The document outlines key aspects of elementary education for children aged 5 to 12, emphasizing the importance of observing their behavior across different age groups to understand their development. It discusses diverse learning environments, emotional, cognitive, and physical development activities, and the use of technology in education. Additionally, it highlights the significance of social interactions and creating a supportive classroom atmosphere for enhancing children's learning experiences.

1. Covington Elementary
Ashley Covington
Professor Lori
Infants, Children, and Adolescents EDU/305
September 17, 2012

3. Introduction
Elementary school is made up of children who are of the ages
between five and twelve approximately
These are the children who have already undergone the
preschool stage.

4. Elementary school is made up of children who are of the ages
between five and twelve approximately. These are the children
who have already undergone the preschool stage.
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Age of the children
The children to be observed will consist of a mixture of all age
groups from 5 to 12 years old
This ensures all age groups are covered
Different behavior will be observed due to age difference

6. The children to be observed will consist of a mixture of all age
groups from 5 to 12 years old. The rationale for this is to ensure
that the observations give the views about all the age groups
covered. The children will be expected to portray different
behaviors due to difference in the ages.
3
The Elementary Classroom
Relaxed and Cozy Atmosphere with happy students
Neat and orderly environment
Rules and Consequences are posted
Reading Centers

7. A elementary classroom needs to be organized, and the
materials need to be accessible to all children.
Safety is the number one priority when it comes to students of
all ages. (Bradley, 2012)
4
Learning Centers
Arts and crafts
Reading center
Computer Lab
Spelling Center (Write spelling words with shaving cream!)

10. Learning during this observation will take place through two
main activities; through teaching and testing the children while
in the classroom setting and through interacting with the
children casually to study their behavior mainly through play.
The three main theories behind this are behaviorism, cognitive
and social theories Behaviorism will consist of keenly studying
the children as they are in the classroom setting. Their behavior
is observed and comments given based on what is studied. As
for the cognitive theory, this will apply when tests and teaching
will be conducted as the children’s capability will be tested. As
for the social theory, children will be observed as they interact
with their teachers and other children. Their ability to perform
when in groups will be assessed in this case.
5
Diverse Population
reading books from diverse cultures
Coming up with creative stories from all diverse regions
Common language
Embracing all cultures
No single diverse background is superior
Represent all cultures in the study

12. Diversity among the children will be addressed through; reading
books from diverse cultures, Coming up with creative stories
from all diverse regions, using a common language in order to
ensure that all children can interact well, teaching everyone to
embrace each others culture, teaching the children that there is
no single superior culture, selecting children from diverse
backgrounds to interact with and thus represent all cultures.
6
Social Development
Theory of Mind Skills
Developing a Sense of Self-Confidence
Playing well with one another
Taking turns and sharing

13. During the early elementary years, children begin to develop
important aspects of self-concept. At this age, children begin to
make social comparisons and these comparisons help them
understand who they are. (Classroom Interpreting, nd)
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Make me Laugh Activity
Goal: To make one another laugh
Materials: Dare others to make one laugh, using any, non-
physical method.
Procedures: Being able to control emotions
This game will allow students to learn to control their emotions
in a positive and fun manner by having their peers try and make
them laugh.

15. Role Playing
Acting out how they handle different situations by keeping
others emotions in mind

16. Role playing activities simulate real-life situations that involve
emotional or social development. Children are able to practice
handling situations they might encounter, such as a peer who
won't share a toy or a child who is bullying. The children act
out how they could handle the situation in a socially acceptable
way, keeping the emotions of the other person in mind. Instead
of acting out the situation themselves, kids can use puppets,
dolls or action figures. Dress-up play, where kids pretend to be
another person, also works well. The extent of the role playing
should depend on the age of the kids and their emotional and
social development levels. (Frost, 2011)
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Emotional Development
Please their parents, teachers, and other adults
Demonstrate empathy for others
Dependent
Mood swings
Tests Obedience

17. A young children's emotional adjustment matters--children who

18. are emotionally well adjusted have a significantly greater
chance of early school success, while children who experience
serious emotional difficulty face grave risks of early school
difficulty. (Raver,2012)
10
Writing
Children write about what they feel
Children can draw what or how they feel
This activity will allow the child to show their feelings by
drawing or writing. This may help release some emotions
bottled up inside.

19. This may allow a childe to help identify ones positive or
negative feelings and help build their self-esteem.
11
Crafts
Materials: scissors, pictures, glue, paper plates
Goal: Students will be able to recognize facial expressions such
as surprised, happy, sad, mad, etc. by cutting them out of
magazines and pasting them on the plate.

