Name: Mackenzy Cange
Date:
ECD 243: Observation Reflective Analysis
Review your plans, notes, and artifacts. Make notes in each section to help you analyze what went well and to highlight
possible changes.
Schedule and Planning
Miss Neva’s schedule still looked solid, she had extra time for
anything she came across, and also any issues that popped
up.
An issue did arise a few times when one child hid under a
desk, and another child wouldn’t stop hugging Kendra.
Kendra, Hope, and I interacted with the children in their
morning center routine, and I got to know the children a little
better. I began telling the children what to do as if it was my
own classroom, and even was able to get several children to
stop pouting and go over to whole group. I also was able to
stop two children from fighting using the 6 steps of conflict
resolution. (Intentional Teacher)
I-1.4—To appreciate the vulnerability of children and their
dependence on adults.
I got a better look at the schedule, and potential times to
read books and sing songs.
I plan on reading to children during handwashing, snack,
and a portion of whole group.
Small group can be done more towards the end of the day.
Outdoors movement plan may change depending on
weather, and if all children are present.
Teacher-Child Interactions
I got to see Miss Neva’s assistant teacher interact with a
couple of the children that were causing distractions, and a
couple of children who were out all week last week. She
seemed very interested in the children who were out, and
made them feel a sense of community in that she missed
them. (ECD 108)
Miss Neva had to personally interact with the largest source
of classroom distractions, and took her aside and spoke
with her. Whatever she told the child seemed to work even
if temporary. If anything the children seemed excited to be
back in the classroom with Neva.
After watching how Neva interacted with trouble-causing
students, it gave me ideas on how to further prevent trouble
in the classroom when I teach.
P-1.7—We shall strive to build individual relationships with
each child.
Possibly do even more songs to build community.
May allow all children more physical activity to get them
more focused on the activity at hand.
Could give problem children something to hold onto so
they can channel that energy to the item, and not each
other.
 Literacy Learning and Materials
Kissing Hand
Stella Luna
Miss Neva still related the letter of the day to whatever book
they were reading that day. She then related the letter to
other words and names in the classroom.
(ECD 131)
She used retelling props also to help retell the story, and
allow the children to retell the story.
I-3B.1—To assist the program in providing the highest quality
of service.
Might expand on the letter of the day by using animals
May use numbers to help teach letters
Will use games related to phonological awareness to help
get new letter into their vocabularies
Assessment
Still allowed children to move their doves to the “here”
section, and this time allowed for them to wash their hands.
This was most likely due to the heavy flu outbreak.
Neva spoke with several parents on their way in about the
above mentioned flu, and talked with them about how
they’ve been getting through it.
(ECD 133)
While doing her morning routine waiting on all the children
to arrive, she was assisting the parents with their drop off.
I-4.1—To provide the community with high-quality early
childhood care and education programs and services.
Might make mini-pamphlets for the parents when I first talk
to them on Monday.
Will assist with settling in their child.

Teamwork
I noticed outside the children do most of their teamwork,
while they may help each other cleanup inside, outside
they interact with other classes.
Possibly looked like some children may even live next to
each other, and are building connections outside of their
comfort zone.
When outside, they used teamwork to play games like
“Hide and Seek”, and “Tag”.
Some of the girls ran a food shop, in which they pretended
to serve food, overall they seemed to play interactively with
each other with no issues.
(ECD 101)
I-1.1—To be familiar with the knowledge base of early
childhood care and education and to stay informed
through continuing education and training.
Will attempt to get to know the parents better.
Successes and Revelations, Questions and Confusions
No major confusion this time around, and most of my
questions were answered by Neva when asked. I did notice
the same few trouble-causers in the classroom were still
doing it this time around.
I want to personally dig deeper into the children’s reasoning
for acting out in the classroom. (ECD 108)
One child seems too carefree, and doesn’t follow along
with whole group/center time, and instead follows her own
agenda.
One child is a little violent, and harms the other children
when nobody is looking.
I-1.8—To support the right of each child to play and learn in
an inclusive environment.
Might speak with these children individually.
Might make less teamwork based-objectives in order to
focus on larger issues in the classroom
Might leave the normal amount of objectives to keep their
routine going.
Might put them in a small group to build their teamwork.
Might use a large group with them as the leader to put
them in a place of power to help them develop their other
skills.

Might build tighter community with more friendship building

activities.

Plans/Materials for Next Visit Anything else???

To bring only healthy food to snack on so the children will Sand and water Play must be looked at
feel more obligated to eat their own food.
Must look at music center
To focus more on the routine, and where I can implement
different learning techniques. Must try an outdoor activity.

Same materials for next visit

Might allow some children to take some materials home, or

leave some in the classroom.