The reggio emilia early childhood program focuses on _____

Observation And Analysis

to use for both your classroom observation and analysis. Observation: Two Videotaped Classrooms 1. Write your observation notes for both classrooms on this form. 2. Once the observation is completed, type the information you recorded into the form. Analysis Follow the instructions below for analysis of the two videotaped classroom observations. Due in Unit 4: The completed, typed form must contain both the observation and analysis. ---------------------------------------------------------------------------------------------------------------------------------------------------

VIDEOTAPE #1

Observer’s Name: _Jodi Starr________________Videotape Title: “Literacy Lesson First Grade”studen

Date(s) of Observation: ___7/13/18_________ Time(s): Start: _3:35_________ End: _3:45_________

CENTER/FAMILY CHILD CARE HOME/SCHOOL INFORMATION

Program Type (“X” for all that apply): X public _private _non-profit _faith-based _corporate _other: __________ Teaching Staff Total Observed: __1__ Teachers ___1_ Assistant Teachers __1___ Other: __observing administrator

Children Total Observed: ____Infants ____ Toddlers ____ Preschoolers ____Kindergartners 8 Primary (1-3)

EDUCATIONAL APPROACH You are looking for signs of quality, applied theories, one or two specific approaches,

and developmentally appropriate practices. Program’s Philosophy (Listen for descriptions of the listed items. Is there a specific theory-based philosophy, model, approach or curriculum? What is their approach to family engagement?)

Mission and Vision: to teach a reading/literacy lesson to school aged children Educational Philosophy: Seemed close to Reggio Emilia’s 100 Language of Children Curriculum Approach: Literacy Based, focusing on a broader concept presented in a grade level story Family Engagement: Family engagement was not present in this video

CHS111: Foundations of Early Childhood Education

Videotaped Classroom Observation & Analysis Tool

POSTED CLASSROOM INFORMATION Do you see signs of the following in the videotape?

(Put “X” for all that are observed): ___ Daily Schedule _X__ Lesson Plan ___Parent/Family Bulletin Board ___ Children’s Creations: (e.g., art, writing, dictated stories) ___ Other _______________________________________________________________________________

Lesson Plan: Describe evidence of developmental domains and early learning standards? (Hint: You may find evidence in a lesson plan or postings around the classroom in different learning centers, on the Family Bulletin Board.)

The lesson plan was a literacy lesson based on the question “is our world the same as it was”. The lesson started with background knowledge vocabulary words, and moved through predictions about story, the story, small group discussing about the topic and larger class discussion about the topic. Students used graphic organizers for their predictions.

OBSERVED EXPERIENCES Write only what you see and what you hear! Only the facts! No opinions!

Location (Check all that apply): __X__ Classroom _____ Outdoors (e.g., playground) _____ Indoor Gymnasium _____Other: ___________________________________________

Daily Schedule Routine (e.g., free choice, morning meeting, transition to outdoors, … )

Literacy lesson—focusing on the concept of past and present, included vocabulary lesson, a story to read, books to explore, and a graphic organizer to record predictions and illustrate the story. Materials being used: Vocabulary picture cards, graphic organizer, books, large paper to write out

sentences and concepts for all students to see, Signs of Children’s Interest and Engagement in the activities: The students actively waved their hands when asked a question, the teacher employs a point system for good behavior and appropriate responses to questions. Teacher-Child Interactions (including words spoken, gestures, actions, etc.): The teacher used a gesture called release the answer, where the child whispers the answer into his or her first and on que releases the answer to the class, the teacher crouches down to the students’ level, prompts the students, asks direct questions and for repetition of words and statements he’s already made. He also breaks up the lesson into several different parts to keep the children engaged – there is a vocab card component, the syllable walk, small group conversations and larger group teach and repeat portions. Child-Child Interactions (including words spoken, gestures, actions, etc.): The children break off into pairs and discuss the concepts and to explore different books together and they walk around together during the syllable walk. Teacher-Family Interactions (e.g., communication during arrival and departure, encouraging family members to read or play with children, help with separations and transitions) None are observed

Other (add any relevant additional information that you gathered below) – not required.

