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# I carried out my observation on a group of pre-school children consisting 1 boy and 2 girls for 13 minutes in the morning free play session.

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Introduction

I carried out my observation on a group of pre-school children consisting 1 boy and 2 girls for 13 minutes in the morning free play session. These children were about to do leaf and twig printing for the first time. The equipment that was provided was yellow paint, brown paint and green paint all of these were in small paint trays. There was also sugar paper for the children to print their leaves on. There was also various sized leafs and twigs in a small tray. Each child went and put their aprons on. Then they came and sat sown around the table on the chairs. I explained to them what they have to do and I demonstrated this by dabbing a leaf into the paint and printing it onto a piece of sugar paper. Then I got a piece of twig and dabbed it into the paint and printed it onto the sugar paper. The children listened to me carefully and then they started to their printing. A picked a large leaf using her right and looked at it, and then she said "wow, look at how many colours this leaf has, 1, 2, 3 different colours". Next she carefully lifted another large leaf she dabbed it into the green painted. Next she printed the leaf onto the large piece sugar paper. ...read more.

Middle

is at the correct developmental stage because you can see from my observation in E5 that K was counting the leaf printings on her piece of sugar paper. The Foundation Stage Curriculum also states "Mathematical Development; children use size language such as 'big' and 'little'." This statement shows me that R is at the correct developmental stage because he was using size language when he was describing the three leaves. You can see this by viewing my observation in E5. E8 & C1 & E10 Firstly I recommend that my supervisor takes the children for a 'nature walk'. I have made this recommendation because after observing these children I noticed that they were interested that were the leaves come from. So by taking the whole class for a 'nature walk' the children will get to know were leaves and twigs come from. Secondly I recommend that my supervisor has a day especially to talk about the seasons the teacher can do this by, getting the class to sit down then talking to them about what happens in nature when spring, summer, autumn and winter occurs. By doing this it will enhance the children's learning on the life cycle to leaves and other species. While doing this recommendation the teacher can also call some children up at the front, to hold up pictures of leaves during the cycle. ...read more.

Conclusion

Now my supervisor can organise more nature orientated activities to help enhance the children's knowledge. I have also learnt that by giving children their independence can also contribute towards their learning. Therefore, in the future, I can ensure that I allow the children to be independent to play in a child initiated play environment so that they can reach their potential. By using what I have learnt, in future practice I will provide the children with a variety of natural materials to play with, so that it enhances and promotes their learning. Also by carrying out this observation it has strengthened my understanding on how children play with such limited items and gain so much knowledge out of it. D1 The Children playing with natural materials observation that I carried out on a group of pre-school children was a period of 13 minutes approximately. When my supervisor read my observation she found out that how a simple leaf and twig printing activity helped the children to learn. Then in her next week planning sheet the said that she would arrange for a nature walk for the whole class. She also mentioned that next week she will have a talk with children about the seasons. My observation has been effective for my supervisors weekly planning. E 11 Ginn, W. (1999) Jean Piaget - Intellectual Development. (Online) November 10th. Available at: <http://www.sk.com.br/sk-piage.html> Accessed 10.11.06 Kamen, T. (2000) Psychology for Childhood Studies. London: Hodder & Stoughton Educational. (2000)Foundation Stage Curriculum. London: Qualifactions and Curriculum Authority. ...read more.

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