Early Childhood Education- Classroom

Running head: EARLY CHILDHOOD EDUCATION – CLASSROOM1
Early Childhood Education- Classroom
Student’s Name
Institutional Affiliation
Date

EARLY CHILDHOOD EDUCATION -CLASSROOM2
Early Childhood Education- Classroom
Section #3
Introduction
The class I am observing has a total of 18 students and a single teacher. Most of the
students are of the black race and the teacher is of African descent. Throughout the teaching
process, the students are actively engaged in the learning process and most of them seem to be
optimally following through the class session (Wakefield, 2010). The teacher was expressing
herself in an enthusiastic tone which helped in capturing the attention of the children.
12. Questioning Style
The teacher is successfully involving all her students and getting them to actively
participate. She mostly uses open-ended questions which enhance the level of engagement of her
students by encouraging response. Some of the examples of the questions she uses are; ‘what’s
your favorite stuffed animal at home? – to demonstrate that what is special to one student may be
different to the other. Also, she asks one of the students if he would mind explaining to the class
the meaning of struggle.
13. Teaching Strategies
The teacher successfully uses the Vygotsky’s theory of scaffolding as a teaching
approach in assisting the children to achieve their goals and be independent in the understanding
of the reading materials (Naz & Murad, 2017). She does that by introducing a topic, showing the
children how to solve certain situational problems then gives them a chance to further solve
problems relating to the reading material. During the learning process, the Bandura Social
Cognitive Theory is used in the promotion of students learning as they learn from each other as
they engage in class. One example of this situation is when students voluntarily lift their arms in