The Second-period Class in Parker’s Room
I arrived at the pre-Kindergarten School 20 minutes to 9:40 A.M. At this time, Parker was preparing for her second period class. During this class, Ms. Parker takes the children through her “Fine Motor Skills Development” lesson that is typical for most pre-kindergarten lessons. It was a fairly warm and windy morning. In front on the schoolyard are children playing around. The mood is good and students are busy with various activities. I spot a couple of friends playing around jovially. I realize that the dressing is significantly elegant with the latest versions.
O.C (Observer Comments): This school is most likely a upper class with students coming from well-off families. The fashion and joy exhibited …show more content…
Playing with blocks seems their favorite activity. Seated on her seat, Parker greets the children and orders them to maintain silence. Although the voice is polite and friendly, it is definitely a commanding one. The children are between the ages of 3 to 5. “Now everyone should remain silent, we are going today to have fun playing with lines using symbols. I am sure you will like it.” The teacher introduces today’s activities. The children are peaceful and attentive, as though waiting for further instructions. However, Rose moves to the adjacent shelves and tries to remove some items before Parker asks her to wait. We have eight children …show more content…
Parker now has 5 groups, each group having 2 students. Meanwhile, Max is becoming aggressive and the teacher notices he did not want to join Mike and leave Anthony. “I will give you favorite color of crayons,” teacher tells Max who then calms down.
O.C.: Parker knows that anger and quarreling are quite common methods of displaying negative emotions among pre-kindergarten children since they do not understand the concept of self-control.
Parker asks the groups to take a small pinch of sand and place it next to another heap of sand on the table and repeats the same process until they transfer all the sand in their heap. Each group is given 10 marbles and each member of the group holds 5 marbles in their wrist. “I want you to peel the peel off the page of the stickers and place them on something else.” The teacher offers instruction.
O.C.: I admire this activity since it helps in the development of coordination of the children’s small muscle movements of wrists and fingers, eventually helping them have a good grip of their pencils when they begin the process of writing. The process also helps in developing positive social relationship and teamwork among the
I arrived at the pre-Kindergarten School 20 minutes to 9:40 A.M. At this time, Parker was preparing for her second period class. During this class, Ms. Parker takes the children through her “Fine Motor Skills Development” lesson that is typical for most pre-kindergarten lessons. It was a fairly warm and windy morning. In front on the schoolyard are children playing around. The mood is good and students are busy with various activities. I spot a couple of friends playing around jovially. I realize that the dressing is significantly elegant with the latest versions.
O.C (Observer Comments): This school is most likely a upper class with students coming from well-off families. The fashion and joy exhibited …show more content…
Playing with blocks seems their favorite activity. Seated on her seat, Parker greets the children and orders them to maintain silence. Although the voice is polite and friendly, it is definitely a commanding one. The children are between the ages of 3 to 5. “Now everyone should remain silent, we are going today to have fun playing with lines using symbols. I am sure you will like it.” The teacher introduces today’s activities. The children are peaceful and attentive, as though waiting for further instructions. However, Rose moves to the adjacent shelves and tries to remove some items before Parker asks her to wait. We have eight children …show more content…
Parker now has 5 groups, each group having 2 students. Meanwhile, Max is becoming aggressive and the teacher notices he did not want to join Mike and leave Anthony. “I will give you favorite color of crayons,” teacher tells Max who then calms down.
O.C.: Parker knows that anger and quarreling are quite common methods of displaying negative emotions among pre-kindergarten children since they do not understand the concept of self-control.
Parker asks the groups to take a small pinch of sand and place it next to another heap of sand on the table and repeats the same process until they transfer all the sand in their heap. Each group is given 10 marbles and each member of the group holds 5 marbles in their wrist. “I want you to peel the peel off the page of the stickers and place them on something else.” The teacher offers instruction.
O.C.: I admire this activity since it helps in the development of coordination of the children’s small muscle movements of wrists and fingers, eventually helping them have a good grip of their pencils when they begin the process of writing. The process also helps in developing positive social relationship and teamwork among the