Analysis #1 Complete all three sections for Videotape #1.

1. Provide a brief description of the videotape.

This video showed a literacy lesson in a first grade class based on the story “Long Ago and Far Away” The teacher started off with guiding questions, “is our world the same as it was”. He continued with background knowledge words and went through predictions about the story using a graphic organizer. He followed up the story with small group discussion about the story as well as offered other examples of new old, like a book about new and old cars that the children could explore in small groups. The lesson focused on repetition about the concepts of past and present.

2. Describe at least three of the following: a) educational approach (e.g., intentional play,

project-based learning, Reggio Emilia, Montessori, High/Scope), b) lessons and/or activities

implemented, c) observed teaching practices, d) children’s engagement in different learning

experiences, e) teacher-child interactions, f) child-child interactions, and g) teacher-family

interactions.

A. I think the teacher employs portions of several different approaches. The first one being Reggio

Emilia’s 100 different languages approach. The teacher presented several different activities and

methods for the children to absorb the information, and even incorporated physical activity such as

the “syllable walk” to reach every child.

I also observed some of the High Scope “learn-do-review-approach” in that the teacher provided

the basic knowledge of the lessons, gave several activities such as small group discussions and

the graphic organizer and then came back to the larger group. He also began the lesson with a

The teacher seems to be undergoing an observation by a school administrator and brings that administrator in the lesson and asking the students to respond to him directly.

challenging question “Is our world the same as it was?” and went on to provide the children with

the knowledge and confidence to formulate their answers.

B. The teacher started ”The Long Ago and Far Away Lesson” with a thematic question “is our world

the same as it was?” to focus the kids thinking on the differences between past and present that

the story was based on. He then moved through a vocabulary lessons, had kids make predictions

about their story, using as graphic organizer which also had space for them to do their own

illustrations of the story. He implemented small group discussions and engage himself with those

small groups to talk about the story and the predictions, and followed up the lesson with a different

contrast of past and present, providing the students with different books depicting things such as

old and new cars.

C/D. The teacher implemented a lot of repetition and physical gestures to keep not only keep the

classroom calm but to help children absorb and remember the vocabulary words he was teaching. He

used small groups, and a lot of questions to engage his students and was often seen crouching down

to the student’s level to ask a specific question or assess if the child was picking up the concept. He

created a strong theme for the lesson with a variety of activities beyond just reading the story to really

show the kids the difference between past and present. The lesson involved verbal, written, artistic,

physical and social aspects of learning. Keeping the kids moving from one activity to the next

including getting up several times and walking around, really helped the kids to stay engaged and

focused. He took the time to really focus on each kid’s answer and meeting the small groups on their

physical level. There was also an assistant teacher available to help kids that seemed to need a little

extra assistance.

E. The teacher appeared very respectful of the children, their responses and their needs throughout

the lesson. Often, we don’t picture teachers of young children as large, muscled, young men, but this

teacher was extremely warm, spirited and positive and connected very well with his students. He

seemed aware of his stature and repeatedly crouched down to be at eye level with the children as they

sat at their desks.

F. The children in the class were very well behaved, and since they were continuously stimulated by

both physical and educational stimulus, they were not antsy or restless, which might cause them to

negatively interact with each other or start little conversations and physical problems during the

lesson. The children were taught as a large group at their desks on sitting together on a carpet. They

were also broken down into small groups to discuss the story, their predictions and the secondary

materials presented at the end of the lesson. Even during the syllable walk, which might be a time for

children to get rowdy, the moved respectfully through the classroom and amongst one another.

G. No teacher/family interactions were shown in this video

Connect at least one observed experience to early learning and development standards.

This lesson focused on literacy. Not just reading to read, but reading and vocabulary to understand

larger concepts. This approach folds right into the Head Start theory that literacy sets young children up for

a lifetime of successful learning. It established a foundation for critical thinking and a sense of curiosity by

presenting not just curriculum materials but also outside materials that showed the same concept in different

forms.

