Department of Education

Bachelor of Early Childhood Education

Observation and Assessment of Young Children

ABEOA233

Group Assignment Topic: Observation and Assessment at

Dreamy Waldorf Kindergarten

Group members :
1) Anne Hiew Moy Heong 1930135-BECE
2) Fong Yin Shuang 1920050-BECE
3) Lee Su Hui 1830279-BECE
4) Low Shan Yu 1830269-BECE

Lecturer ：Madam Celeste Choo

Submission date ：5/12/2019
 Content Page

Content Page
1) Introduction 1

2) Discussion

(i) About the kindergarten 3

(ii) Kindergarten’s goals and missions 3

(iii) Kindergarten’s programs 3

(iv) Kindergarten’s outdoor and indoor environment 4

(v) Checklist with evidence 6

(vi) Suggestions for improvement 21

3) Conclusion (Personal learning experience) 26

4) References 34

5) Appendix

(i) Photos 35

(ii) Sample of checklist 40

1) Introduction

Our group consists of four persons from early childhood education program. We have divided our
tasks into four areas. Each person has to observe how the center’s program is carried out in five
developmental areas. Therefore, after a long discussion among ourselves, we decided to choose
Dreamy Waldorf Kindergarten 梦芽田儿童乐园 as our observation destination. The purpose of our
visit to the kindergarten is to observe and assess what could be the appropriate environment and
program for an early childhood program under 4-6 years old children.

We have been visiting them in two separate occasions and each visit lasted for 2 hours. We have
carried out the observation by using checklist recording method. The checklist is dividing into 5 main
developmental areas which is physical, intellectual or cognitive, language, emotional and social.
Besides these areas, we have also created checklist in order to observe other areas such as teachers,
outdoor and indoor environment.

After the visit to the kindergarten recently, we have concluded that classroom observation is the
most effective way of primary assessment of the student capabilities and developments milestones.
We believed the classroom observation and assessment is vital for a good early childhood program
because it bring a lot of benefits to both teachers and children. We have listed down 3 reasons on the
important of observing these young learners in classroom.

Firstly, classroom observation helps teachers to track the children’s progress. Teacher should
have clear vision on children’s development throughout the year. These are vital in determining each
child’s strengths and weaknesses and we could then tailor-made the intervention plan to support their
improvement.

We as Early Childhood educators must learn and acquire the classroom observational skills, so
that we can identify clearly whether the children are meeting important learning milestones for their
age or have special learning needs that need to be handled.

Secondly, we find that a systematic classroom observation can help us to identify student who
is struggling in a specific learning area, and it helps us to intervene promptly in solving the issue. By
jotting down our observations every day, we will be able to know the differences between a temporary
struggle and a recurring challenge in a child. The data collected during observation can be used in
discussions with parents during progress review session, create interventions plan for any area of
improvement, and set new goals for development milestones. We strongly believe this practice of
consistent classroom observation is much better at identifying struggles than a formal year-end

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assessments. In fact, the soonest the needs are identified, the soonest they can be resolved.

Thirdly, observation helps build stronger relationships with children and parents. Day-to-day
observation helps us to know our children on a closer, more personal level. We are able to recognize
each child’s unique learning style and personality. This helps us to connect with our children in a
meaningful way, which in turn can enhance their educational experiences.

Our consistent follow up after observation can also help inspire trust and an open dialogue with
parents – an essential component of effective early childhood education.

We realised that these personal connections are what makes early childhood education so
special and important to our schools and communities. In short, classroom observation can bring out
the best in both ourselves and the children who are entrusted into our care.

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2) Discussion
(i) About the kindergarten
Dreamy Waldorf Kindergarten 梦芽田儿童乐园 is located at Kampung Sungai Chua, Kajang.

Dreamy Waldorf Kindergarten was founded on 1 January 2013. There are around 50 children in
the kindergarten. The kindergarten consists of a principal, 4 teachers and a cook.
The kindergarten is set up in a detached single storey house. It has a spacious outdoor
compound which is suitable for children to enjoy their outdoor activities. The kindergarten
consists of two classrooms, a kitchen and two bathrooms. The classrooms are decorated with
curtains, cloths and carpets. However, there are without any teaching equipment such as study
tables, chairs, text books, whiteboard, visual aids and etc. This is because Waldorf educationist
strongly believes that children below 7 years old should learn through sensory and creativity
instead of printed books.

(ii) Kindergarten’s goals and missions

Dreamy Waldorf Kindergarten’s goal and vision is to educate children with a people-oriented,
whole-body education that focuses on the overall health of the body and mind. It advocates the
law of human internal development and the implementation of appropriate educational content at
different growth stages, so that people's body and mind can develop appropriately. According to
Rudolf Steiner, the founder, his vision is to educate a person with meaning and direction in life.
Therefore, the central nervous system of education needs three forces, namely imagination, sense
of truth and responsibility. This sentence expresses that their want to empower and develop
children with such capabilities.

(iii) Kindergarten’s programs

The kindergarten is an independent education center that embraces Waldorf education. It is a

pedagogy developed by the Austrian-born scientist, philosopher, artist, and educator Rudolf
Steiner (1861 – 1925).

Rudolf Steiner believed that education should be comprehensive and that children should

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not be classified. Therefore, Waldorf education is without intelligence grading, examination and
competition. Waldorf schools value teachers and children as human beings, sharing and
experiencing the knowledge of human evolution and development in the world (George S.

Morrison, 郑芳, 徐联恩, 梁嘉惠, 张丽君, 周梅如, 李慧娟, 蔡宜雯, 王巧利, 刘惠君, 施宏彦,

2015). With this, the kindergarten aims at fostering holistic growth of a child through nurturing
the physical, emotional, and intellectual capacities of a developing child. Therefore, the programs
are conducted in a group of children with mixed ages from 4 to 6 years old.

In Dreamy Waldorf Kindergarten, there are two types of program schedules for children.
The children can choose either whole day or half day package. They have different types of
activities in every day schedule (Timetable can be referred in the appendix). Teachers are not
conducting their classes in a formal teaching method. Textbook and teaching materials are not a
must in the kindergarten. Most of the time, the classes conducted are activities based such as wax
clay making, bread making, baking, knitting, water colouring and etc.

