A Pleasurable and Educational Preschool Observation Essay

I observed a 4 year sexagenarian preschool class during typifytime in Staten Island, New York. The class consisted of eight children, and unitary certified preschool t from each oneer. There were 4 boys and 4 misss in the class. During my sixty polished ceremonial I differentiated several instances of hammy stage, mate relationships, relationships with adults, and self-control. striking PlayDuring my reflexion, I realiseed a group of dickens- wholeness boy and one girlfriend-playing can. accord to Hutchinson (2011) children often intent playing house as an opportunity to explore reality and their sociable lineaments based on adult bearing. The deuce children that I observed explored reality and their social roles as they pretended to deplete dinner together as family. The mate even took it a pure tone further as they included doll babies to play as their children. As the children played house, the girl cooked dinner and the boy sat at the carry everywhere w aiting for dinner to be ready. As the boy waited for dinner to be ready, he got up, walked around as if he was looking for something and came back with two baby dolls and told the girl, here they can sit next to you. The boy had appoint the girl a perceived feminine role, to be the stupefy and superintend for the baby.While the girl had assigned herself a female role, to cook for the male. Therefore, the boy was automatically assigned a perceived male role, to wait for the female to finish cooking so he could eat. The pairs dramatic play demonstrates how children begin to understand standard sexual practice roles and play therefore during early childhood (Hutchinson, 2011). This play fundamental interaction was not gender nonintegrated. This non-gender segregated play is a good example of how children play based on their gender. Although, many young children prefer to play with same sex mates, I believe this was not the case because the pair felt playing house required a femal e and male to fit the correct gender roles.I also believe that mass media plays a strong role in the way preschool children play in their perceived gender roles. harmonise to Kirkorian, Wartella and Anderson (2008), by preschool age children be active television viewers. Therefore, if children watch shows that are based on family life, such as Modern Family, they will notice a strong presence of women in the kitchen andcaring for children, and model akin behaviors.Relationships with AdultsDuring my observation there was little interaction with the teacher. Children seemed to prefer to play with their peers. one(a) teacher-student interaction I observed was a withdrawal relationship. The teacher time-tested to engage the pair of preschoolers playing house. However, her engagement was unsuccessful. The teacher walked over to the pairs play station and asked about the babies names. The pair answered the teacher simply did not engage other than answering the question. During the t ime the teacher was teasing the pair, the girl got up from the play dinner table and walked over to play with another group, a group of girls. This example supports Garvey (1990) and Harper and McCluskey (2003) argument that the maintenance of an adult or teacher may hinder childrens peer interactions. The girls reaction to the teacher disrupting her play scenario was withdrawal. Another teacher-student interaction I observed was a conversancyly interaction.The teacher eng corned a boy who was with trucks in play. During this interaction, the boy was playing alone with cars and trucks. The teacher asked if she could play with him, and he agreed. The teacher and student then played with cars and trucks in a friendly manner. This is normal as there is a tendency for teachers to neglect more time with children who are slight social than more social children (Harper and McCluskey, 2003). The boy in this case could be perceived as less social than others as he played alone the entir e hour.During my observation I did not see attachment-seeking behavior from the children towards the adults. However. I did have the meet to observe one preschool girl dropped off by her mother former to my observation. The preschool girls behavior was fussy and aggressive. The girl cried and kicked while the mother signed the girl in. The mom tried to soothe the girl, but looked wish she needed soothing herself. Generally, musical interval from mothers can be stressful for children, however, separation from children can also be stressful for mothers (Balaban et al., 2002).Peer Relationship 1 peer relationship I observed consisted of collar girls playing dress-up. remote the previous pair that was not gender segregated, this group of girls was gender segregated. According to Hutchinson (2011) in early childhood, children make friends with other children of the same gender and age. Asthese girls engaged in dramatic play they were very nice to each other. They played with each o thers hair, did each others make-up, and referred to each other as my best friend.After the forrader girl in the class finished playing house with the boy, she approached the three girls and asked if she could play with them. The three girls took the forth girls play initiation as a conflict. The three girls then teamed up and said no way, youre not our friend to the fourth girl in the class. Young children often use the term friend and playmate interchangeable. According to Hutchinson (2011), young children see the exposition of a friend as someone you play with. Therefore, when the fourth girl asked to play with the three girls she was excluded because she played with the boy and was the boys friend and not the three girls friend.Self-ControlDuring my observation, I witness one instance of aggression. One girl was building a princess fortress with building blocks and a boy came by and kicked over the castle. The girl at once got up and pushed the boy and the boy pushed the gir l back. The boy or girl did not show any self-regulation as they engaged in a fight. Also, there was no helpful or empathic prosocial behavior, as the childrens actions did not prevent negative impulses. In this instance of self-control or lack of self-control, the boy and the girl exhibited both instrumental aggression, fighting over toys and physical aggression, physical force against someone.However, these form of aggression is normal for preschool aged children as aggression increases during early childhood years (Hutchinson, 2011). Fortunately, aggressive behaviors usually deteriorate by the end of early childhood as children victimize to better communicate their needs (Hutchinson, 2011). My preschool observation was a pleasurable vex. I was able to watch eight happy children play, fight, laugh, and joke with each other. My observation was also an educational experience as I was able to move over theories learned in class to real life situations. Overall, my observation exp erience was both enjoyable and educational.ReferencesBalaban, N., Brodkin, A. M., David, J., Drucker, J., Feder-Feitel, L., & Greenberg, P. (2002). A Great Start To School. Scholastic advance & Child,10(1), 40-45.Harper, Lawrence V & McCluskey, Karen S. (2003). Teacher-child and child-child interactions in inclusive preschool settings Do adults inhibit peer interactions? azoic Childhood Research Quarterly, 18, 163-184. doi10.1016/S0885-2006%2803%2900025-5 Hutchison, E. (2011). Early Childhood. In Dimensions of human behavior The Changing Life Course (4th ed.). Los Angeles SAGE.Kirkorian, H., Wartella, E., & Anderson, D. (2008). Media And Young Childrens Learning. The Future of Children, 18(1), 39-61.Garvery, C. (1990). Play. Cambridge, MA Harvard University Press.