Sultan Qaboos University

College of Education
Early childhood education department






The observation






Done by: ..................
ID: 90044
Course: ECED3070





The Place Day\Date
The new
activities
Situations
Comments and
opinions
outdoor Saturday

small slide Children lined up in the outdoor area; the
teacher asked them: what do we call this area?
Some children replayed: outdoor; then she
said: yes, outdoor playground; children, all of
you say outdoor playground and they said so.
After that, she pointed to the adventure
playground and asked children: what do we
call this green area? She started to say:
advent; then children said adventure play
ground.
After that the teacher explained the new
activity in the outdoor which was big slide. The
teacher modeled for children how to do the
activity. Then children started to slide one by
one (climb the stairs, crawl inside the tunnel
and then slide). Children line up again when
they finished and went to the bathroom.
It is important
to combine
words and
actions
together so
that children
will
understand.
Outdoor Wednesday
19/9/2012
Big slide Children lined up near the slide; the teacher
asked them: what do we call this green area?
Children answer together: adventure play
ground. Then the teacher said: today we are
going to play in the big slide; she points to the
ladder and asked children: children what do
we call this? Children answered in Arabic so
the teacher said what is it in English? Children
did not now so the teacher told them: children
say with me: ladder and children repeat after
her. After that the teacher started to explain
the new activity: hold the ladder with two
hands and climb, look through the holes to
check that nobody in the slide, then slide. The
teacher showed children how to do the
Asking
questions can
promote
children's
participation;
therefore
enhance their
language and
social
development
activity. Next, children started to slide one by
one under the teacher's supervision until the
teacher clapped her hands.
Outdoor Wednesday
3/10/2012
Climbing
wall
The teacher walked with children and lined up
near the sand area. She asked them the
regular questions (what do we call this area?
pointing at the playground and then the sand
area). TA said: today we have a new activity, it
is climbing wall. The teacher called a child to
climb. The teacher explained for children the
way to climb- how to hold and where to put
their feet- while the child is climbing to show
other children. When the child finished he
jumped down so teacher 2 said immediately:
no, don't jump ok. Then. Teacher 1 told the
child to climb up again and then to climb
down. After that, the teacher explained for
children what they have to do at tidy up time
(get out the sand area and jump to clean the
sand off their shoes.
Preparation is
essential for
the teacher in
order to avoid
wasting time.
If the teacher
makes a
mistake in
explaining an
activity she
will to take
more time to
explain it
again.
Outdoor Wednesday
10/10/2012
Review and
choices
Children lined up in the middle of the outdoor
area. She asked them: what do we call this
area? Children answered: outdoor playground.
T: what do we do in the outdoor playground?
CH: play.
T: yes, good for you.
The teacher pointed to the balance bored and
asked children what do we call this? The
children replayed: balance bored.
T: good for you. What do we do in the balance
bored? CH: walk.
T: Do we jump?
Children said: no.
Then the teacher walk to sand area and raised
The teacher
can review
with children
the names of
the materials
they play with
from to
another to
enhance their
vocabulary
the trowel; she asked: what do we call this?
Children said together: trowel. She also
showed them the shovel and asked children
about it. After that, the teacher asked each
child about what he/she wants to play with.

Gym Sunday
23/9/2012
beanbags The teacher walked with children to the gym
room; children line up. The teacher asked
them: what do we call this room? Some
children raised their hands; the teacher let a
child to answer: gym room. TA: yes, good for
you; and she asked children to repeat the
word. After that she started to explain the new
activity: today I will teach you a new skill; she
brought a beanbag and show children the new
skill: she held the beanbag with one hand and
throw it to the other hand. Then they stared to
warm up (walked, ran) and they stopped when
the teacher clapped her hands. They lined up
and the teacher gave each child a beanbag.
Children started to throw the beanbags from
one hand to the other. The teacher observed
children and help those who could not throw
properly. The teacher clapped her hands for
children to stop; then she said: if you have a
green beanbag, walk and lineup; if you have a
purple beanbag, walk and line up and so on.
Using colors to
line children
up is a very
good idea as it
helps children
build their
vocabulary
and learn the
colors.
Gym Wednesday
26/9/2012
Bean bags Children walked with the teacher to the gym
room. They lined up against the wall; the
teacher said: raise your hand if you know what
do we call this room? She let a child to answer
and then asked children to repeat the words
gym room. After that, the teacher took a
beanbag and asked children: what do we call
I think being
strict will make
children
misbehave
more. In this
situation the
teacher was
this?
Then the teacher said: we learn different skills
which are: first hold the beanbag and throw it
up, throw the bean bag to a friend and throw
the beanbag into the basket. We also learn to
put the bean bag in the (head, shoulder, feet)
and walk. The teacher reviewed the skills with
children and said: you can play any skill. She
called children to line up and gave each child a
beanbag. Children started to play; some chose
to put the beanbag in the head and walk and
others throw it into the basket children were
laughing loudly while playing so the teacher
said: don't laugh. The teacher clapped her
hands and children stopped playing. Then she
said: show me how to hold the beanbag. She
called children to line up based on the bean
bags' colors. Then they gave their beanbags.
After that, they went to the washroom.
talking a lot;
she could let
children
participate.
Moreover, in
my opinion it
is better if she
said laugh
quietly instead
of don't laugh.
Gym Wednesday
3/10/2012
Review-
beanbags
Children enter the gym room and they lined
up. The teacher asked them: what do we call
this room? Raise your hand if you know the
answer. She let a child to answer and then told
other children to repeat the words gym room
with her. Then asked: what do we do in the
gym room? And children answered: play. T
said: yes, we play in the gym room. After that,
the teacher brought a beanbag and asked
children: what do we call this? Children said
together: a beanbag. Then she said: one is a
beanbag; a group what do we call them?
Children said: beanbags. T: good for you. Next,
she asked them: tell me about the skills that
we learned so far? CH1 said: throw the
It is good that
the teacher is
asking
questions. But
she should
manage time
well so that
there will be
enough time
for children to
play.
beanbag up. The teacher said: good; we also
learned to put the bean bag on the head and
walk. A child pointed to his feet and said: we
put the beanbag here so the teacher asked
him: what do we call this part of the body?
Children said: feet.
Then they started to warm up (walk with small
steps, walk with wide steps, walk fast). Then
the teacher gave each child a beanbag to play
with. The time was not enough for children to
play. (Arabic classroom).
Gym Wednesday
24/10/2012
Rolling a
hoop to a
partner
Children lined up against the wall; the teacher
asked them: what do we call this room? The
teacher let a child to answer but he could not
recall the word so the teacher said: who can
help him? Another child answered: gym room.
She told children to say the words.
Then the teacher said: today we have a new
activity which is rolling a hoop to a partner.
Teacher A and teacher B explained and
modeled the activity in front children: put one
hand up the hoop and the other hand to roll
the hoop. The teacher gave each child a hoop
after they finish warming up. Children started
to roll the hoop each two together. Some
children could not roll the hoop far to reach
their partner but the teacher went around
helping them. She clapped her hands and all
children stopped. The teacher held a hoop in
front of her and said: show me how to hold the
hoop. Then they lined up and went to the
washroom.