According to the timetable, the children will be having their outdoor activities every
morning. They can play with the playing equipment such as seesaw and skateboard which made
of wood. Some of the boys are able to climb the trees and some of the girls will play with the
sand. After outdoor activities, the children can take a break and shower. The indoor activities will
be conducted after their breakfast.

(iv) Kindergarten’s outdoor and indoor environment

Waldorf Education promotes natural environment, which is richer and closer to human nature for
children's growth. Therefore, outdoor environment is fill up by the natural playground and
equipment made of wood for the children. The children can climb up to the tree, and play the
swing that hang on the tree. Sand pool area also made under a tree, child can play the sand or
climb on the tree. These activities can help to develop the children’s gross motor skills.

The kindergarten indoor environment is fill with natural and children created materials.
Children create their own workbooks and textbooks as their learning materials. We hardly see ICT
equipment in the classroom because Waldorf education does not advocate ICT such as watching

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TV and playing computer games. Waldorf education encourage the children stay away from
modern civilization, and return to the original state.

The color, interior design and furnishings of kindergarten are all distinctive. The doors and
windows, cabinets, floors, tables, chairs, toys, etc. in the classrooms are basically pure wood. Its
let us have a unique style and a comfortable feel. The classroom curtains, natural corners, and
display stands are all cotton and linen fabrics dyed naturally. The curtains used as ceiling
decoration are translucent gauze or silk cloth. The color of the wall is an unevenly painted natural
wall with natural blooming effect, which is usually completed by parents, children and teachers.

Red is the most powerful and energetic color. In addition, Waldorf's educational theory
believes that the growth process of children from small to youth is a process of gradually
transitioning from spiritual fullness to rational development. Therefore, the environment of young
children is mostly pink and red. Warm tones dominated by yellow and yellow.

The child thrives in a simple, rhythmic, and predictable environment. The teacher leads the
children in the classroom as collaborators with one another, as often as they work individually,
and provides regular guidance.

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 (v) Checklist with evidence

Indoor Environment
Observer Name: Lee Su Hui
Time and duration: 0900am-1100am (30/10) , 1000am-1200pm (20/11)
Venue: Dreamy Waldorf Kindergarten

Not Remark Remark

No Description Yes
observed 30/10/2019 20/11/2019
1. Space is suitable for children to √ Organized
walk around
2. Brightness in classroom √ not enough bright
3. Space for individual play and √ Enough space
group play
4. Comfortable with set up √ Soft
5. Space for learning corner √ No have learning corner
6. Tidy and clean √
7. Books are arrange neatly on the √ No have book in Waldorf
bookshelf
8. Toilet √ Don’t have separate boy and girl
9. Fitting room have separate for Girl and boy wear their clothes
child after bath together
10. Space and height of the dining √
table
11. Height of sink √ Suitable for child
12. Kitchen √ Small
13. Space to put the food and √
material

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Environment
Observer Name: Lee Su Hui
Time and duration: 0900am-1100am (30/10) , 1000am-1200pm (20/11)
Venue: Dreamy Waldorf Kindergarten

No Description Yes Not Remark Remark

observed
30/10/2019 20/11/2019
1. Large and spacious open area √ Enough space for child to play and
run
2. Outdoor space is gated √ Safety and avoid child going out
3. Sand pool area √ Big and dirty
4. Sand is suitable for child √ The sand will dirty after rain
5. Plating area √
6. Water area √ No have water area
7. Maintenance and check on √ All of their equipment is nature
equipment are carried out
regularly
8. Playground √ No have playgroud like other
kindergarten
9. Complete facilities for child √ All of their facilities is nature (big
(see-saw, swings, Slides,monkey tree)
bar)
10. Complete facilities for child to √ Just can through climb tree to
develop their muscle develop their muscle

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Equipment and materials
Observer Name: Fong Yin Shuang
Time and duration: 0900am-1100am (30/10) , 1000am-1200pm (20/11)
Venue: Dreamy Waldorf Kindergarten

No Description Yes Not Remark Remark

observed
30/10/2019 20/11/2019
1. Homemade equipment √ Children and
teachers use natural
things like dough to
make bread.
Children also have
do art craft
2. Divergent equipment √

3. Walls and ceilings are safe √ The walls and

in good condition ceilings are in light
and very soft
colour like light
pink, white, light
yellow and so on
4. Doors, windows, locks and √
latches are in good
condition and in working
order.
5. Child sized √ The tables and
chairs are suitable
children’s height
6. Clay √

7. Blocks √

8. Books √

9. Liquid / dry measuring sets √

10. Playing cards √

11. Toys √

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Teacher
Observer Name: Low Shan Yu
Time and duration: 0900am-1100am (30/10) , 1000am-1200pm (20/11)
Venue: Dreamy Waldorf Kindergarten
No Description
1. Dressing
2. Teaching attitude
3. Appearance / attire
4. Facial Expressions
5. Eye contact
6. Use teaching materials
flexibly and make good use
of various teaching resources
7. Take your child in the
direction of growth and
health
8. Develop teaching plans based
on teaching goals and
learning ability indicators
9. Cooperate with the needs of
teaching activities to
complete the teaching
situation layout
10. Design students interested in
teaching activities
11. Effective use of various
teaching methods to meet
student levels and individual
Yes Not Remark Remark
observed
30/10/2019 20/11/2019
√ According to interviews, teachers are
required to wear plain clothes, such as
white
√ Teachers have a good teaching attitude,
are not harsh, and do not scold students
√ Well-groomed to keep students from
stress
√ Teacher's facial expression is gentle and
kind
√ Teachers interact with students, eye
contact, body language and more
√ The teaching mode used by teachers is
the Waldorf model, so there are not
many resources
√ Teachers will prepare nutritious meals
for children, such as organic food
√ Waldorf's teaching is mostly art-oriented,
with few academic courses
√ Waldorf classrooms should be arranged
so that children do not feel stressed. For
example, the walls are mostly white.
√ Waldorf School has been designated for
students to conduct related courses, such
as beeswax, etc.
√ Teachers can give children individual
instruction and help when they do not
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 differences understand
12. Encourage students to express √ Teachers occasionally let children try to
their true thoughts on say what they think
problems
1

Physical
Observer Name: Fong Yin Shuang
Time and duration: 0900am-1100am (30/10) , 1000am-1200pm (20/11)
Venue: Dreamy Waldorf Art Center

