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To record which children in the class are friends in our class. I will display my findings in a written report with a sociagram.

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Introduction

Observation 7: sociagram 17th June 2002 11:30 - 12:30 3rd session - choosing Aim To record which children in the class are friends in our class. I will display my findings in a written report with a sociagram. Setting The primary school, in which I am working, is situated on a campus with a sports centre; a community school and a 6th form college. It has 6 junior classes and 3 infant classes. There is a class room assistant and a teacher for each class. On Thursday and Friday there are 2 students working in the infants. There are a various number of parent helpers visiting on different days of the week. In Mrs K's class there are 7 year 2 girls, 5 year 2 boys and 8 year 1 girls, and 8 year 1 boys. I will be working with the whole class in this observation. In this class there are a range of abilities and many children are at different developmental stages. All the children I am working with are 6 or 7. During today's choosing session I will ask each child who its 3 best friends are. I think it will be interesting to find out what the children say, and what social groups arise. I will make a class list then add who says whom after their name. I e if Sam, Ben and Gary say that James is one of their 3 best friends James will have those 3 names after his. ...read more.

Middle

Fraya is new the class and has not yet made many friends. When asked who her 3 best friends were she had to think to actually remember 3 names. I think given time Fraya will make many friends as she is a happy out going and friendly child. Shannelle joined class 1 / 2 K 4 months ago. She has just moved here with her grandparents from Holland, English is her second language and she has improved extremely well in the last 4 months. Learning for me I learnt a lot from with class 1 / 2 K and this was a typical session. Everyone in the class has different view on things and even though there are definite social groups every one is friends with everyone else. The teachers and other staff practice good anti-discriminatory and anti-bias practice it is important to portray equal opportunities. Children are to be treated equally but at the same time their personal needs need to be taken into consideration. In class 1 / 2 K there are friends who are in definite social groups then there are groups that inter-change and mix with the whole of the infant's school. This observation points out who the children play and work with. It is interesting to find out who likes who and if they feel the same, some children liked every one but not many of there class mates felt the same way, it is interesting to find out why this is. ...read more.

Conclusion

These include an ability to interpret and understand other children's nonverbal cues, such as body language and pitch of voice. Children whose social skills develop optimally respond to what other children say, use eye contact, often mention the other child's name, and may use touch to get attention. If they want to do something that other children oppose, they can articulate the reasons why their plan is a good one. They can suppress their own wishes and desires to reach a compromise with other children and may be willing to change-at least in the presence of another child-a stated belief or wish. When they are with a group of children they do not know, they are quiet but observant until they have a feeling for the structure and dynamics of the group (Coie & Kuperschmidt, 1983; Dodge, 1983; Putallaz, 1983; Dodge & Feldman, 1990; Kagan et al., 1998). In contrast, children who lack such skills tend to be rejected by other children. Commonly, they are withdrawn, do not listen well, and offer few if any reasons for their wishes; they rarely praise others and find it difficult to join in co-operative activities (Dodge, 1983). They often exhibit features of oppositional defiant or conduct disorder, such as regular fighting, dominating and pushing others around, or being spiteful (Dodge et al., 1990). Social skills improve with opportunities to mix with others (Bridgeman, 1981). In recent years, knowledge of the importance of children's acquisition of social skills has led to the development and integration of social skills training components into a number of successful therapeutic interventions. ...read more.

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