Some children
may be are not
physically
prepared for
some skills yet
but with the
help of the
teacher sand
imitation of
peers they can
do well.
Gym Wednesday
14/11/2012
Throw a ball
up and
catch it
with the
scoop.
Children enter the gym room and lined up.
After the usual questions she brought a ball
and asked children: what do we call this?
Children answered: ball; TA said: yes, a ball.
Then, she brought a scoop and asked: what do
we call this? Raise your hand if you know the
answer. She let a child to answer: scoop. TA:
good for you, a scoop. Now children all of you
say a ball, a scoop. After that the teacher
started to explain the new activity: we have a
new activity which is to throw a ball up and
catch it with the scoop; the teacher show
children how to hold the scoop and show them
how to throw the ball and catch it. After that
they walked and ran to warm up. Then the
teacher gave each child a ball and a scoop and
they started to play. Children did well; they
were able to throw and catch the ball with the
scoop.
The teacher
should explain
and model the
activity well so
that children
understand
what they are
supposed to
do. In this
situation the
teacher
explained
clearly.
O
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Wednesday
19/9/2012




Snack table At snack table there were 6 children eating.
They were discussing about the food that they
brought and counting the things they have but
their voices started to be louder so the teacher
warn them and told them to talk quietly. They
stay quiet for a while and one child started to
talk loudly again. The teacher came and told
her: tidy up know and go to do another
activity; so the child do so

O
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Wednesday
17/10/2012
Story time The teacher was reading the story nicely, using
clear voice and with expressions. When she
finished, the other teacher brought a puppet
and show it to children; she asked children:
what does this puppet feel? Look at the
mouth- he is sad. When you are sad, what do
you do?
TA said: when you are sad, wipe your tears;
and she told children to repeat with her. Then
she said: now we will sing when you are sad.
They sang together. Then the teacher said
what do you also do when feel sad? We sniffle.
And she told children to say the word and to
sniffle. After that, they sang the song when
you are sad and you know it sniffle.
It is good that
the teacher
used puppets
so that she can
gather
children's
attention and
to make them
understand
feelings better.
O
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Wednesday

Snack table

At the snack table, child1 finished eating and
started to clean up. Child2 came to eat. They
started to take together but after a while their
voices started to get aloud. Both of them were
stretching their arms wide and saying: very,
very big, like this (that only thing that I could
hear). The teacher noticed their voices and
went to the snack table. She asked child1-who
was cleaning up- did you finish cleaning?
Child1 nods her head to say no; the teacher
said: ok then take the brush to clean your spot.
Child1 did so. She cleaned her spot and then
went to do another activity.

Children feels
free to talk at
the snack table
but some
children can
get carried
away and talk
loudly. Also,
The teacher
uses questions
to remind the
child what she
should be
doing instead
of talking
which is to
clean up.

O
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Story time The teacher was reading the story and children
were listening and saying the sentences that
they memorize with the teacher. Child1
started moving and stretching his hand on the
carpet. The teacher calls his name in a firm-
but not loud- voice, made eye contact with the
child and kept looking at him for seconds. The
child stopped moving and put his hand in his
lap; then the teacher continued to read the
story.

The child was
moving
because he
may be was
bored or tired.
It not
necessary to
talk to guide
children's
behaviour, we
can use
gestures too;
the teacher
showed the
child a mean
face to show
him that he
has to be
quiet.

O
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Individual
activity
The child finishes her math activity but she did
not go to tell a teacher. She sat down plating
with a tissue she had. She stayed playing with
the tissue and talking with her peer who was
sitting next to her. A teacher noticed her and
asked her: did you finish your activity? The
child nods her head; then the teacher
replayed: okay, go and put your hand on the
teacher hand but the child did not go. The
teacher waited for her for a while then she
said: M... (The child's name), stand up and
push in your chair. The child stood up; then the
teacher said: throw the tissue in rubbish so the
child did so.
May be the
child was
bored since it
was the 2
nd

session.
The teacher
used warning
and direct
instructions to
manage the
behaviour.