No Description Yes Not Remark Remark

observed
30/10/2019 20/11/2019
1. Sports equipment that made by √ There are see-
wood saw, swing and
slides
2. Climb ladders and trees √ Children very
agile to climb
ladders and trees.
Their face look
like do not afraid
3. Hops forward on one foot √

4. Walks down stairs alternating √

feet
5. Jumps from low height with √
both feet together

6. Enjoy twirling, swinging, √ Children enjoy

somersaulting twirling and
swinging the
swing. I not
observed whether
children are able
or not enjoy
somersaulting

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7. Self-care ability √ Children are
able to wear
shoes, shirt and
trousers by
themselves.
They also able
to use spoon to
eat by
themselves.
Besides, they
able to hanging
towel by
themselves
8. Draws human face and body √

9. Standing on one foot for 10 √

seconds
10. Standing on tiptoes without √
moving feet for 8 seconds
11. Mimics movements accurately √ Some children
are able to
follow teachers
to sing and
dance but have
a little bit
children are not
focusing
12. Catch a ball thrown by an adult √
standing 5 feet away
13. Wash plates √ After finish
eating, children
able to wash the
tableware by
themselves
14. Put shoes on the rack √ Children able to
put shoes on the
rack by
themselves
15. Play sand √ Children able to
use sand to make
sandcastle and
model

Page 11
Development: Language, Communication and Early Literacy

Observer Name : Anne Hiew Moy Heong

Date and Time : 30/10/2019 (9:00am – 11.00am) and 20/11/2019 (10.00am – 12.00pm)

Age group : Mixed age (4 – 6 years old)

Remarks Remarks
Not
No Description Yes
Observed
(30/10/2019) (20/11/2019)

Speak clearly using more Formal language lesson are not taught at
1 √
complex sentences these ages.

Children are able to tell the item’s name

Able to tell items’s name
2 √ but do not able to read the particular
of their surrounding
words.

Recognise some letters

Do not emphasize on holding pencil to
3 and possibly write his or √
write at these ages group.
her name

Able to tell his or her age, Some 4 and 5 years old children are not
4 √
gender and home address able to tell their home address.

Able to follow two or

Teachers do not speak the instructions
three part instructions
5 √ loudly instead sing song to get children
such as sit down, quiet,
attention.
queue up and etc

4 and 5 years old

children are not 4 and 5 years old
Able to follow guidelines able to follow children are not
6 √
given by teacher when teacher is able to follow when
demonstrating the teacher sing song.
bread making.

Children were
asking how to Children were
Curious and ask
7 √ make the bread and asking how to sing
meaningful questions
why we need to eat the song and dance.
bread.

Listen to and enjoy Lesser concentration span in 4 years old

8 √
stories children.

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 Tell a story by looking at
9 √
the pictures in a book
Can repeat nursery
10
rhymes or fairy tales
Easily to talk or
11
communicate with people
Able to tell his or her
12
experience
Able to name a few
13
animals
Able to tell story from his
14
drawing
Able to say a sentence
15
consists of 6 words
Know how to ask
16 question to teacher or
classmates
Able to answer question
17 about his siblings, their
name and their gender.
Able to tell any
18
happening about himself
Able to use the adjectives
19
correctly
Able to know the author
20
and the title of a book
Able to recognise
21
vocabularies
22 Uses future tenses
No text book or story book are prepared
for the children.
√
√
√
Children are able to name animals such
√ as chicken, bird, dog and etc but not able
to write the name.
√ Drawing lesson were not conducted
√
Children were
asking question to
√
teacher during
bakery session.
Some 4 and 5 years old children are not
√
able to tell their siblings name.
A child lost his
water tumbler and
√ he informed the
teacher about the
incident.
Children are able to express their feelings
√
with appropriate adjectives.
No text book or No text book or
√ story book for the story book for the
children. children.
Formal language lesson were not taught
√
at these ages group.
Formal language lesson were not conduct
√
at these ages group.
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 Remarks Remarks
Not
No Description Yes
Observed
(30/10/2019) (20/11/2019)

Able to read aloud with Formal language lesson were not taught
23 √
correct intonation at these ages group.

Able to understand the Formal language lesson were not taught

24 √
flow of a story at these ages group.

Able to predict the Formal language lesson were not taught

25 √
ending of a story at these ages group.

Able to think and create Formal language lesson were not taught
26 √
story at these ages group.

Able to question and

Formal language lesson were not taught
27 discuss about the story √
at these ages group.
read

Do not emphasize on writing with pencil

28 Able to write his name √
at these ages group.

Able to hold pencil in Do not emphasize on writing with pencil

29 √
correct way at these ages group.

Able to use punctuation Do not emphasize on writing with pencil

30 √
correctly at these ages group.

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Development: Cognitive / Intellectual development (Thinking and Problem
Solving)

Observer Name : Anne Hiew Moy Heong

Date and Time : 30/10/2019 (9:00am – 11.00am) and 20/11/2019 (10.00am – 12.00pm)

Age group : Mixed age (4 – 6 years old)

Not Remarks Remarks

No Description Yes
Observed (30/10/2019) (20/11/2019)

Children were able

Teacher taught the
Able to recognise at least to use 4 different
1 √ colours during food
4 colours colours of thread to
preparation.
create crafts.

Able to recognise shapes Children recognised Children recognised

2 such as square, round, √ shapes through shapes through
triangle and etc bread making. playing blocks.

Children were able Children were able

Able to classify the
to classify the size to classify the colour
3 colours, shapes and size √
of the bread during of the threads during
of the items
bakery. craft lesson.

Children know that

Able to understand Children know how
everyone will get 1
4 concept of number 1 and √ to do the craft by
slice of bread during
other number using 1 thread.
breakfast.

Able to tell 5 major Children know how to use eyes to see, use
5 √
sensory part of body mouth to taste, use ear to listen and etc.

Formal drawing
Human dolls were
Able to draw a human lesson were not
6 √ made without eyes,
with hands, body and legs conducted during
nose and mouth.
observation.

Able to compare long and

7 √
short items

Able to compare big or Children are able to

8 √ compare big and
small items
small bread after

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 bakery is done.

