Pre-K Observation

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Introduction
This case study was conducted at Annex Lincoln School in Fairview, NJ, a public school that offers both Pre-K and Kindergarten. Pre-K is offered in two sections: one in the mornings (8:45-11:15) and afternoons (12:45-2:15). The mission of the Fairview School District is to provide a safe, nurturing, academic environment that recognizes the ethnic diversity of the community.
During my child case study observation in Annex Lincoln School, I observed Ms. Lanzone and Ms. Evette’s Pre-Kindergarten classroom for four days across the month of June.Through this observation, I was able to focus on specific domains and milestones of learning of a preschool child in an early childhood learning environment for the purpose of drawing a comprehensive …show more content…
Her classroom is warm and welcoming, she had the classroom divided into sections: reading section, toy’s section, carpet area, and so on. Her students are seated in semicircular tables that are placed in the middle of the room and each table has a shelf to place materials that will be needed throughout the day. The classroom consist of two teachers and fourteen children from four to five years old, the children range from their height and ethnicity, which represents the diverse community at Annex Lincoln School. The child, I choose to observe is a four and 5 months old boy of Asian antecedents, name Daniel *. Throughout this study, the observation of Daniel will take place in a indoor environment with a greater academic …show more content…
According to Kostelnik et al.(2015), it is important to integrate the multiple domains using construction and pretend play, which has an advantage in supporting children’s learning in all the curricular domains. Although, the Annex Lincoln School has greater emphasis on academic, the children have thirty to forty-five minutes to play on the playground. During play-time, I was able to observe Daniel and his friends as he engages in pretend play. Pretend play is “composed of a set of skills or elements that may be used singly or in combination, through the participation of make-believe, object substitution, object invention, roles, and transformations of time, place, and settings”(p.475). Daniel demonstrated the use of make-believe, roles, and transformation of place and setting as part of his play with his friends. The children utilize the climbing rock as their superhero squad center and create a set of rules to indicate who were allowed to go inside the superhero squad center and implement a boy-only zone. During their pretend play, the children engage themselves in conversation that vary from “ who is more powerful” to “ who is the best superhero”. Little physical activity was involved during the pretend play. Daniel demonstrates understanding of how to enter into play when a group of children are already involved in play and shows independence when it
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