Early childhood education.

PRESCHOOLER OBSERVATION JOURNALS
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Introduction
Observation is essential to assessing the progress of a child in their learning process. Teachers are able to study the child’s progress over a period of time and determine what works for the students and what does not. It is easy to misjudge a student or have preconceived ideas about them as a result of previous experiences or reports, and this makes it difficult for both the teacher and the student.
Journal 1: Children Observation
The class was quite expressive from the start. One student named Ana brought a book from home and approached the teacher with it, saying, “I have a story to share. “She opened the book and placed on the teacher’s tale, summoning her classmates to move closer to a better view. She started pointing to each illustration based on the pictures in the book. With each text came her description and eventually, when the book came to an end, she shut the book and said, “The end.”
From Ana’s display, there is significant developmental strength in the child according to my observation. The child has a positive sense of self, and her initiative to be aware of her skills is a milestone for a preschool child. She is evidently cognitively developed as she is able to apply the teacher’s teaching skills when she reads the book to her peers. It is also clear that the child has emerging literacy skills and an interest in reading. The acts of pointing to words and reading them demonstrate her ability to combine print and symbols in the book.

She has remarkable language and verbal skills, as she reads and speaks in grammatically right sentences. Her social development is age appropriate, seeing she is able to relate to her peers, share her story and the reading space (Stetson, Jablon, & Dombro, 2009). She is also able to hold and engage them for long periods of time, which is growth and progress for her age. Finally, saying “the end “shows her ability to differentiate between the start and finish of the book accurately.
Journal 2: Interaction between Educators and Children
Teachers and educators can use different tools in their observation of their children. Use of checklists, rubrics and rating scales are some of the most common ways teachers can use to gauge their students. These tools, according to Ann’s teacher, give a systematic way on how to collect and group the data based on some key elements such as skills and knowledge of the children. Depending on the description types and type of assessment conducted, the information gathered will be a huge determinant. It is also advisable to directly involve the students in the assessment to better increase the feedback quality one gets. Therefore, Ann’s behavior display as a good example of how students help their teachers achieve and communicate the right message to them.
Journal 3: Observation of Families influence
The growth and development of children varies depending on the environment they live in. In such cases; a teacher may be highly dependent on the child’s home environment to understand them better. On parent informed me of an ordeal she had with her son. John, the son, had displayed some aggressive behavior thrice in the past month, and his behavior was starting to alienate him from his classmates. The teacher had tried talking to him, taking him to the principal’s office and even counseling him, but he was adamant about his behavior. It was until the parent summoning that she revealed that John’s anger stemmed from his father’s absence following a messy divorce. Such children need intervention from all adults present in their lives. Involving parents when such cases get out of hand enables the teacher to trace the source of the problem. Examining their trends from home, in their different environments, the triggers of the aggression and possible remedies are all sufficient in creating an efficient communication system with such children. The smallest things can cause a child’s aggressive behavior, such as lack of sleep, poor diet or even physical and emotional neglect.
Conclusion
The observation and assessment of the children as well as teaching them are all processes that cannot be separated. In assessing the children during the learning process, the teachers and their parents or guardians need to be vigilant enough to examine progress and from the child’s actions and what they are to learn next. From the infancy stage where the parents watch as their child grows, the progress is quite noticeable, and therefore need for continuous assessment to notice the little changes. At the same time, teachers and other educators in preschool need to have the formal and the informal methods in their observation and assessment practices, which may be hard to do if they are not keen on taking up some more groundwork for better assessment. Such groundwork involves the observing the readiness of children to learn and participate, their responses in the classroom and other ways of adjusting and getting the children comfortable in the provided curricula and routines undertaken in the classroom
References
Stetson, C., J. Jablon, & A.L. Dombro. (2009). Observation: The key to responsive teaching. Washington, DC: Teaching Strategies