Able to understand the

Formal mathematics lessons were not
9 substantive meaning of √
conduct at these ages group.
number 1 to 10

Able to build a items with

similar colour and shape The blocks are made of wood with only
10 √
according to a sample by brown colour, and without other colours.
using blocks.

Understand the relativity Children know that Children know that

of things such as the soup is hot and the rhythm of a song
11 √
cold/hot, fast/slow and they need to wait it can be slow or fast in
etc to cool off. beat.

Able to sort or pair

Children are able to arrange the tableware
12 according to the function √
before taking breakfast.
of the items

Children know the

Ability to distinguish
characteristics of the
13 between imagination and √
person when having
fact
cosplay.

Children understand
they must practise
Children understand
well in song and
Able to understanding the bread will be
14 √ dance in order to
causality of things cooked when placed
make the
inside the oven.
presentation
successful.

Children dare not climb the high tree

15 Able to forecast result √
because scare to fall down.

Able to understand the Formal mathematics lesson were not

16
basic concepts of time conducted at these ages group.

Able to perform simple Formal mathematics lesson were not

17 √
addition and subtraction conducted at these ages group.

Able to understand the

18 difference between √
“right” and “wrong”

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 Able to make small
19 √
decision and planning

Able to understand girls

Male and female children are taking shower
and boys behave in
20 together. No distinction is made known
certain ways because of
between male and female toilets.
their gender

Able to understand the

21 preposition of “above”, √
“under” and “beside”

Page 17
Emotional
Observer Name: Low Shan Yu
Time and duration: 0900am-1100am (30/10) , 1000am-1200pm (20/11)
Venue: Dreamy Waldorf Art Center

No Description Yes Not Remark Remark

observed
30/10/2019 20/11/2019
1. Be calm in difficult or √ When a student falls,
dangerous situations stand up and report
to the teacher, and
the teacher handles it
in time
2. Don't panic when it comes √ When a student
to emergencies falls, stand up and
report to the
teacher, and the
teacher handles it
in time
3. Show tenderness, √ Each student helps
enthusiasm, and love for each other and
friends solves the difficulties
together
4. Always smiling and happy √ The child are happy
and smiling with
peers or teachers
during any activity
5. Be polite to teachers and √ When children come to school, they say
classmates good morning to their peers and teachers
6. Easily lose temper with √ The boy loves to
peers or teachers get angry with a
student or teacher
to get what he
wants
7. Easy to give up, not √ Teachers give
enough persistence encourage children
to bravely try

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Social
Observer Name: Low Shan Yu
Time and duration: 0900am-1100am (30/10) , 1000am-1200pm (20/11)
Venue: Dreamy Waldorf Kindergarten

No Description Yes Not Remark Remark

observed
30/10/2019 20/11/2019
1. Play with other friends in √ There is interaction
group games and cooperation
between peers in the
game
2. Make friends with other √ No age conflict, dare
peers to communicate, get
along like brothers
and sisters
3. Resolving conflicts during √ When they face a
the game problem, they will
solve and discuss it
4. Show concern for sad √ A female student
children was crying and a
male student was
comforting
5. Sharing toys or things with √ A male student
other friends shared his toys with
his peers, giving him
a chance to play
6. Complete what the teacher √ Two students did not
told follow the teacher's
instructions and
executed, but they
disturbed their peers
7. Do not disturb other √ Listen quietly to the
classmates when class teacher
8. Know how to wear clothes √ The children will
and pants dress themselves
after taking a shower
9. Communicate with peers √ There is no
interaction between

Page 19
 or teachers the child and the
teacher while
dancing
10. Willing to share their food √ When eating
with other friends breakfast, the child
will ask other peers
about whether the
food is sufficient, if
not enough, can
share it
11. Ability to wash and collect √ After children eat
dishes independently breakfast, they will
clean the dishes by
themselves and
return it to their
original places
12. Ability to complete a task √ Some older children
with other children lead younger
children to complete
tasks, such as
building blocks
13. Questioning and curious √ When a boy was curious about things, the
teacher did not respond it
14. Pay attention in class √ At the time of
observation, the
school was preparing
for the graduation
ceremony
15. Make friends with other √ No age conflict, dare
peers to communicate, get
along like brothers
and sisters
16. Show concern for sad √ A female student
children was crying, and the
male student stepped
forward to comfort
him

Page 20
(vi) Suggestions for improvement

From the two days visit to Dreamy Waldorf Kindergarten, we concluded that there is basically a
good culture of communication and interaction in the midst, whether it is the interaction between
children and peers or the interaction between teachers and children. However, we do notice some
areas of improvement which we would like to highlight them to the kindergarten.

a) Improvement on language and cognitive areas

In term of language skills, we would suggest the kindergarten to have a whole year plan on
syllabus or curriculum although it may be conflicts with their teaching philosophy. The
kindergarten principal should be an active mentor to the teachers. The principal should supervise
and review the teachers’ lesson from time to time. At the same time, teachers should have a proper
lesson plan for their language classes each time.

Teachers can put up a quarterly objectives in the class noticeboard so both teachers and
students know clearly what level to achieve every month. In this way, they will be able to know
how many vocabulary they need to recognise for weeks, months and years. Teachers should get
ready with the suitable and appropriate teaching aids as well eg. flash cards or multimedia in order
to enhance students learning experience. In addition, students should be expose to different
stimulus and see which work best for them.

Teachers should know their children learning style well, either they are visual or auditory or
kinetics or combination. We would propose each teacher can only take care or handle maximum
8 to 10 students in order to ensure enough interaction and communication time for each child. We
strongly suggest only teachers with credentials in pedagogy and children psychology would be
assigned to teach the children. Teachers must be able to give guidance and prompt feedback to
the children as when necessary. Besides, the teachers must have a certain satisfactory level of
subject knowledge and literacy skills.

We noticed the children here are very lacking of revision after school. Therefore, children
should be given home assignments so they can recap what they have learned on that particular
day. Lastly, parents should be made know of their children language attainments and struggles
thru monthly progressive report. Any speech delay or illiteracy should be identified and addressed
quickly.

