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The preschool I chose had twenty girls and twenty-five boys. The youngest preschooler in the facility was two years and two months old whereas the eldest was three years old. The population of the preschool was representative of different ethnic origins including Asian American, African American, and Hispanics. There were more non-Hispanic preschoolers than those from other ethnic origins (Martin et. al., 2009).
The preschool selected is located in the outskirts of town. Various outdoor play equipments are visible a distance from the offices. Flowerbeds are well tended and the surrounding vegetation is beautiful. The facility opens at eight in the morning and closes at five in the evening. There are three teachers in the school that is two years old. The director of the school revealed that the school is privately owned and that it plans to expand to accommodate more preschoolers (Martin et. al., 2009).
I spent five hours daily in observing and recording preschoolers’ behavior especially during play. Largely, I observed from a distance but at times I took part in children’s play together with their teachers. Passive observation helped me to capture the interaction among preschoolers and with their teachers free of the bias that would result from my engagement in the play. Besides its promise for objectivity, passive observation denied me the chance to experience the natural world of preschoolers. This caused me to combine it with participant observation. Whereas participant observation provides a chance to have a first-hand experience of the subjects’ natural world, it has room for bias (Martin et. al., 2009). I recorded my observations in my fieldwork journal and notebook.
G caught my attention after I tried smiling at her and she did not smile back. I sought to understand her restraint and a close observation revealed that she had a problem with her sight. I discovered that G was shortsighted and one had to get close to her for her to recognize him
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