FATHER SATURNINO URIOS UNIVERSITY

San Francisco St. Butuan City 8600, Region XIII Caraga,

NCM 213 RLE DUTY

REFLECTIVE ANALYSIS

Assessing the Growth and Development of a pree- schooler is my first clinical duty. Children are
in process of learning about their behaviors so I must be a role model for them, I respect them,
I possess the good attitude, carefull for my word and action and treat them nicely toward
interaction with them because ocial learning theory suggests that social modeling and good
behavior are powerful classroom tools. If children see positive outcomes from an action they
are more likely to perform that action themselves. Also, social learning theory suggests that
social modeling and good behavior are powerful classroom tools. If children see positive
outcomes from an action they are more likely to perform that action themselves. It happens on
September 4&5, supposedly we are going to assist them on September 6 but they have no
class. On my first day we are going to choose one student and when I find my student I am very
careful to have the student attention and the first thing I do is to build rapport. Building rapport
with students is essential for creating a positive and productive learning environment. Start by
showing genuine interest in their interests and concerns, actively listening to them, and valuing
their perspectives. I use open-ended questions to encourage communication and be
approachable and empathetic. Consistency and fairness in our interactions, along with a sense
of humor and patience, can also go a long way in establishing trust and rapport with my
students. Remember, building rapport is an ongoing process that requires time and effort, but
it's key to fostering a successful teacher-student relationship ( Insight, 2023). Me and my
groupmates have some activities like games, dancing, story telling, giving a snacks and giving
some stickers as a reward for their cooperation. My groupmates and I are helping each other to
finish our works together with our clinical instructor Dr. Arpon who supervised us in everything
we do.

I fell very joyfulI and glad because my heart is close to children. I love how the way they
cooperated with us, the way they reapect us to. Even it's just a short period of time but we
have a bund that will last longer because we connect and treat each other like a family or a
closet friend. As a nurse, I can help students by ensuring their basic physiological and safety
needs are met. This might involve promoting healthy eating, sleep, and stress management.
Even though we are tired, we still have to interact with them and that tiredness will be
forgotten in our head because of their smile that will last in our heart. All I think is their feelings,
I want them to feel safe and trusted us. Trust is the foundation why we have sa joyful
relationship when interacting with them. I can say that what ever happens we should always be
a role model for them in a good way because it is the a step toward changes, children have a
behavior that how specific behaviors can be learned through observation and imitation.

In that joyful interaction, I react nicely and confidently to have our bond stronger. My
chosen student is so talkative, he talk a lot about happening in his life, and I listen to it and
respond something about the topic he say. One of the most enriching experiences has been
collaborating with fellow students in group projects. These interactions allowed me to leverage
the collective knowledge and skills of my peers. I found that through effective communication
and teamwork, we could achieve remarkable results. These experiences taught me the
importance of collaboration and honed my interpersonal skills. Lev Vygotsky Development
Theory argues that cognitive abilities are socially guided and constructed. As such, culture
serves as a mediator for the formation and development of specific abilities, such as learning,
memory, attention, and problem solving. Also, it highlights that learning is a social process.
Collaborative interactions among students can lead to the co-construction of knowledge, where
they learn from each other through dialogue, discussion, and problem-solving. Vygotsky
stressed the significance of social interaction in learning. I encourage collaborative learning
environments where students interact with peers, as this can enhance their cognitive
development through discussions, group work, and peer teaching because I react in a situation
with a learning that they can get.