As for cognitive development, we would suggest the content of intellectual activities should

Page 21
be organized systematically into the class lesson instead of letting them loiter freely anywhere
anytime to learn at their own pace. We think the culture here is too laisse faire and we strongly
propose a more organised and well-structured study environment. The teachers should integrate
multiple intellectual activities which encourage 4E i.e. systematic exploration, experiment,
experience and expression (oral or written) into their daily tutorial. In fact, the children need
regular practice and frequent drilling in order to make the 4E become part of their character.

We noticed the teachers here are very good in craft, however, the teachers must be
knowledgeable and well equipped with methods of scientific investigation, mathematical
concepts, social awareness, cultural knowledge, languages, and computer technology too. Only
then, teachers are able to train the children in high order thinking skills (HOTS). Besides knowing
and remembering the subject matter, we want the children to be able to analyse and be innovative
in handling their daily life issues. Furthermore, children could be trained in gathering information,
assessing or analysing options, decision making, taking charge of their life, etc. In reality, these
transferable skills are vital for the children to survive comfortably in a highly civilised, complex
and modern society in future. In short, the children must be able to discuss and share their idea in
logical way to the public. We want them to advance further and climb higher in a competitive and
challenging world by having a futuristic mentality. The children can be excellent only when they
are champion in their mind.

b) Improvement on promoting curiosity

Every child will be full of curiosity and doubt about something. When they are curious, they will
explore the original nature of the matter by themselves, and discuss and analyse with their peers.
Through this process of inquiry, children can learn the ability of self-discovery, self-solving and
self-inquiry, discovering problems and solving problems from the process, etc. After attaining the
final result they want, they will get a sense of accomplishment. It will increase their self-
confidence. Therefore, if children are more curious, their concentration will be excellent, and the
more active they are in learning, the more likely they are to succeed in their learning and growing
up.

The child's curiosity will become stronger, a habit of discovering, thinking and exploring is
gradually formed in the process. Increasing curiosity is encouraging children to actively learn and
explore the world, improve children's cognitive level, and enhance children's ability to explore
the truth of things.

Page 22
 We can create environment to satisfy children's curiosity. Children often become curious about
the surrounding situations, objects, and so on in daily life. The family environment will become
a learning place where children's curiosity continues to develop and cultivate, therefore add some
materials and appliances that the child interested in, and let the children explore.

Teachers must allow children to make mistakes, learn to observe and think. In the process of
children's curiosity-driven exploration, some mistakes will inevitably be made. Teachers and
parents cannot rush to criticize and blame. This will hurt the children's curiosity and explorative
spirit. Moreover, the children will make mistakes, but generate more curiosity and inquisitive
spirit to study at the same time. Besides that, it can enhance the children's powers of observation
and thinking too.

c) Suggestions for teachers and parents

As a good teacher, we must teach according to the lesson plan we have designed. In the teaching
process, teachers should use different ways to encourage the children to be more focus in the
classroom. First, stimulate the children's interest. In the teaching process, teachers need to use
various techniques, such as: YouTube, animation and other skills, so that children can focus more
on the lesson. At the same time, let the children know the real phenomenon, and not fill the
children with illusions. In the process of teaching, teachers should make good use of their abilities
and skills so that children can focus more on it.

Secondly, teachers must give children the opportunity to express themselves and to solve
problems. In the process of teaching, teachers must let the children to express their ideas. In the
child's learning process, not only does the teacher impart knowledge, the teacher also encourages
the children to learn, express their ideas, sharing their views, and so on. At the same time, children
who are expressing and sharing their ideas can improve their language and social skills
tremendously. When teachers or parents chat with their children, they must use appropriate words,
vivid language, rich expressions, and moderate speaking speed, so that children can hear the
correct pronunciation of each word, and affect children with standardized language. From the
perspective of teachers and parents, we must patiently listen to the expressions of young children,
attach importance to the habit of "listening" to children, and do not ignore the expressions of
children.

Therefore, parents and teachers should make timely adjustments to stimulate children's
interest in speaking while listening. With this process, we can improve the children's speaking

Page 23
skills. Children like to tell teachers or parents what they see or hear. Although their speech is
incoherent, we must listen to it with much seriousness, patience, and appreciation, and encourage
them with eyes contact in order to stimulate their interest in constant speaking, so that the
children's language expression can be improved.

d) Suggestion on equipment and materials

About the equipment and materials, Waldorf is opposing any form of information and
communication technology (ICT). Therefore, we do not see any information and communication
technology is being used here. Children cannot learn from powerpoint (PPT), tape, video or CD.
Waldorf teachers do not even use projector for teaching. Besides, we do not see any books in this
kindergarten. It is because Waldorf is advocating slow learning and open education.

e) Suggestion on physical development

In the physical development, the teacher will bring the children for a walk every morning. It is
good to see them walking orderly and carefully on the road. The children also greet the passerby
when they do their morning walk. We would like to suggest some improvement to the children
morning walking. They can let the children do trotting instead.

f) Suggestion on environment

In term of equipment and materials, we suggest that the kindergarten should prepare some
pictorial books with colourful pictures for the children to read. We also suggest that kindergarten
should prepare some blocks, play cards and toys for the children to play. It also can prepare liquid
or dry measuring sets in order to introduce the children to the basic of science.

The equipment of the classroom is made up of natural material. They don’t have any toy
bought from outside. They made every toys all by themselves. So, they don’t have any chance to
play with other toys in the market. We think it will cause some delay in their motor skill
development.

They need to prepare some safety facilities to prevent the children from falling down and
injury when they climb up the tree. They can put some thick mat under the tree, so it can prevent
injury if any of the child felt down from the tree. At the sand pool area, teacher can use a

Page 24
waterproof fabric to cover the sand. It can prevent sand from becoming dirty, messy and wet after
raining. It also provide the children a clean and soft place to play the sand.

In Dreamy Kindergarten, their toilet and washroom are not divided into boys and girls session.
During shower time, male and female children will undress themselves together and share the
same bathing place. They can see each other bodies and they don’t have any protection of
individual privacy. Therefore, we would suggest the teacher to label the toilet door with gender
sign to let them respectively male and female’s toilet. In this way, the children can learn about the
gender label and know how to protect their privacy. So we think they can separate the showers
for boy or allow the toddlers to have a changing room.

