UNIVERSITY OF EDUCATION,WINNEBA

COLLEGE FOR DISTANCE AND E-LEARNING (CODEL)

ACCRA ACADEMY STUDY CENTRE

TERM PAPER

PROFESSIONAL PRACTICE FOR DIPLOMA IN EARLY CHILDHOOD EDUCATION

RITA DZIKUNU

200025595

DIPLOMA IN EARLY CHILDHOOD EDUCATION

NOV 2022

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SCHOOLS VISITED

1. Little Einstein Montessori School

2. Kids Vision Montessori School.

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 DECLARATION

Candidate's Declaration.

I hereby declare that except references to other people's work which have been duly

acknowledged, this project work is the result of my original research and that no part of it has

been presented for another Diploma or Degree in this University or elsewhere.

Candidate's Name: ....................................................................

Candidate's signature: ................................................................

Date: ................................................................

Supervisor's Declaration

I hereby declare that the preparation of the project work were supervised in accordance with the

guidelines on supervision of project work laid down by the university of Education,Winneba.

Supervisor's Name: : ................................................................

Supervisor's signature: ............................................................

Date: ..........................

ACKNOWLEDGEMENTS

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I want to express my profound gratitude to my parents Mr. and Mrs. Vincent Yeboah for their

love and support. Also not forgetting my three lovely siblings Esther Yeboah, Christabel Yeboah

and Nii Nortey Yeboah. I love you so much. Moreover I owe a great debt of appreciation to my

project supervisor, Mr. Moses Kabu Kubi Ocansey for his tremendous support, direction,

involvement and guidance throughout this project work. Without his, this work would not have

been a success story. May God Richly bless you.

I cannot also fail to acknowledge my very awesome friends Lorenda, Sarah and Emefa. I love

you guys so much. I would not have made it without your help. God richly bless you and may

He continue to smile upon you.

DEDICATION

I dedicate this work to my parents, Mr. and Mrs. Vincent Yeboah

My siblings, Esther, Christabel and Nii Nortey Yeboah

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 OBSERVATION IN EARLY CHILDHOOD SETTINGS

Introduction

Davies and Spencer (2010) state that observation is a way of gathering data by watching people,

events or noting physical characteristics in their natural setting. Skinner (2012) also notes that

observation provides the opportunity to monitor or assess a process or situation and document

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evidence of what is seen and heard. Seeing actions and behaviours within a natural context, or as

they usually occur provides insights and understanding of the event, activity or situation being

evaluated. Observation within a research domain connotes the gathering of information

concerning a process or series of events. In early childhood settings, observations will mean that

particular attention is being paid to preschoolers.

Importance of observation in early childhood centres

Getting to know your children

Observation in an early childhood setting will help to gather information about preschoolers

abilities in learning and their performance in academic related areas. By the means of

observation in early childhood centres, children’s strengths, weaknesses, personality traits,

interests and needs are determined. The early childhood instructor must plan her lessons so as to

realize the strengths and weaknesses of the child which is essential to the facilitators’ ability to

plan her lessons to suit the peculiar needs of each and every preschooler.

Observation in early childhood settings is necessary since it informs early childhood facilities

about how children are learning. The manner in which children learn forms a core part of their

learning process and as such inform curriculum planners of inputs on things they need to

consider in planning for the education of their children.

Monitoring development

In observations, preschool facilitators are able to monitor the development of their learners and

give preschoolers the chance to track the progress of their children in academics and other

socially related issues that are crucial for the child’s development. Ability to monitor the growth

of the child through observation means that preschool facilitators have indeed consciously

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monitored their learners and as such they can make qualitative recommendations to aid children

who are not progressing on the basis of their observations.

Identifying issues

Reinharz (2011) notes that detailed, careful and keen observation of preschoolers in early

childhood centres demonstrates how children make meaning in their world, how they use and

develop their language to enable then to communicate with others and to think. The inability of

the child to make meaning out of what they learn and develop language competencies among

other competencies are issues that can only be identified when observing these preschoolers.

Facilitators can communicate to parents in these situations so that these identified issues can be

resolved for the progress of the child. The researcher did some observations at the early

childhood centres of Little Einstein Montessori School and Kids Vision Montessori School all in

Pokuase ACP. The researcher gathered information on certain critical areas.

