Children Behavior in a School in a Nursery
Children express different kinds of behaviors and social patterns in their interactive environments. It is imperative for the parents and the caregivers at all levels such as the nursery schools to understand these differences for the enhanced management of the children. Children in various age groups express themselves in different ways, and this can be confirmed by the preschoolers who at their age begin to develop feelings and the real understanding of the world. In my visit to kindergarten, observing both the playground behavior and the in-house social patterns, some interesting facts were evident. This group of children consisted majority of ages between three and five years, or in general term, preschoolers. From a keen observation of their social patterns and interactive behaviors including play forms, these children portray a ray of behaviors characteristic to their age bracket in various ways.
From the observation, it is clear that the child psychologists were right in their description of children behavior according to different age groups. With every age-group, the patterns of expression differ, and this understanding is instrumental for understanding the best ways for handling the children in various age categories. Based on the observation of the school I visited, the slight variance in age contributed profoundly to the expression of authority. Older kids were authoritative and the initiators of different playing forms. Also, based on the observation, the rate of impulsiveness was high, and there were also varying levels of activeness expressed by the children. Hence, the description of behavior according to the age groups of children is a fundamental way through which the parents and other caregivers can understand handling the kids in various ways.
From the observation of the children in the school playground, they were diverse in their patterns of play. In the same way, this was evident in the choice of toys and games in the classroom. For example, in the playground, most children chased after one another and rolled down on the pitch. Their supervisor had instructed them to play in open ground, and exercise in the open filed within the playground. Play forms such as chasing another, running in circles, as well as hide and seek were apparent. Also through their play, the children played randomly, meaning that they did not stick to a particular group but preferred interacting randomly throughout.
Also, through the observation, another notable fact was that these group of children mixed regardless of their sex or gender, with direct and unrestricted interactions. However, in their playing patterns, the differences in the influence of one another were evident such that some categories of the children exhibited leadership tendencies by always initiating the play or controlling their colleagues in the flow of their playing procedures. The leaders consisted mostly the older children, and the younger ones followed suit. From the observation, most of the leaders initiated creative forms of play, and as others got impressed, they easily followed.
Inside their learning away from the playground, the behavioral patterns were still evident. From a collection of toys that were available at their disposal, the majority of children in this group preferred puzzle pieces, picture books with more words, and building blocks to formulate building structures. This observation provided a deep understanding of the behavioral patterns of the children in this age bracket. Unlike my experiences during our childhood whereby we did not openly interact or have the opportunity to express ourselves, this observation has provided essential techniques that would change how I can interact and play with my children at home.