3. State how your observation findings compare to what you have learned about quality care and education, developmentally appropriate practices (DAP), and the Code of Ethical Conduct. This observation showed me that DAP practices are alive and well and being implemented even in elementary classrooms. It was clear that this teacher understood his students learning levels and how to reach them and presented the information in a variety of forms to meet those needs. He taught to the whole child by bringing in non-curriculum materials that explored the subject at hand but might appeal to the kids in a different, more personal way than the assigned story. He created a lesson that would influence all types of learners in a warm and pleasant atmosphere.

VIDEOTAPE #2 Observer’s Name: Jodi Starr______________ Videotape Title: Language Learning for Infants and Toddlers Date(s) of Observation: __7/13/18______________Time(s): Start_6:44______ End:

____6:55___________

CENTER/FAMILY CHILD CARE HOME/SCHOOL INFORMATION

Program Type (“X” for all that apply): _public _private _non-profit _faith-based _corporate _other: __________ Teaching Staff: many different teachers and various babies Total Observed: _____ Teachers _____ Assistant Teachers ______ Other: ________________

Children: Total Observed: _many___Infants ____ Toddlers ____ Preschoolers ____Kindergartners ____ Primary

(1-3)

EDUCATIONAL APPROACH You are looking for signs of quality, applied theories, one or two specific approaches,

and developmentally appropriate practices. Program’s Philosophy (Listen for descriptions of the listed items. Is there a specific theory-based philosophy, model, approach or curriculum? What is their approach to family engagement?)

Mission and Vision: Positive language expansion for infants and toddlers Educational Philosophy: using a positive and engaged relationship to teach language skills Curriculum Approach: teaching language and literacy through every day language use Family Engagement: no family interaction was shown

POSTED CLASSROOM INFORMATION Do you see signs of the following in the videotape?

(Put “X” for all that are observed): __X_ Daily Schedule ___ Lesson Plan ___Parent/Family Bulletin Board Children’s Creations: (e.g., art, writing, dictated stories) ___ Children’s Creations: (e.g., art, writing, dictated stories) ___ Other ______________________________________________________________________________

Lesson Plan: Describe evidence of developmental domains and early learning standards? (Hint: You may find evidence in a lesson plan or postings around the classroom in different learning centers, on the Family Bulletin Board.)

The teachers used language throughout their daily routines to increase language skills. They would repeat appropriate words and questions throughout the day. For example, during changing, the teacher would talk directly, one on one to the baby about what she was doing. The teachers were sure to use very descriptive language and lots of repetition.

OBSERVED EXPERIENCES Write only what you see and what you hear! Only the facts! No opinions!

Location (Check all that apply): ____X Classroom X_____ Outdoors (e.g., playground) _____ Indoor Gymnasium _____Other: __________________________________________

Daily Schedule Routine (e.g., free choice, morning meeting, transition to outdoors, … )

All different scenarios of eating, playing, diaper changing, outdoor play. Materials being used: basic early childhood classroom set-ups, diaper changing stations, child sized furniture, outdoor play equipment, carpets for play, motor skills toys. Signs of Children’s Interest and Engagement in the activities: The children were extremely engaged

with their caregivers as they are young enough to be reliant on them for all basic needs, they were all paying attention when the teachers were talking. Teacher-Child Interactions (including words spoken, gestures, actions, etc.): During the variety of examples, the teachers were speaking directly to one child or a small group of children about their environment and the activities directly affecting the children or going on around them. Teacher language was coupled with gestures, hugging, and conducting necessary activities such as diaper changing. Child-Child Interactions (including words spoken, gestures, actions, etc.): Most of the children were

too young to really interact with each other, but they played or ate side by side in small groups. Teacher-Family Interactions (e.g., communication during arrival and departure, encouraging family members to read or play with children, help with separations and transitions)

No teacher family interactions were shown.

Other (add any relevant additional information that you gathered below) – not required.

Analysis #2 Complete all three sections for Videotape #2.