Assisting children to gain competence in language acquisition, literacy, mathematics and

social interaction

Acquisition of language

The researcher found out how pre-school facilitators help children gain skills in language

acquisition and literacy. The researcher observed that Pre-school facilitators in Little Einstein

Montessori School and Kids Vision Montessori School assist children to gain language by

paying attention to what the children are saying. By listening to these children, pre-school

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facilitators in these schools then support them to mention what they are saying more in a more

precise manner. The Pre-school facilitators can also be seen allowing toddlers to initiate

conversations and giving them time to respond and converse to the best of their individual

abilities. Pre-school facilitators also give these toddlers opportunities to talk to each other, play

verbal games and learn songs, poems and chants. Pre-school facilitators also assist these children

to gain language skills by repetition of rhymes, action songs and sound games. These repetitions

serve as exercises for children to gain mastery in language acquisition.

Literacy instruction

In the instruction of literacy, pre-school facilitators of Little Einstein Montessori School and

Kids Vision Montessori School guide children to read by pointing at the exact words that

children need to pronounce. Pre-school facilitators in these schools use a lot of picture reading

books and on the basis of that, the vocabulary of children is built. In reading these picture books,

pre-school facilitators of Little Einstein Montessori School and Kids Vision Montessori School

use a lot of voice modulations and children are tune their ears and hear what the facilitator says.

During the observation the researcher observed that pre-school facilitators of Little Einstein

Montessori School and Kids Vision Montessori School assist children in these early childhood

centres, they use the first names of some of the children and this makes learning more exciting to

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learners. Pre-school facilitators in Little Einstein Montessori School and Kids Vision Montessori

School usually talk about the links between pictures and words during story reading.

Mathematics instruction

During mathematics instruction, pre-school facilitators of Little Einstein Montessori School and

Kids Vision Montessori School assist children to perform counting of objects in smaller

quantities let’s say, 0-5 items or objects. Pre-school facilitators of Little Einstein Montessori

School and Kids Vision Montessori School were observed introducing physically different items

such cut-out shapes looking like 3 and 4 sided geometrical shapes such as triangle, square,

rectangle etc of which they colored differently. The children are guided to perform counting of

these objects and, in that process, their counting skills are improved upon. The researcher again

observed that pre-school facilitators of Little Einstein Montessori School and Kids Vision

Montessori School guided children to label items with words and numerals. Example, a box

containing ten stones was labelled with the numeral and word of ten (10). When it came to

patterns, the researcher observed that pre-school facilitators of Little Einstein Montessori School

and Kids Vision Montessori School guided children to experiment with basic repetitions on

patterns (e.g., boy, girl, boy; girl, boy, girl).

Social interactions

Observations done in the area of social interactions indicated that, pre-school facilitators of Little

Einstein Montessori School and Kids Vision Montessori School most often play a role modelled

some of the conversations that they want children to undertake and follow during their social

interactional activities. Children are guided to model the actions of preschool facilitators of Little

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Einstein Montessori School and Kids Vision Montessori School and also say what the facilitator

is doing and this to a large extent promoted efficient social interactions among the children.

Preschool facilitators of Little Einstein Montessori School and Kids Vision Montessori School

grouped children according to their interests. Children who are interested in becoming soldiers

and policemen and policewomen were grouped together. Those who wants to become engineers

and mechanics were also in the same group. Preschool facilitators of Little Einstein Montessori

School and Kids Vision Montessori School were also quick to engage in resolving conflicts that

arise among children.

Expectations at Early Childhood Setting

Providing a welcoming environment for parents

Also, the researcher observed with keen interest the manner in which early childhood facilitators

of Little Einstein Montessori School and Kids Vision Montessori School welcome parents and

their wards to school. Parents were also told to sanitize their hands. It must be noted that, the

school bus brings children to school while some parents also personally bring their children to

school.

Parents entrusting their children in the facilitators’ care

It was also observed that, facilitators welcome children very well with a lot of smiles on their

faces. Children walk and sometimes run in a slow manner towards their colleagues. They feel

very welcoming due to the atmosphere created by the early childhood facilitators.

