Please respond to Kc with 280 words
TIME SAMPLE Date: March 22, 2021 Recorder: KLW
Class: Rainbow Room A.M (4-5) Times (at 5-minute intervals)
Activities 8:45 8:50 8:55 9:00 9:05
Library Loise Amy ——————— Ellie Victor
Kitchen Ben Loise———————— Ben Gen
Ellie (Charlie)———————- Amelia———————-
Writing center Gen—————————–Anthony————Louise———Samantha
Blocks Anthony Ben Victor————————- Amy
Dress up Samantha Ellie——————————–Samantha Louise
Water table Amy Victor Gen
Small Group Tim———————————————————————————–
—- = Stayed in area
(name) = had difficulty/conflict
“Time Samples are not appropriate recording methods for infants and young toddlers’ approaches to learning” (Nilson, 2017, p. 205). This method is best for ages 3 and up and is time consuming to perform but can provide information about where a child chooses to spend their time and if they may have difficulty in this area. This can help to determine what materials to add to areas and activities to have that help to get the children’s attention in areas they enjoy while practicing skills they may struggle with during more teacher directed times of the day. This could be adding writing materials to the block and kitchen areas so children who may not like to or be behind in writing and literacy skills to have fun playing writing as they incorporate it into their play.
Attention on page 206.
I learned about how the developing attention span of a child is a much more complex subject than it tends to appear. Children are known to have short attention spans; however, this is generally during situations that are not the child’s choice and require a lot of sitting and quiet for young children who are not developmentally ready for this for extended periods of time. Young children can and due routinely spend longer periods of time focused on tasks and activities showing a longer attention span than people often believe. For children, it is important to provide activities that are the child’s choice and help them to participate with the skills and temperament they have. Children may be afraid to attempt a task that appears new or difficult even if it is using materials or activities, they usually enjoy spending long periods of time doing (Nilson, 2017). Peers and favored teachers may also help to encourage an unsure child to try an activity or experience an area in the classroom and be very attentive because of that support they have with them that makes it fun and engaging for them.
I will support children in this by remembering much of the examples listen in the chapter about how “children will find a way to do what they want and need to do” (Nilson, 2017, p. 207). Getting to know my students, where they like to spend their time, their favorite activities, what really grabs their attention so that I can help to keep those areas open and with materials that continue to challenge them in ways to help build their confidence. I will try to incorporate these individual likes into activities to be done in small and large group times to help the children model their skills and share them with others and to try new tasks in ways that will still engage them. Like having those who love the water table and those that love art and painting work together to play with tubs of water and mix paints into the water tubs with materials to measure, transfer, scoop, and paint with. They will have familiar and new materials, peers to work with, and be trying something new that may keep their attention. Then they can bring that experience with them in the future to see what they do with it next.
Topic 3: Knowledge, Skills, Beliefs
After reading this chapter, Discuss:
Knowledge: What kind of knowledge have you gained (you can list using bullet points)?
I have knowledge about how to create and record a Time Sample for the class to discover individual children’s choices for free play and whether it was individual or cooperative play.
I have knowledge on how to summarize the results of a Time Sample to put into each child’s portfolio to learn and reflect on where they chose to play, with whom, and whether individual or cooperative play.
I have knowledge about the attention span of young children and how greatly impacted it is by the child’s temperament and if they are participating in choice or teacher directed activities.
Skills: What skills you gained and how will you use the skills?
I have the skills to be aware of each child’s preferred play as a factor in determining how to further engage them in developing skills that they may need further support or time in developing.
I have skills observe children during play rather than only teacher-directed work as a way to assess individual developmental levels.
Beliefs: Why are the knowledge and skills you listed important to understand and recognize attention span and time sample.
The knowledge and skills are important to understand and recognize attention span and time tables because a teacher must first be able to create and record the information, then be able to analyze it for how it relates to each child, and then think of and create future activities and materials that will relate to each child on their level and within their preferences. These steps help to build an appropriate curriculum for each child that is relatable and developmentally sound especially because as Cook et all states “learning cannot take place unless the individual is able to focus attention” (as cited by Nilson, 2017, p. 212).
Nilson, B. A. (2017). Week by week: Plans for developing children’s development
(7th edition). Boston, MA: Cengage Learning
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