After entering the toddler environment, the first thing that I noticed was your classroom atmosphere, which was calm and yet filled with educational opportunities for a selection of students. The shelves and materials were organized in sequential purchase, the shelves were uncovered so that supplies were quickly accessed. In case the parents came into the classroom they would manage to see every material their child may be working together with. The cabinets were also certainly not cluttered although materials had been spread out therefore they could be seen and utilized easily by the toddler.
The morning program began with a group of friends time where the children had been asked by teacher to greet one another, they did the meet song then talked about the elements. I noticed which the children had been encouraged to speak during this time and sit on a cushion, just about every child took part in in the track.
In the area of self-direction, I seen that some of the older children were quite 3rd party when it came to picking their own work.
One particular child specifically who I think is the most well-known one in the students worked on every one of her activities very carefully and quietly, and would sometimes “experiment” while using material while remaining very careful and respectful of the materials. Another kid was portrait and your woman decided to place her hands inside the cup, and once stirred the shaded water with the paint remember to brush to see what would to happen. This type of testing showed her natural interest. A few of the incredibly young ones had been quite “busy” and could often walk through the classroom talking or touching additional children’s work, while the others are just observing their good friends doing the actions.
I also noticed that a lot of children would get upset very easily when others touched their materials, while the others would allow their colleagues to work with them. The teenagers tended to want to help their younger colleagues with their job; some of them would go talk to or perhaps check on their very own younger close friends to see if they were okay, or just simply inquire further if they wish to work together. Almost all of the students were drawn to Functional Life components, Sensorial components, and Nature table at that time I seen. I don’t see a lot of interaction with all the Language and Number operate during my observation.
During the course of the morning the children acquired group snack food time exactly where they were prompted to eat their particular snack without any assistance and to clear away their discs and glasses when they were finished. They then washed all their hands and started to gown to go exterior. A lot of focus was directed towards independence and a few children could put their very own shoes in by themselves and then wanted to support younger children to hold coats and shoes. Outdoor recess was largely unstructured playtime; the teachers blew bubbles and threw golf balls for the youngsters and motivated them to play with each other. The teachers worked calmly and quietly inside the classroom environment and they had been allowing your children to choose their particular activities. The head teacher acted mainly like a facilitator then when she was showing a material she was not interrupted by the different teachers or any type of children. The lady was carrying out individual presentations with side gestures and non-verbally.
The girl used 3 of the period lesson and also required the child to the shelf to purchase activity then back to the shelf to show them were to place it upon finishing. She worked with a child while the assistant teachers had been helping watch over the class or were “directing” a few of the children to find activities. On one occasion, one of many children was working on a hobby and a younger kid took away several of his components. The initial child became very upset and started out screaming so the assistant instructor approached him and smoothly told him use his words to state “No, Say thanks to you” for the other kid. Second kid returned the materials plus the assistant instructor asked him if he’d like to choose one of his favourite activities on one of the shelves through the Practical Lifestyle. This approach appeared to satisfy both of the students involved and was solved in a reasonable period of time.
Regarding the physical environment, I observed that all the elements are scaled to the toddler children’s size and their abilities, allowing them to check out and be engaged with any activity of all their choice, thus encouraging these to work freely and individually. This support of independence created by a great accessible environment helped the scholars with their independence and confident conduct. I noticed that the kids were extremely enthusiastic about the materials and I felt they were appealing and attractive.
My spouse and i very much enjoyed observing inside the Montessori Young child environment and seeing the certain behaviours that are exclusive to little ones and other behaviours that are like the younger Locuinta students I have worked with before. Some of the things I enjoyed observing were the connections between elderly and youthful students plus the developmental differences that they exhibited when they had been moving around the classroom environment and making their work choices. It absolutely was very interesting to see the teachers relationships with the kids and the energetic in the classroom. The space was not quiet but looked a cultural environment and children made an appearance very happy.
1
