The 5 W's of my observations

            Assessing and Evaluating Play Based Learning:

              This semester, I have had the opportunity to observe a child at the St. Norbert Preschool.  Starting the first week of the semester, I have observed Kenzie Hnilika over the course of the semester 4 days per week.  Each week I am at the preschool from 9-10AM on Monday, Tuesday, Thursday, and Friday observing Kenzie during circle time, free play, outside play, and one on one interaction.  Kenzie is a little girl from De Pere, WI.  When I started my observations, Kenzie was 4 years old, throughout the semester she turned 5. 
             To assess Kenzie during her play, I used formal and informal observations.  These observations were done generally between 9:40 and 10:00, after Kenzie had become engaged in some type of play based activity.  Our group created a checklist that I would fill in as I observed to keep track of the things I saw.  During activities, I would also make mental notes or quickly jot something down on a scrap piece of paper in order to remember an observation.  Observing play takes a fine eye and effort into writing.  It was important that I wrote everything down through this whole experience, whether it be on a rubric or notes.  By doing this, I was able to evaluate growth in Kenzie in two specific areas, cognitive and social skills.
             The observations took place at the SNC Children’s Center in each center, outside on the playground, and in the student study lounges in Sensenbrenner.  With the observations, I was looking to see if Kenzie was developing any social skills with her peers along with any physical motor skills and cognitive growth.
             During the science experience playing with milk and food coloring, I was able to observe Kenzie learning the cause and effect of moving a toothpick in and out of the milk with dish soap on it.  This observation helped me understand that Kenzie was having some time of learning experience through play with the toothpick, because she began moving it around after realizing it would create color mixing.  After being able to experience this with her hands, she as able to understand the cause and effect of the experience.  However, one of the most profound observations I was able to make over the course of the semester was the growth Kenzie made through playing with one of the other children at the center.  Generally, Kenzie is a quiet and more laid back person.  After playing with this girl however, she was being bossed around more than she wanted to be.  During their play, they would argue often, and Kenzie would be left upset.  By the end of April, Kenzie had developed the communication and confidence to stand up for her and express to this other girl how she felt.  It is apparent that playing with this certain girl has given Kenzie the ability to express her feelings and cooperate with her peers.

Observation Log

Over the course of this semester, I have been given the opportunity to visit and observe in many different schools and classrooms.  This has been a great experience for me, as I have been able to see many different teaching styles and the way students respond to each one.  This has been a great learning experience for me, as I have gained a lot of knowledge about the different types of play that are use in the classroom.  As a pre-service teacher, it is important that I build up knowledge and skills that will benefit me in my path to becoming and effective early childhood teacher.  Here are the schools and hours I was able to observe over the course of the semester:

St. Norbert Preschool - 56 hours

Aldo Leopold School: Melissa Messenger's Classroom - 11 Hours

Notre Dame Elementary School - 7 hours

Westwood Elementary: Mr. Budek's 3rd Grade Room - 2 hours

Individual Observations - Kenzie

March 2010

Isn’t warming up to me like I had hoped she would, although she does not mind me being around her if I’m trying to observe, she seldom seeks me out to come work with her or ask me questions.

Can write name and address with ease, and good penmanship.  Also, can pick out her address from the little flip ring very quickly.

Tends to go to the art table first during center time.  During the activities where there is no SET out come (such as paintings or collages) Kenzi spends a lot of time working on the art.

Valentine’s Party-Kenzi’s Mom did not come until halfway through morning circle.  Kenzi appeared to be extremely excited to see her Mom.

Kenzi sits close to one of the teachers during circle time, usually by the wall.  It is not always by the same teacher.  In fact, she has sat by Katie, Beth, Hallie, and I in the past two weeks.

During computer time, play games having to do with beginning letter sounds, however, did not take the time to sound out words after the computer would talk to her.  Instead just clicked on every letter until it was right.

Concentrates on puzzles, gets them done quickly and correctly.  She also did ask me to come sit by her and help, however, did not really need my help.  Starting the middle pieces was her biggest challenge.