Page 25
3) Conclusion (Personal learning experiences)
Lee Su Hui-1830279 BECE
From this observation at Dreamy Waldorf Art Centre, I learn some things about Waldorf. It not
same with other kindergarten. Waldorf puts high value in art, critical thinking, and creativity and
does not pursue academic instruction before the age of seven. Public school puts a high value on
standard and measurable academics, with a focus on math and reading starting at age five.
In Waldorf, classroom is the child thrives in a simple, rhythmic, and predictable environment.
The teacher leads the students in the classroom as collaborators with one another, as often they
work individually and provides regular guidance. In Public School, the child thrives in a state-of-
of-the-art, structured environment. Teachers lead the students in the classroom, primarily as
individual learners and then as collaborators under the guidance of the teacher, textbook and
technology.
Classroom of the Dreamy Waldorf Art Centre are filled with all natural and child create their
own learning materials, special project and other collaboration with the teacher. Technology is
not a part of the elementary classroom. At outdoor, they don’t have a playground like other
kindergarten. They just have a playground filled in with natural material like a big tree, a small
see-saw made up by wood and other. Another kindergarten have a playground filled up with
plastic like see-saw, swing, slide, monkey-bar and other. So student of Waldorf just can climb the
tree, pick up the stick, sitting in a small “house” and other.
The classroom is set up with comfortable, but brightness in classroom is not enough light to
the child. When the brightness to dark, it will harmful about the child’s eyes. So, the brightness
of classroom can be bright. At least center can let the child to watch the picture book to learn
some extra knowledge don’t let them just know about natural.
Natural facilities is best for the child but they still need to do more safety facilities to prevent
anything. Although all of the environment are filled up with natural but I think they still need to
prepare some facilities to prevent the child fell down and injured. They can fill up with some thick
mat under the tree, it can help to prevent injured if the child felt down from the tree. At the sand
pool area, teacher can use a waterproof fabric to cover the sand. It can prevent sand be dirty and
wet after rain. It also can help child to play in a clean and soft place to play the sand.
In front of the toilet or washroom, they can put a non-slip under mat to prevent child slip. In
Dreamy Centre, their toilet and washroom don’t have divide to boys and girls. So all of the
children are bath and wear their shirt in a big area. Both of them can see anything and they don’t
have self-protection. So, teacher can used the label to let them respectively male and female.

Page 26
Fong Yin Shuang 1920050-BECE
Through this observation, I learn how to use natural things do somethings. For example, teacher
let children use dough to make bread. They advocate try to use original things. Besides, this can
train children hands-on and train their fine motor because the bread is make by themselves. It also
makes them body healthy, because they eat the bread is original food. Moreover, they use wood
to make sport equipment like see-saw, swing and slides. This equipment can train children’s gross
motor and makes children exposure to nature. Next, I learn that can use singing and soft speaking
to ask students sit down. We no need commanded loudly.
Furthermore, I also learn our teacher lead by example is important. This is because children
will imitate what adults do. For example, have one child told me sometimes when he wash the
clothes, he do not use the brush. This is because he see the aunty also do not use, so he just follow
the action of aunty. After that, I also learn self-care ability from the children. After finish eating,
children will wash the tableware by themselves. They will use the soap and brush to brush the
bowl and also wash the cloth. Lastly, I learn brave from children. They very agile to climb ladders
and trees and their face look like do not afraid. If it is me, I will scare to climb the trees.

Page 27
Low Shan Yu 1830269-BECE
Through these two days' observation reports, I have learned a lot of knowledge about observation
and evaluation, and I have some knowledge and characteristics of Waldorf. Here's what I've
learned personally and what it takes to be a good teacher:

1. Have good class management

Being a teacher is an important part of class management. If the teacher can control the
management of the class well, and effectively conduct appropriate rewards and punishments for
students, I believe that can become a good teacher one of the important parts. First of all, class
rules are made by teachers and students together, not by teachers. It is unfair for students if the
teacher makes class rules alone. For example, the Waldorf School we observed, the teachers are
eager to let the children prepare the graduation ceremony together, prepare the dance together,
etc., resulting in the child's management order needs to be strengthened. One of the reasons is the
insufficient number of kindergarten teachers. There are only four teachers and a mixed-age setting.
The four teachers can only focus on 6-year-old children. Other children are doing what they have
to do, causing teachers to be unable to manage their children's order well in this area. Therefore,
teachers and students set the class rules, students need to agree. When all students agree to the
class rules specified by them, will the class rules come into effect and be implemented, will the
class rules be fair and just to everyone.

2. The fun of class, emphasizing "learn by doing"

Teachers want to establish a good class atmosphere, the first thing to implement is to make
students interested in class. If the teacher is unable to focus effectively on the course and the
children are unable to concentrate in the class, the children's concentration will be distracted,
distracted, and even interfere with other peer learning and class. Besides, teachers also need to
encourage children to do middle school. Learning by doing enables children to learn from
something, find problems, solving problems and so on. If teachers can effectively prepare
adequate teaching materials for children to explore, I believe it is a great learning experience for
children to try new things. When children are curious or questioning something, they will
unconsciously explore it with their peers, study new things together, discuss and solve problems
with their peers, and finally get the desired results. The children's results will share with their
teachers or peers, and even their parents, as they explore and solve new things in the process. At
this time, parents and teachers do not hurry to give their children to deny and disagree with their

Page 28
ideas, but to patiently listen to their ideas and share. After listening to their sharing, give them
encouragement and support, because these exploratory and solving things are an interest for the
children or a channel for them to prove themselves. Therefore, the stronger the children's curiosity,
the more active the desire to learn will increase.

3. Create a good classroom environment

As a good teacher, you must create a good classroom environment so that children can easily learn
and teach in a comfortable and stress-free environment. On the other hand, teachers need to design
the environment of the class according to different themes, such as the theme of the Chinese New
Year, the environment of the class can be designed about the atmosphere of the Chinese New Year,
such as spring couplets, using red envelopes to make lanterns, and so on. From the design of this
environment, children can feel and experience the atmosphere of the Lunar New Year in person,
and teachers can also let children play role-playing. In addition, teachers can also teach children
the taboos of the Lunar New Year and the blessings of the New Year, etc., so they have a deeper
understanding and learning of the customs of the Lunar New Year. Therefore, it is very important
to create a good classroom environment and atmosphere.