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Showing concern when parents first bring their children to facilitators

The competence of the preschool facilitator

Early childhood facilitators demonstrate a lot of competency as they professionally see to it that

every child is well seated. The spacing between children is seriously observed. Parents are not

allowed to enter into the classrooms based on the restrictions in early childhood centres and in

schools.

Effective rapport

Early childhood facilitators as observed had a good rapport with parents when it comes to

dissemination of academic information and any other relevant information critical to the holistic

wellbeing of the children. Issues that has to do with the collection the purchase of some

academic items and toiletries for that matter are expressly communicated to each and every

parent of the respective schools. Parents express a lot of satisfaction with the delivery of

information as delivered by the early childhood facilitators by saying “Thank you”. Within the

confines of a welcoming environment, early childhood facilitators post pictures of families in

their classrooms and thus creating a feeling of belonging.

Trust and caring relationship

The researcher observed that early childhood facilitators gained a lot of trust from parents since

certain pertinent issues are discussed in private. Confidentiality remain a critical stance in the

relationship between parents and facilitators as observed by the researcher.

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Dialogue

Tineke etal (2001) define dialogue, as exchange of ideas and meanings that

develops our thoughts and helps us to be aware of what we think and how we value

things. dialogue is also a way of showing people’s opinions rather than telling them. It can be

useful in a first-hand observation and personal experience Dialogue can either direct or indirect.

Proactive about sharing credible and certified information from school’s administration

When it comes to the delivery of information, it was observed that facilitators will tell parents

that they will call them personally so as to carefully expound the reasons behind what they tell

them.

According respect to parents and pupils

The researcher observed that early childhood facilitators the schools visited show a lot of respect

to parents by addressing them with a lot of words of courtesy. They address them with their titles

eg; Doctor Ansah; Lawyer Perbi. The use of “please” as observed by the researcher indicated

some level of respect towards parents.

ISSUES ABOUT CHILDREN’S ACADEMIC PROGRESS

OPEN DAYS

The researcher observed that, early childhood facilitators of Little Einstein Montessori School

and Kids Vision Montessori School do a great deal of work when it comes to the academics of

children. They first and foremost update parents on the academic progress of their children

periodically. They update them on whether their children are improving or declining. The early

caution of the decline of the child is meant to inform parents of quick interventions that is needed

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in to remedy academic situations. During open days, facilitators guide parents to look through

the workbooks and exercise books of their wards. Attention is paid on the work of their children

and how the children are able to achieve academic goals within a specified period of time.

Attention is given especially on their handwritings, ability to do simple mathematical operations

like counting, numeral identification and mentioning the names of common shapes in the

presence of the parent. Parents are always abreast with the academic progress of their children.

Some parents seek the counsel of facilitators to employ their services on the basis of extra classes

or to suggest a teacher to aid their underperforming children.

P.T.A MEETINGS

During P.T.A meetings, the researcher observed that parents of Little Einstein Montessori School

and Kids Vision Montessori School are more concerned with the academic progress of their

wards. They are eager to raise problems that their wards encountering in their learning activities.

Parents recognize this as they assist their wards to do their home works. They also identify the

academic progress of their wards as they go through the books of their wards. During P.T.A

meetings parents tend to spend more time with one-on-one meetings with facilitators. This is an

opportunity to personally interact with the facilitators of their wards and express their worries

and sentiments about the academic progress of their wards. Parents in Little Einstein Montessori

School and Kids Vision Montessori School also agreed to levy themselves to put up some

infrustructure for the schools.

GRADUATION

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The researcher observed that, early childhood facilitators of Little Einstein Montessori School

and Kids Vision Montessori School do alot of preparatory work when it comes to academic

event such as graduation. The researcher observed that, pre-school facilitators do a lot of

preparation in aiding preschoolers to practice and rehearse rhymes, poems and songs for the

occasion. These advanced preparations are necessary to give a clear direction as to what

preschoolers will do on the day of the event. Observations made by the researcher indicates that

preschool facilitators in both schools help a lot in the coordination process during graduation.

Their contribution in organizing the preschool children demonstrates their organizational abilities

to a large extent. The researcher can estimate that, preschool facilitators these schools play a

critical role in making graduations a success.

Indicators of a good early childhood setting

There are indicators of a good early childhood setting. These indicators are necessary to provide

a good teaching and learning atmosphere.

1. Quality academics

Provision of activity-driven teaching and learning is necessary to impart knowledge to children.