Is very social during snack time, talks with the other students about whatever they are talking about.  Helps think of things the OLD LADY can eat as they write their own version of There Was an Old Lady

Kenzi sat at the science table first on the day we had corn starch mixed with water to play with.  She only put one finger in at a time to feel it.  Tia had her whole hand in playing with it.  This reminded me of when Bonnie said some children do not like to be messy or feel messy, while others love the feeling.

Kenzi tends to spend most of her time at the same area that Maya is at.  I do not think it is following, as much as they have the same interest, however that is only my opinion.

Works very well with a scissors.  Can cut little circle pieces out of any scrap of paper, and can cut beads and pipe cleaners to add to her collage easily.  Many different pieces were cut of all shapes and sizes; this made it apparent she can maneuver scissors.

Seems very engaged most days during circle time.  She especially wanted to participate the week of working on the alphabet.  Always raising her hand to answer questions, although Anderson usually steals the thunder before any child gets called on.

Liked building the magnetic cars.  Spent the most time putting together pieces of the same color vs. actually playing with the cars.  Did not accept wheels that did not match, she needed to make sure to find four wheels of the same color before the car was complete.  Also noticed when to of the “people” that went with the set looked the same and called them twins.

Kenzie seems to interact well with her Mom, sitting on her lap while she worked on the art table during the Valentine’s party, and in her Mom’s arms during circle time at the Valentine’s party.

April 2010

During my art activity Kenzie absolutely LOVED playing with the shaving cream.  She had shaving cream all over her arms, face, and hands.  I never expected any of the students would get so engrossed, Kenzie stayed at that activity the whole day.  She really seems to enjoy art.

During the fingerprint art activity, Kenzie was able to focus and copy the sheet that had the final products on it to make her own.  Following directions perfectly, Kenzie was able to create animals out of her fingerprints successfully.

Kenzie loves to socialize with her friends during snack time.  Typically she is not the conversation starter, however, she is always engaged in the conversation going on at the snack table.

The writing center is not something Kenzie visits often during the day, yet when she does she is able to write whatever they are practicing.  She is still able to write her address with ease, along with her name.  She now started signing papers K.H. I noticed.  I find it special that she knows what her initials stand for and likes to use them.

Spent some time with the “ball clicking blocks” at the science table.  Although these were straight shaped blocks, she did not create any of the things in the pictures.  She was working on making a circle out of these blocks.  This was a difficult task for me to even complete.

She had a difficult time at first rolling the egg back and forth in the box with paint.  It took a few minutes to get the motions down that it took to work with a partner.  Her and Elliot interacted well and talked with one another to make the egg rolling work.  Great teamwork!

I worked with Kenzie on shoe tying.  She has some difficulty doing this 100% of the time.  She knows the ideas that go into shoe tying, just needs to put all the steps together.

During dental week- Kenzie enjoyed practicing brushing the giant teeth.  She was very particular about getting each area of the teeth.  It appears that she really understood what she learned about brushing. 

Kenzie had some difficulty working the paintbrush when holding the brush with her mouth.  This was a difficult task for most of the preschoolers also.  The motor skills practiced with this type of activity were not something a child normally does.  Although she had difficulty controlling the brush, she did not give up.

During the science experience with Milk and Food Coloring, Kenzie had great interest in manipulating the toothpick to make the colors move.  Kenzie enjoyed creating colors by making movements in the milk.

Can easily rhyme words and recognize rhymes during opening circle. 

Kenzie is very smart when it comes to logical ideas.  

Kenzie shows her knowledge of colors and counting by creating a graph with jelly beans drawn as the units on the graph

Has good motor skills when it comes to working with different brushes as paint brushes.  Using a toothbrush as a paintbrush she did a great job on.

May 2010

Kenzie and Nevaeh are becoming close friends.  Very love/hate type relationship.  There is a lot of fighting occurring, followed by playing

Through her friendship with Nevaeh, Kenzie has shown she is becoming vocal and can communicate with her peers to work through issues.