4. Self-education
To be a good and experienced teacher requires continuous self-learning and self-education.
Teachers can participate in some activities in the field of early childhood education, such as
lectures or workshops, etc., from which they can step forward and keep up with the pace of
education today. Teachers should also continuously improve themselves, such as teaching
methods or skills, so that children can learn and absorb more effectively.

5. Helping children develop and learn

As an early childhood teacher, you must help children develop and learn. To achieve this goal,
preschool teachers must understand and master relevant knowledge about child development, and
more importantly, they need to understand how to choose and implement methods that conform
to the laws of child development. Therefore, as early childhood education teachers, we need to
understand children of all ages, their development status and absorptive capacity. In addition,
teachers can help children and their families by observing, recording, and evaluating. In the day-
to-day activities of kindergartens, one of the most important duties of preschool teachers is to
observe, record and evaluate children's learning. Preschool teachers must constantly improve their
observation skills, master scientific recording methods, and evaluate children based on their

Page 29
knowledge of child development. The results of the assessment can help you teach what and how.
Teachers need to communicate these results to parents and share their children's class situation at
school.

Page 30
Anne Hiew Moy Heong 1930135-BECE
After completing our observation at the kindergarten, I have learned that observation is a
professional ability that educators must master in order to target children's psychological and
environmental understanding. In addition, teachers can also make ideal judgments from it, and
design the process and effect of education accordingly.

When choosing Waldorf kindergarten as our observation destination, we were hesitated

whether the choice is correct, because Waldorf education is different from ordinary mainstream
kindergarten. However, after our first visit to the kindergarten, we were determined that this
choice was correct. Although Waldorf Education is a minority in our country, it still has unique
and attractive places. From the observation, I have learned to make a correct choice before doing
the observation.

I think Waldorf education can develop children appropriately, and through all aspects of
exploration, children can find their dreams. However, due to the mainstream system in our country
which is exam oriented to further education, many Waldorf parents will still worry about the
connection between higher education. This doubt led them to abandon their children to continue
studies at Waldorf School. Therefore, Waldorf teachers must think about how to change their
teaching methods in the education system without the parents' worries and concerns.

I appreciate that Waldorf philosophy which emphasize on children holistic development. It

gives children a rich experience, and mobilizes the children's basic senses such as hearing and
touch. The arrangement of these teaching methods can create a relaxing atmosphere for learning
environment. When children relax, they become free and can produce personalized masterpieces.
As an observer, I can clearly see the state of consciousness of children of different ages in
performing activities. I’m also amazed by the different appearances of the same thing through the
inner processing of different children. From here, I have learned and know there are different type
of teaching method. However, I do not agree with mixed-age teaching, because young children
have different development at different age groups, and teachers still face certain difficulties in
teaching.

Besides that, I also learned the different type of teaching materials. When I entered the
kindergarten, I noticed that Waldorf School has no textbooks. I admire the teacher's ability to use
her creative and artistic skills to draw beautiful blackboard drawings, compose stories or chant
songs. Then each child used his own created workbook to express their learning results of different
subjects with pictures, images, symbols and words. These young children use this process of

Page 31
learning and re-creation to develop their ability to understand and absorb knowledge, and their
ability to draw and write.

I discovered that teacher personality is important in children education. I find it's not easy to
be a Waldorf teacher. They need to take a three-year teacher training course in their center, which
includes Waldorf theory, psychology of early childhood development, art therapy, etc. There are
also special emphasis on art courses such as painting, singing, and dance.

After all, Waldorf education does have its characteristics. I will use this model as a reference
for my future teaching. I find that any model of education has its strengths and weaknesses.
Therefore, I will learn from these teaching models, carefully analyze their pros and cons, and try
to get rid of pure "chasing wind" learning. In the actual operation, kindergarten curriculum must
be suitable for the local social and cultural context. In other words, my ideal kindergarten
curriculum is based on young children development, which promotes the individual development
of young children in every aspect, on the other hand, it also provides multicultural experience in
the living environment to promote the growth of their mental capacity.

Another great finding of mine is about the important of monitoring development growth thru
a systematic class observation. Teachers should have clear vision on the students’ development
throughout the year. These are vital in determining each child’s strengths and weaknesses and we
could then tailor-made the intervention plan to support their improvement. We as Early Childhood
educators must learn and acquire the classroom observational skills, so that we can identify clearly
whether the students are meeting important learning milestones for their age.

Furthermore, day-to-day observation helps us to know our students whom entrusted to our
care on a closer, more personal level. We are able to know their unique learning style and
personality. Our consistent follow up inspires mutual trust and an open dialogue with parents
which is an essential component of an effective early childhood education. I realised that these
personal connections are very important in our current education system.

In a traditional school, test papers are given to students once every few weeks or months to
determine what they know. But as I understand from the Waldorf Principles, young children are
not always the most reliable test-takers. In actual situation, they may have already learned the
knowledge they don’t demonstrate at the particular time of assessment. In reality, the steps a child
goes through to solve a puzzle, communicate with his peers, or build a tower during play time can
often reveal far more about the 5 developmental areas (PILES) than the outcome of an
examination which is tested a few times each year in a formal school.

Page 32
 I wish the children in Waldorf Kindergarten will continue to grow and develop normally and
gradually with little hindrances or obstacles throughout their growing age. I wish to see every one
of them being mature and flourish in their adulthood.

Lastly, I appreciate the group members for their great cooperation for completing the
assignment. This is because the observation went on very smoothly with team work spirit among
our group members. In addition, I also having the chances to discuss with group members and the
kindergarten principal. Before observation take place, I have to make appointment with the
principal.

