Child Observation Essay

I observed the instructor and what instructional possibleness she utilise and the five students in her classroom. Her students consisted of three four girls and adept boy from what was shown in the video. Instructional Theory employ The instructional theory that was employ by the t separatelyer was that of Vygotskys Cognitive victimisation Theory. Description of the lesson observed The t each(prenominal)er started extinct with clear instructions informing the students that they would be doing ab extinct skill reinvigorated contrives. She started give away asking the students Where is Squawker? she abide byed up her service by guiding the process.Once the students were conscious(predicate) of the question, they answered by affirming that Squawker was downstairs the umbrella. The instructor cheered them on and gave positive feedback at that fact that the children answered correctly. She past reiterated the question and the answer and had the students repeat after her. She thusly asked one student in particular to go and get squawker, who would be her handheld follower for the lesson, from under the umbrella. Her name was rapsc eachion. The teacher and soce told the children that they would be acquisition some new intelligences that were in the word box. She once again asked rogue to be her word associate for that lesson.She gave the students clear expectations of the lesson. She told them that she would say the word, which she did by spell it push through completely archetypal then saw in in a clear, crisp tone. She asked Page to select the first word and hold it up for everyone to see. The children then repeated the spelling of the first word, lungs, and then they to a fault said the word clearly. *I had to none, that Page did not spell out the word lungs with the former(a) students. She kind of in effect(p) mumbled the word. * She, the teacher, make sure to also say to the children to Look closely at the word card.The next w ord Page pulled out of the word box was the word chest. The teacher again simulationed how to pronounce each letter of the word and to say the word. She had the students model after her the same exact way. over again I noticed how Page did not pronounce the word like the other students. The teacher then proceeded to ask Page to place the word chest on her chest so that everyone could see the word. Page did as she was told, signifying she knew what the word was. The teacher also at that time emphasized the act Do. The teacher then had paginate pull out the picture of the lungs from the word box and place it on her chest.The teacher then engage the students and ask them how do we use our lungs, and elicit responses to see if the children had any(prenominal) association of the content they were engaging in. The children showed pushiness and ability to move forward with the questioning. She asked what is in the lungs and one child answered air. The teacher made connections to the environment by asking the children what else is copious of air, and one child responded by respondent a balloon. The teacher applauded and gave each child praise when answering the questions.The teacher also emphasized during this portion of the lesson think as she wanted to know that the children knew what they were saying as well. She had Squawker, her hand helper, to ask follow up questions to see if the students comprehended the intends or the usage of the word lungs, and chest all of which each of the five children responded with clear meaning of the text. The teaching technique the teacher used was in line with Lev Vygotskys theory of cognitive development. Vygotskys theory actively involves children in his or her own learning process. His theory also implies that learning occurs forrader development.It was clear that the children had a base knowledge of the content that the teacher taught them, she just deepened their reason of the material and the vocabulary. Vygotsky s theory also implies that development is driven by the childrens enjoyment from learning and interaction with their peers. This interaction with peers and adults play a critical aim in their cognitive development. The teacher actively engaged the children. She assisted in their learning by modeling the content, and she also used role play by allowing a hand puppet to be a part of the class as a helper.