'Observation of the Toddler Environment Essay\r'

'Upon entering the toddler purlieu, the first thing that I discover was the classroom atmosphere, which was calm and yet full(a) of educational opportunities for a variety of students. The shelves and seculars were organized in sequential order, the shelves were exposed so that materials were easily accessed. If the p arents came into the classroom they would be able to see e genuinely material their claw may be constructing with. The shelves were excessively non cluttered except materials were spread show up so they could be seen and accessed easily by the toddler. The first light program started with a circle time where the baberen were asked by the instructor to greet each other, they sang the take in song and and so talked about the w sapher. I noticed that the pincerren were encouraged to speak during this time and to sit on a cushion, e truly child participated in the song.\r\nIn the area of self-direction, I discovered that near of the former(a) children wer e quite an independent when it came to choosing their own lay down. One child in particular who I believe is the oldest angiotensin converting enzyme in the class worked on all of her activities rattling carefully and quietly, and would whatevertimes â€Å"experiment” with the material slice remaining careful and respectful of the material. Another child was caying and she decided to roll her hands in spite of appearance the cup, and once stirred the colored water with the paint brush to see what would to happen. This type of experimentation showed her innate(p) curiosity. A few of the very young ones were quite â€Å"busy” and would often walk through the classroom talking or touching other children’s work, while the others are however observing their friends doing the activities.\r\nI also noticed that some children would get put out easily when others touched their materials, while the others would allow their peers to work with them. The older ch ildren tended to want to help their jr. peers with their work; some of them would go talk to or barricade on their younger friends to see if they were okay, or just simply ask them if they would like to work together. closely of the students were drawn to Practical Life materials, Sensorial materials, and constitution table at the time I observed. I didn’t see a lot of interaction with the Language and Number work during my observation.\r\nDuring the course of the morn the children had group snack time where they were encouraged to eat their snack by themselves and to tidy up their plates and cups when they were finished. They then washed their hands and started to dress to go outside. A lot of focus was directed towards independence and some children were able to put their shoes on by themselves and then wanted to help younger children to put on coats and shoes. Outdoor recess was largely uncrystallized playtime; the instructors blew bubbles and threw balls for the ch ildren and encouraged them to play with each other. The teachers worked calmly and quietly within the classroom environment and they were allowing the children to accept their own activities. The head teacher acted mainly as a facilitator and when she was showing a material she was not interrupted by the other teachers or all children. She was doing individual presentations with hand gestures and non-verbally.\r\nShe used the 3 fulfilment lesson and also took the child to the shelf to choose the bodily process and then back to the shelf to show them were to countersink it upon finishing. She worked with a child while the assistant teachers were component supervise the classroom or were â€Å"directing” some of the children to find activities. On one occasion, one of the children was working on an activity and a younger child took away some of his materials. The first child became very upset and started screaming so the assistant teacher approached him and calmly told him use his words to say â€Å"No, convey you” to the other child. Second child returned the materials and the assistant teacher asked him if he would like to choose one of his favorite(a) activities on one of the shelves from the Practical Life. This approach seemed to replete both of the students involved and was solved within a reasonable amount of time.\r\nRegarding the physical environment, I observed that all the materials are scaled to the toddler children’s size and their abilities, allowing them to explore and be engaged with some(prenominal) activity of their choice, thus encouraging them to work freely and independently. This encouragement of independence created by an accessible environment helped the students with their independence and confident behaviour. I observed that the children were very enthusiastic about the materials and I felt they were good-hearted and attractive.\r\nI very much enjoyed observing in the Montessori Toddler environment and seeing the certain behaviours that are unique to toddlers and other behaviours that are similar to the younger Casa students I have worked with in the past. Some of the things I enjoyed observing were the interactions between older and younger students and the developmental differences that they exhibited when they were moving around the classroom environment and do their work choices. It was very interesting to observe the teachers interactions with the children and the propulsive in the classroom. The room was not silent but seemed a social environment and children appeared very happy.\r\n'