1. Provide a brief description of the program.

This video showed different vignettes of teachers and their infant/toddlers students engaged in everyday activities where the teacher used descriptive and repetitive language about their environment, daily routine and play activities to enhance positive language expansion.

2. Describe at least three of the following: a) educational approach (e.g., intentional play,

project-based learning, Reggio Emilia, Montessori, High/Scope), b) lessons and/or activities

implemented, c) observed teaching practices, d) children’s engagement in different learning

experiences, e) teacher-child interactions, f) child-child interactions, and g) teacher-family

interactions.

A. The educational approach was teaching language through interaction.

B. This type of teaching definitely reflects the Reggio Emilia approach’s emphasis on the child’s

relationships. The trust between the teacher and child engages the child to everything the teacher is

saying and allows him or her to absorb the language in a dynamic and positive environment.

C. The teachers spoke slowly, intentionally, asked the children questions, repeated themselves and

addressed children individually or in small groups.

D. The children were shown in basic daily routine activities such as eating, but also in indoor and outdoor

play with books, motor skill toys, all connected through the teacher’s language.

E. The children interacted with each other only slightly given their ages. The teachers worked to connect

them but it was mostly parallel play and eating.

F. No family interactions were depicted.

Connect at least one observed experience to early learning and development standards.

This video was not a straight observation like video 1, it was many different scenes involving a variety of teachers and children of different ages.

One of the teachers used the number 5 in Spanish to address the class, and repeated several times Cinco

for the children. She brought one child’s culture into the classroom for the others to learn and share. The

positive use of a basic term in Spanish showed the depth of teacher’s relationship and her willingness to

bring diversity to her classroom.

3. State how your observation findings compare to what you have learned about quality care and education, developmentally appropriate practices (DAP), and the Code of Ethical Conduct. This entire video depicted developmentally appropriate practice, the way the children were coached, the way the teachers engaged with each child and used language, repetition and their environment to teach them language. The Spanish lesson in particular spoke to the idea of teaching the whole childhood, as did the descriptions and questions surrounding daily, mundane activities. Using the environment and the relationship between the teacher and students.to use for both your classroom observation and analysis. Observation: Two Videotaped Classrooms 1. Write your observation notes for both classrooms on this form. 2. Once the observation is completed, type the information you recorded into the form. Analysis Follow the instructions below for analysis of the two videotaped classroom observations. Due in Unit 4: The completed, typed form must contain both the observation and analysis. ---------------------------------------------------------------------------------------------------------------------------------------------------

VIDEOTAPE #1

Observer’s Name: _Jodi Starr________________Videotape Title: “Literacy Lesson First Grade”studen

Date(s) of Observation: ___7/13/18_________ Time(s): Start: _3:35_________ End: _3:45_________

CENTER/FAMILY CHILD CARE HOME/SCHOOL INFORMATION

Program Type (“X” for all that apply): X public _private _non-profit _faith-based _corporate _other: __________ Teaching Staff Total Observed: __1__ Teachers ___1_ Assistant Teachers __1___ Other: __observing administrator

Children Total Observed: ____Infants ____ Toddlers ____ Preschoolers ____Kindergartners 8 Primary (1-3)

EDUCATIONAL APPROACH You are looking for signs of quality, applied theories, one or two specific approaches,

and developmentally appropriate practices. Program’s Philosophy (Listen for descriptions of the listed items. Is there a specific theory-based philosophy, model, approach or curriculum? What is their approach to family engagement?)

Mission and Vision: to teach a reading/literacy lesson to school aged children Educational Philosophy: Seemed close to Reggio Emilia’s 100 Language of Children Curriculum Approach: Literacy Based, focusing on a broader concept presented in a grade level story Family Engagement: Family engagement was not present in this video

CHS111: Foundations of Early Childhood Education

Videotaped Classroom Observation & Analysis Tool

POSTED CLASSROOM INFORMATION Do you see signs of the following in the videotape?