20. Physical Development
Physical activity during school provides opportunities for all
students, including those with disabilities, to practice what
they've learned in physical education… Recess(elementary
school)
Running, jumping, skipping, playing sports, exercises, etc.

22. Physical development provides children with the ability they
need to explore and interact with the world around them and be
healthy.
13
Red Rover
All of the students but two hook arms in couples. Of the two
that are free one is "it" or the chaser and the other is the runner.
The runner tries to avoid being tagged by locking arms with
either member of any couple he chooses. When he does, the
third student of the group becomes the runner and must avoid
being tagged.
If the runner is tagged the runner and chaser change positions.
To make the activity interesting, the couples should run and
twist to elude the runner.
For a large number of students there can be more than one
runner and chaser.

23. Duck Duck Goose
This activity can be played in the playground, gym, auditorium
or classroom.
Students form a circle around sitting cross-legged.
A student goes around tapping lightly on the heads saying,
“Duck, duck, goose.”
The students whose head they said goose to has to get up and
run around the circle and get the student before he/she gets their
spot.

25. Cognitive Development
Processing information
Learning language
Problem solving
Memory

26. Cognitive development is the child’s ability to learn and solve
problems on their own. The child will learn how to use a pencil
to make shapes (like a square) and then to make letters, words
and sentences.
The child will be drawing people, houses and trees with more
detail than before. (for example: at least 6 body parts when he
draws a person). (CASRC, 2008)
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Word Searches
Circle the words in the word bank. Words appear straight
across, backwards, straight across, up and down, down and up,
and diagonally
This will help students use their minds and help build and grow
their thinking skills.

27. Memory
This activity can be used to teach the students their spelling

28. words by putting them on index cards and trying to find the
definitions and match them with the word. For younger students
you can use animals, seasons, numbers, colors, holidays, etc.

29. Use of technology for learning
Use of a common site for access by individual children
Use of emails for coursework and assignments
E-learning system
Use of internet
Use of timed tests and exams

30. Technology will be used to individualize learning through
coming up with a common school site that students can log in to
take tests, notes and all course work individually, through use
of emails to send assignments and course work, introducing the
e-learning system whereby students register and get access to
the learning materials, incorporating exams and tests in the web
to ensure that students take individual timed tests and exams
over the internet, and finally, increased use of the internet for
access to learning materials. Technology should be used to
ensure that all children get to learn how to work individually
without relying on others.
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A description or diagram of how the classroom would be

31. organized so that children may develop in each area
Students facing each other or simply few of them
Smaller number of children per classroom

32. The classroom will be organized such that all students can be
seen by the teachers. This ensures that they give all their
attention to the teacher. An arrangement whereby students are
facing each other in a table will be suitable as the attention can
be given to the teacher fully. The classroom will also be set for
a smaller number of children so that making observations and
studying their behavior can be easy.
20
References
Bradley, K. (2012). Features of a Positive Classroom. Retrieved
September 17, 2012 from
http://www.ehow.com/info_7992015_features-positive-
elementary-classroom.html
CASRC., (2008). How kids develop. Retrieved September 17,
2012 from http://www.howkidsdevelop.com/developSkills.html
Dowling, M. (2009). Young children's personal, social and
emotional development. Thousand Oaks, CA: Sage Publications.
Essa, E. (2009). Introduction to Early Childhood Education
Annotated Student's Edition. Belmont, CA: Cengage Learning.
Frost, S. (2011). Role Playing. Retrieved September 17, 2012
from http://www.livestrong.com/article/268217-activities-for-
childrens-emotional-social-development/

33. Gordon, A. M., & Browne, K. W. (2011). Beginnings and
beyond: Foundations in early childhood education. Belmont,
CA: Wadsworth, Cengage Learning

34. Bradley, K. (2012). Features of a Positive Classroom. Retrieved
September 17, 2012 from
http://www.ehow.com/info_7992015_features-positive-
elementary-classroom.html
21
References Cont’d
Pangrazi, R. P., & Beighle, A. (2011). Dynamic physical
education for elementary school children. San Francisco ;
London: Benjamin Cumm
Raver, C. (2012). Young Children’s Emotional Development
and School Readiness. Retrieved September 17, 2012 from
http://www.education.com/reference/article/Ref_Young_Childre
ns/

35. Pangrazi, R. P., & Beighle, A. (2011). Dynamic physical
education for elementary school children. San Francisco ;
London: Benjamin Cumm
Raver, C. (2012). Young Children’s Emotional Development
and School Readiness. Retrieved September 17, 2012 from
http://www.education.com/reference/article/Ref_Young_Childre
ns/
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