After assessing the growth and development of a preschooler, it is clear that this stage of early
childhood is marked by significant milestones and crucial learning experiences. Physically,
preschoolers typically show increased coordination, fine and gross motor skills, and growth in
height and weight. Cognitive development is notable as they begin to grasp basic concepts like
numbers, letters, and shapes, and their problem-solving abilities expand. Socially and
emotionally, preschoolers start forming relationships with peers, exhibit greater independence,
and begin to understand and manage their emotions. Language skills also advance, with
expanded vocabularies and improved communication. In summary, the preschool years
represent a period of rapid and diverse development, setting the foundation for future learning
and personal growth. Assessing the growth and development of students is a multifaceted
process that requires a comprehensive understanding of their respective educational journeys.
In the case of students, this assessment involves evaluating their cognitive, emotional, and
social development as they progress through various stages of education. It entails gauging
their academic achievements, critical thinking skills, and adaptability to different learning
environments. To conduct a thorough assessment, it is crucial to draw upon a diverse body of
literature that encompasses educational theories, developmental psychology, and nursing
practice standards, as this interdisciplinary approach provides valuable insights into the holistic
growth and development of both students and nurses.

Engaging with a 5-year-old student about their behavior through literature can be a wonderful
way to teach them important life lessons in a fun and relatable manner. One great book for this
purpose is "The Very Hungry Caterpillar" by Eric Carle. This classic story follows a curious
caterpillar as it eats its way through various foods before transforming into a beautiful
butterfly. You can use this story to discuss the concept of growth and change, explaining to the
child that just like the caterpillar, we all go through different stages in our behavior and
development. Emphasize the idea that making good choices and behaving well helps us grow
into better versions of ourselves, just like the caterpillar's transformation. Another excellent
book is "Llama Llama Time to Share" by Anna Dewdney. In this story, the young llama learns
about sharing and taking turns with his friends at school. Reading this book with the child can
lead to a discussion about the importance of sharing, being patient, and getting along with
others. You can relate these lessons to the child's behavior by highlighting how sharing and
being kind to classmates can lead to positive interactions and friendships. By using these
relatable stories, you can help the 5-year-old student understand and improve their behavior in
a friendly and approachable way.
Assessing the growth and development of a 5-year-old student can be deeply insightful when
considered in the context of children's literature. One classic book that resonates with this
theme is Maurice Sendak's "Where the Wild Things Are." Through the protagonist, Max,
readers can witness a child's vivid imagination and emotional growth. Max's journey from a
tantrum-throwing boy to a self-reflective adventurer mirrors the cognitive and emotional
development typical of a 5-year-old. As Max navigates the wild, he learns about empathy, self-
regulation, and the importance of home, all crucial aspects of a child's growth at this age. This
literary exploration allows educators and parents to initiate conversations about a child's
behavior, emotions, and development, helping them better understand and support the child's
unique journey. Furthermore, Dr. Seuss's "Oh, the Places You'll Go!" offers a compelling
narrative that aligns with a 5-year-old's developmental stage. The book's whimsical characters
and rhyming prose provide a playful yet profound exploration of life's ups and downs. As the
protagonist embarks on an unpredictable adventure, the story subtly introduces concepts of
perseverance, resilience, and the excitement of growth. Reading this book with a 5-year-old
student can serve as a conversation starter about their dreams, aspirations, and the challenges
they might face. It encourages them to embrace life's uncertainties while instilling a sense of
optimism and self-belief, vital attributes in their journey of growth and development.
References:

 Connecting Literature to Students’ Lives on JSTOR.

 MSEd, K. C. (2022b). How social learning theory works. Verywell

 Developing rapport with students: why it’s important & how to do it. (2023). Developing
Rapport With Students: Why It’s Important & How to Do
It. https://www.watermarkinsights.com/resources/blog/the-importance-of-developing-
rapport-with-students

 Sharma, S., Sharma, S., & Sharma, S. (2023). The very Hungry caterpillar
story. Bedtimeshortstories. https://www.bedtimeshortstories.com/the-very-hungry-
caterpillar-story

 Dewdney, A. (2012). Llama Llama time to share. New York, New York, Viking.

 Sendak, M. (2000). Where the wild things are. Red Fox.

 Seuss, Dr. ( 1990). Oh, the places you'll go! New York :Random House,