(Put “X” for all that are observed): ___ Daily Schedule _X__ Lesson Plan ___Parent/Family Bulletin Board ___ Children’s Creations: (e.g., art, writing, dictated stories) ___ Other _______________________________________________________________________________

Lesson Plan: Describe evidence of developmental domains and early learning standards? (Hint: You may find evidence in a lesson plan or postings around the classroom in different learning centers, on the Family Bulletin Board.)

The lesson plan was a literacy lesson based on the question “is our world the same as it was”. The lesson started with background knowledge vocabulary words, and moved through predictions about story, the story, small group discussing about the topic and larger class discussion about the topic. Students used graphic organizers for their predictions.

OBSERVED EXPERIENCES Write only what you see and what you hear! Only the facts! No opinions!

Location (Check all that apply): __X__ Classroom _____ Outdoors (e.g., playground) _____ Indoor Gymnasium _____Other: ___________________________________________

Daily Schedule Routine (e.g., free choice, morning meeting, transition to outdoors, … )

Literacy lesson—focusing on the concept of past and present, included vocabulary lesson, a story to read, books to explore, and a graphic organizer to record predictions and illustrate the story. Materials being used: Vocabulary picture cards, graphic organizer, books, large paper to write out

sentences and concepts for all students to see, Signs of Children’s Interest and Engagement in the activities: The students actively waved their hands when asked a question, the teacher employs a point system for good behavior and appropriate responses to questions. Teacher-Child Interactions (including words spoken, gestures, actions, etc.): The teacher used a gesture called release the answer, where the child whispers the answer into his or her first and on que releases the answer to the class, the teacher crouches down to the students’ level, prompts the students, asks direct questions and for repetition of words and statements he’s already made. He also breaks up the lesson into several different parts to keep the children engaged – there is a vocab card component, the syllable walk, small group conversations and larger group teach and repeat portions. Child-Child Interactions (including words spoken, gestures, actions, etc.): The children break off into pairs and discuss the concepts and to explore different books together and they walk around together during the syllable walk. Teacher-Family Interactions (e.g., communication during arrival and departure, encouraging family members to read or play with children, help with separations and transitions) None are observed

Other (add any relevant additional information that you gathered below) – not required.

Analysis #1 Complete all three sections for Videotape #1.

1. Provide a brief description of the videotape.

This video showed a literacy lesson in a first grade class based on the story “Long Ago and Far Away” The teacher started off with guiding questions, “is our world the same as it was”. He continued with background knowledge words and went through predictions about the story using a graphic organizer. He followed up the story with small group discussion about the story as well as offered other examples of new old, like a book about new and old cars that the children could explore in small groups. The lesson focused on repetition about the concepts of past and present.

2. Describe at least three of the following: a) educational approach (e.g., intentional play,

project-based learning, Reggio Emilia, Montessori, High/Scope), b) lessons and/or activities

implemented, c) observed teaching practices, d) children’s engagement in different learning

experiences, e) teacher-child interactions, f) child-child interactions, and g) teacher-family

interactions.

A. I think the teacher employs portions of several different approaches. The first one being Reggio

Emilia’s 100 different languages approach. The teacher presented several different activities and

methods for the children to absorb the information, and even incorporated physical activity such as

the “syllable walk” to reach every child.

I also observed some of the High Scope “learn-do-review-approach” in that the teacher provided

the basic knowledge of the lessons, gave several activities such as small group discussions and

the graphic organizer and then came back to the larger group. He also began the lesson with a

The teacher seems to be undergoing an observation by a school administrator and brings that administrator in the lesson and asking the students to respond to him directly.

challenging question “Is our world the same as it was?” and went on to provide the children with

the knowledge and confidence to formulate their answers.

B. The teacher started ”The Long Ago and Far Away Lesson” with a thematic question “is our world

the same as it was?” to focus the kids thinking on the differences between past and present that

the story was based on. He then moved through a vocabulary lessons, had kids make predictions

about their story, using as graphic organizer which also had space for them to do their own

illustrations of the story. He implemented small group discussions and engage himself with those

small groups to talk about the story and the predictions, and followed up the lesson with a different

contrast of past and present, providing the students with different books depicting things such as

old and new cars.