Creation of lessons based on activities places the child at the centre of the instructional process

and as such indicating a state of a good early childhood setting. The creation of collaboration

between children is important to promote the sharing of ideas and values that is meant to

improve on each child’s academics.

2. Safety

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Preschool facilitators create a safe environment that has to do with the removal of objects that

can hurt children within playgrounds. Playgrounds are being monitored with school securities to

ensure that children are always in safe keeping.

3. Conducive instructional atmosphere

Instructional rooms at early childhood centres a filled with a lot of pictures since children relate

to pictures more than words. A good instructional setting must be one that prioritizes combining

pictures with words and thus making learning an enjoyable experience.

4. Professional Facilitators

Early childhood handlers must be professionally trained and equipped to handle children and

equip them with the needed language and arithmetic skills at the foundational stages of their

education.

5. Discipline and social-emotional development

An atmosphere of discipline is important to inculcate values and attitudes in children.

Disciplined children are able to develop habits that influence their abilities to perform well

academically and on behavioural standards. Social and emotional growth is necessary. An

atmosphere where the teacher encourages social interaction and makes children to feel a sense of

belonging is appropriate for such an educational setting.

Indicators of poor early childhood setting

1. Inadequate educational materials

The lack of provision of educational materials will mean that academic objectives and goals

cannot be achieved within early childhood centres.

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2. Poorly arranged classroom setting

A poorly arranged classroom setting has considerable attention deficits on pupils. They are

unable to grasp skills due to their uncomfortable instructional state.

3. Strained teacher-management relations

Poor teacher-management relations, affects the overall success of early childhood education and

this has ripple effects on the child’s academics.

4. Poor sanitary conditions

Early childhood centres with poor sanitary conditions will affect the health condition of children.

They will fall sick periodically and absenteeism will emerge.

5. High teacher-pupil ratio

Facilitators with a large number of pupils will have little or no impact on the educational

prospects of pupils.

6. Culture of schools visited

The researcher observed that pupils are always taken around for an hour in the morning to

observe their natural environment. This culture is done from Mondays-Thursdays in schools

where the researcher visited. In inculcating some different, I will entreat the indulgence of

Management to make the children perform this daily ritual at least twice in a week and in-place

of this, they should draw programs that can unearth the hidden talents of children. In conclusion,

early childhood centres are the foundational pillars in a child’s education and as such particular

attention ought to be paid by educational stakeholders in making sure that children receive the

best of education.

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Conclusion

The study concludes on the basis that, observation is a vital tool in divulging credible

information about the issues that embody early childhood settings. The study concludes that

knowledge about children, tracking the academical progress of children and identifying issues

that affects the welfare of preschool children are relevant in aiding build the quality of preschool

education. The study concludes again that language acquisition, literacy, mathematics and social

interactions are competence areas that preschool facilitators should look at. The attitude of early

childhood facilitators should basically center on their professionalism. The study further

concludes that, issues of children’s academic progress should be part and parcel of preschool

facilitators’ planner so as to make them focus on equipping the child with the necessary skills,

knowledge and aptitudes for the next stage of their education.

In conclusion, observations at early childhood centers are necessary and should be maintained

for academic progress at early childhood centers.

Recommendations

Based on the conclusions, the researcher recommends the following:

- Preschool facilitators should make it a core need to adopt observations in their day-to-day

activities due to the immense benefit that observations can bring aid their academic

duties.

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- Critical competences areas such as language acquisition, literacy, mathematics and social

interactions should be part and parcel of preschool facilitators’ objectives and aims going

forward.

- Professionalism must be maintained by preschool facilitators within the instructional

environment. The conduct of preschool facilitators towards parents and other staff and

even children should be highly professional.

- The academic progress of preschool children should be a core mandate among preschool

facilitators since the academic progress of children is very important.

- Early childhood centers should provide a conducive atmosphere for effective academic

work.

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Reference

Davies, J.P and Spencer, D. (2010) Emotions in the field: The psychology and anthropology of

fieldwork experience: Standford, CA: Stanford University Press

Skinner, J. (2012) The Interview an ethnographic approach. NY: Berg

Reinharz, S. (2011). Observing the observer: Understanding ourselves in field research. NY:

Oxford University Press.

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