Word count : 5711

Page 33
4) Reference

1. 现在幼儿教育. George S. Morrison.2015 年 9 月.华腾文化股份有限公司

2. Early Education Curriculum. Nancy Beaver, Susan Wyatt & Hilda Jackman.2017. Cengage
Learning
3. Spring Garden Waldorf School(2015)The Comparing of Waldorf and Public School. Website
from:http://blog.sgws.org/a-comparison-of-waldorf-and-public-school/

Page 34
5) Appendix

Preparing for outdoor activities Outdoor environment (Pavilion)

Child climb the tree Children playing with the sand

Page 35
The child is sweeping the floor The children are climbing on the tree

Small spiral garden Seesaw made of wood

The children’s playground Skateboard made of wood

Page 36
Front view of the kindergarten Teachers and children plant the vegetable
behind of the building

Children need to hang their towel outside Rearing chicken in the cage

Toilet situation The area where children put water bottles

Page 37
 The area where children put school bags Classroom setting with curtains and carpet

Walls and ceilings in light and soft colours Dolls knitted by teachers and children

Dolls knitted without face expression Blocks made of wood

Page 38
Kitchen area – tableware arrange tidily Cook organic vegetables

Children’s duty to set up the table before Children need to clean their own cup and
breakfast plate

Circle time to practice songs and dance use sand to make sandcastle and model

Page 39
Sample of checklist
Indoor Environment
Observer Name: Lee Su Hui
Time and duration: 0900am-1100am (30/10) , 1000am-1200pm (20/11)
Venue: Dreamy Waldorf Art Center

No Description Yes Not Remark Remark

observed
30/10/2019 20/11/2019
1. Space is suitable for
children to walk around
2. Brightness in classroom
3. Space for individual play
and group play
4. Comfortable with set up
5. Space for learning corner
6. Tidy and clean
7. Books are arrange neatly on
the bookshelf
8. Toilet
9. Fitting room have separate
for child after bath
10. Space and height of the
dining table
11. Height of sink
12. Kitchen
13. Space to put the food and
material

Page 40
Outdoor Environment
Observer Name:
Time and duration:
Venue:

No Description Yes Not Remark Remark

observed
30/10/2019 20/11/2019
1. Large and spacious open
area
2. Outdoor space is gated
3. Sand pool area
4. Sand is suitable for child
5. Plating area
6. Water area
7. Maintenance and check on
equipment are carried out
regularly
8. Playground
9. Complete facilities for
child (see-saw, swings,
Slides, monkey bar)
10. Complete facilities for child
to develop their muscle

Page 41
Teacher
Observer Name:
Time and duration:
Venue:

No Description Yes Not Remark Remark

observed
30/10/2019 20/11/2019
1. Dressing

2. Teaching attitude

3. Appearance / attire

4. Facial Expressions

5. Eye contact

6. Use teaching materials flexibly

and make good use of various
teaching resources

7. Take your child in the direction of

growth and health

8. Develop teaching plans based on

teaching goals and learning
ability indicators

9. Cooperate with the needs of

teaching activities to complete
the teaching situation layout

10. Design students interested in

teaching activities

11. Effective use of various teaching

methods to meet student levels
and individual differences

12. Encourage students to express

their true thoughts on problems
1

Page 42
Development: Language, Communication and Early Literacy

Observer Name :
Date and Time :
Age group :

Remarks Remarks
Not
No Description Yes
Observed
(30/10/2019) (20/11/2019)

Speak clearly using more

1
complex sentences

Able to tell items’s name

2
of their surrounding

Recognise some letters

3 and possibly write his or
her name

Able to tell his or her age,

4
gender and home address

Able to follow two or

three part instructions
5
such as sit down, quiet,
queue up and etc

Able to follow guidelines

6
given by teacher

Curious and ask

7
meaningful questions

8 Listen to and enjoy stories

Tell a story by looking at

9
the pictures in a book

Can repeat nursery

10 √
rhymes or fairy tales

Easily to talk or
11 √
communicate with people

Able to tell his or her

12 √
experience

Page 43
 Remarks Remarks
Not
No Description Yes
Observed
(30/10/2019) (20/11/2019)

Able to name a few

13
animals

Able to tell story from his

14
drawing

Able to say a sentence

15
consists of 6 words

Know how to ask question

16
to teacher or classmates

Able to answer question

17 about his siblings, their
name and their gender.

Able to tell any happening

18
about himself

Able to use the adjectives

19
correctly

Able to know the author

20
and the title of a book

Able to recognise
21
vocabularies

22 Uses future tenses

Able to read aloud with

23
correct intonation

Able to understand the

24
flow of a story

Able to predict the ending

25
of a story

Able to think and create

26
story

Able to question and

27 discuss about the story
read

Page 44
 Remarks Remarks
Not
No Description Yes
Observed
(30/10/2019) (20/11/2019)

28 Able to write his name

Able to hold pencil in

29
correct way

Able to use punctuation

30
correctly

Development: Cognitive / Intellectual development (Thinking and Problem

Solving)

Observer Name :
Date and Time :
Age group :

Not Remarks Remarks

No Description Yes
Observed (30/10/2019) (20/11/2019)

Able to recognise at least

1
4 colours

Able to recognise shapes

2 such as square, round,
triangle and etc

Able to classify the

3 colours, shapes and size
of the items

Able to understand
4 concept of number 1 and
other number

Able to tell 5 major

5
sensory part of body

Page 45
 Not Remarks Remarks
No Description Yes
Observed (30/10/2019) (20/11/2019)

Able to draw a human

6
with hands, body and legs

Able to compare long and

7
short items

Able to compare big or

8
small items

Able to understand the

9 substantive meaning of
number 1 to 10

Able to build a items with

similar colour and shape
10
according to a sample by
using blocks.

Understand the relativity

of things such as
11
cold/hot, fast/slow and
etc

Able to sort or pair

12 according to the function
of the items

Ability to distinguish
13 between imagination and
fact

Able to understanding
14
causality of things

15 Able to forecast result

Able to understand the

16
basic concepts of time

Able to perform simple

17
addition and subtraction

18 Able to understand the

difference between

Page 46
 “right” and “wrong”

Able to make small

19
decision and planning

Able to understand girls

and boys behave in
20
certain ways because of
their gender

Able to understand the

21 preposition of “above”,
“under” and “beside”

Page 47
Social
Observer Name:
Time and duration:
Venue:
No Description Yes Not Remark Remark
observed
30/10/2019 20/11/2019
1. Play with other friends in group
games
2. Make friends with other peers
3. Resolving conflicts during the
game
4. Show concern for sad children
5. Sharing toys or things with other
friends
6. Complete what the teacher told
7. Do not disturb other classmates
when class
8. Know how to wear clothes and
pants
9. Communicate with peers or
teachers
10. Willing to share their food with
other friends
11. Ability to wash and collect
dishes independently
12. Ability to complete a task with
other children
13. Questioning and curious
14. Pay attention in class
15. Make friends with other peers
16. Show concern for sad children

Page 48