C/D. The teacher implemented a lot of repetition and physical gestures to keep not only keep the

classroom calm but to help children absorb and remember the vocabulary words he was teaching. He

used small groups, and a lot of questions to engage his students and was often seen crouching down

to the student’s level to ask a specific question or assess if the child was picking up the concept. He

created a strong theme for the lesson with a variety of activities beyond just reading the story to really

show the kids the difference between past and present. The lesson involved verbal, written, artistic,

physical and social aspects of learning. Keeping the kids moving from one activity to the next

including getting up several times and walking around, really helped the kids to stay engaged and

focused. He took the time to really focus on each kid’s answer and meeting the small groups on their

physical level. There was also an assistant teacher available to help kids that seemed to need a little

extra assistance.

E. The teacher appeared very respectful of the children, their responses and their needs throughout

the lesson. Often, we don’t picture teachers of young children as large, muscled, young men, but this

teacher was extremely warm, spirited and positive and connected very well with his students. He

seemed aware of his stature and repeatedly crouched down to be at eye level with the children as they

sat at their desks.

F. The children in the class were very well behaved, and since they were continuously stimulated by

both physical and educational stimulus, they were not antsy or restless, which might cause them to

negatively interact with each other or start little conversations and physical problems during the

lesson. The children were taught as a large group at their desks on sitting together on a carpet. They

were also broken down into small groups to discuss the story, their predictions and the secondary

materials presented at the end of the lesson. Even during the syllable walk, which might be a time for

children to get rowdy, the moved respectfully through the classroom and amongst one another.

G. No teacher/family interactions were shown in this video

Connect at least one observed experience to early learning and development standards.

This lesson focused on literacy. Not just reading to read, but reading and vocabulary to understand

larger concepts. This approach folds right into the Head Start theory that literacy sets young children up for

a lifetime of successful learning. It established a foundation for critical thinking and a sense of curiosity by

presenting not just curriculum materials but also outside materials that showed the same concept in different

forms.

3. State how your observation findings compare to what you have learned about quality care and education, developmentally appropriate practices (DAP), and the Code of Ethical Conduct. This observation showed me that DAP practices are alive and well and being implemented even in elementary classrooms. It was clear that this teacher understood his students learning levels and how to reach them and presented the information in a variety of forms to meet those needs. He taught to the whole child by bringing in non-curriculum materials that explored the subject at hand but might appeal to the kids in a different, more personal way than the assigned story. He created a lesson that would influence all types of learners in a warm and pleasant atmosphere.

VIDEOTAPE #2 Observer’s Name: Jodi Starr______________ Videotape Title: Language Learning for Infants and Toddlers Date(s) of Observation: __7/13/18______________Time(s): Start_6:44______ End:

____6:55___________

CENTER/FAMILY CHILD CARE HOME/SCHOOL INFORMATION

Program Type (“X” for all that apply): _public _private _non-profit _faith-based _corporate _other: __________ Teaching Staff: many different teachers and various babies Total Observed: _____ Teachers _____ Assistant Teachers ______ Other: ________________

Children: Total Observed: _many___Infants ____ Toddlers ____ Preschoolers ____Kindergartners ____ Primary

(1-3)

EDUCATIONAL APPROACH You are looking for signs of quality, applied theories, one or two specific approaches,

and developmentally appropriate practices. Program’s Philosophy (Listen for descriptions of the listed items. Is there a specific theory-based philosophy, model, approach or curriculum? What is their approach to family engagement?)

Mission and Vision: Positive language expansion for infants and toddlers Educational Philosophy: using a positive and engaged relationship to teach language skills Curriculum Approach: teaching language and literacy through every day language use Family Engagement: no family interaction was shown

POSTED CLASSROOM INFORMATION Do you see signs of the following in the videotape?

