought and I quietly put my coat on and said goodbye with a few children holding gaze with me as I left the room.In the next session with Anna, I felt more relaxed and in tune with what I was trying to do.Tags: Improve Creative Writing SkillsEmployer Thank You Letters To ApplicantsPostgraduate Personal Statement Msc FinanceEnglish Patient EssaysCollege Personal Essay ChecklistApa Citation For Unpublished Thesis
It was this reflection that helped me focus between fact and feeling and challenging myself on how the information I had been given about Anna had given considerable weight in how I thought she might play and socialize with other children.
I needed to separate these two contradictory parts (Goldstein, 1990).
On several occasions, children came up to me bringing toys, books and requests to go to the toilet, and at one point, a young child stood in front of me for what seemed like a very long time.
I replied only briefly to the children and avoided eye contact when possible.
It was much more comfortable not having to put any kind of theory into practice.
I had the added luxury of not having paper and pens or an assessment to complete.At one point, I observed her clasp the hand of a worker and pull her gently towards the book corner.The worker gently tapped the hand of Anna, letting her know she was aware of the request.Constantin Pautoisky The context for my observation was a local authority Children’s Centre which provides Ofsted registered care for babies and children between 0 months and 5 years.The Children’s Centre has been classed as ‘Outstanding’ by Ofsted since June 2006 and has been working with children with additional needs since the 1970’s.Watching Anna play, I did think of her goals and what she was trying to create through her thought and actions, and I did think of Piaget’s (1973) theory on children’s cognitive development.Again, I had to challenge my assumptions on stages of Piaget’s theory as they are not fixed and concrete in any child.A 2½ year old little girl was selected and I shall call her Anna (pseudonym).I had no contact with Anna’s parents, although the Children’s Centre informed them of my remit and they gave their written consent.I also included my reflections, dilemmas and prejudices with my seminar group.The staff at the Children’s Centre were aware of my role, and the purpose of my observations.