(Put “X” for all that are observed): __X_ Daily Schedule ___ Lesson Plan ___Parent/Family Bulletin Board Children’s Creations: (e.g., art, writing, dictated stories) ___ Children’s Creations: (e.g., art, writing, dictated stories) ___ Other ______________________________________________________________________________

Lesson Plan: Describe evidence of developmental domains and early learning standards? (Hint: You may find evidence in a lesson plan or postings around the classroom in different learning centers, on the Family Bulletin Board.)

The teachers used language throughout their daily routines to increase language skills. They would repeat appropriate words and questions throughout the day. For example, during changing, the teacher would talk directly, one on one to the baby about what she was doing. The teachers were sure to use very descriptive language and lots of repetition.

OBSERVED EXPERIENCES Write only what you see and what you hear! Only the facts! No opinions!

Location (Check all that apply): ____X Classroom X_____ Outdoors (e.g., playground) _____ Indoor Gymnasium _____Other: __________________________________________

Daily Schedule Routine (e.g., free choice, morning meeting, transition to outdoors, … )

All different scenarios of eating, playing, diaper changing, outdoor play. Materials being used: basic early childhood classroom set-ups, diaper changing stations, child sized furniture, outdoor play equipment, carpets for play, motor skills toys. Signs of Children’s Interest and Engagement in the activities: The children were extremely engaged

with their caregivers as they are young enough to be reliant on them for all basic needs, they were all paying attention when the teachers were talking. Teacher-Child Interactions (including words spoken, gestures, actions, etc.): During the variety of examples, the teachers were speaking directly to one child or a small group of children about their environment and the activities directly affecting the children or going on around them. Teacher language was coupled with gestures, hugging, and conducting necessary activities such as diaper changing. Child-Child Interactions (including words spoken, gestures, actions, etc.): Most of the children were

too young to really interact with each other, but they played or ate side by side in small groups. Teacher-Family Interactions (e.g., communication during arrival and departure, encouraging family members to read or play with children, help with separations and transitions)

No teacher family interactions were shown.

Other (add any relevant additional information that you gathered below) – not required.

Analysis #2 Complete all three sections for Videotape #2.

1. Provide a brief description of the program.

This video showed different vignettes of teachers and their infant/toddlers students engaged in everyday activities where the teacher used descriptive and repetitive language about their environment, daily routine and play activities to enhance positive language expansion.

2. Describe at least three of the following: a) educational approach (e.g., intentional play,

project-based learning, Reggio Emilia, Montessori, High/Scope), b) lessons and/or activities

implemented, c) observed teaching practices, d) children’s engagement in different learning

experiences, e) teacher-child interactions, f) child-child interactions, and g) teacher-family

interactions.

A. The educational approach was teaching language through interaction.

B. This type of teaching definitely reflects the Reggio Emilia approach’s emphasis on the child’s

relationships. The trust between the teacher and child engages the child to everything the teacher is

saying and allows him or her to absorb the language in a dynamic and positive environment.

C. The teachers spoke slowly, intentionally, asked the children questions, repeated themselves and

addressed children individually or in small groups.

D. The children were shown in basic daily routine activities such as eating, but also in indoor and outdoor

play with books, motor skill toys, all connected through the teacher’s language.

E. The children interacted with each other only slightly given their ages. The teachers worked to connect

them but it was mostly parallel play and eating.

F. No family interactions were depicted.

Connect at least one observed experience to early learning and development standards.

This video was not a straight observation like video 1, it was many different scenes involving a variety of teachers and children of different ages.

One of the teachers used the number 5 in Spanish to address the class, and repeated several times Cinco

for the children. She brought one child’s culture into the classroom for the others to learn and share. The

positive use of a basic term in Spanish showed the depth of teacher’s relationship and her willingness to

bring diversity to her classroom.

3. State how your observation findings compare to what you have learned about quality care and education, developmentally appropriate practices (DAP), and the Code of Ethical Conduct. This entire video depicted developmentally appropriate practice, the way the children were coached, the way the teachers engaged with each child and used language, repetition and their environment to teach them language. The Spanish lesson in particular spoke to the idea of teaching the whole childhood, as did the descriptions and questions surrounding daily, mundane activities. Using the environment and the relationship between the teacher and students.