I was compelled to take this course because I feel that it

							Development in Early Childhood                       Ruhi Vasanwala-Khan
Observation Date 4/3/03                                 ruhi@stanford.edu
Journal # 1
Motivation For Taking Psychology 147

I was compelled to take this course because I feel that it completes

the circle of my Stanford master LDT curriculum. I entered the LDT

program with the culmination of Montessori and technical experiences.

I have always enjoyed working with pre-school aged children and

various technologies. Exposure to the latter has certainly been intense

and rewarding so far during my time here at Stanford. However, it was

not until the onset of this course that I felt I could bridge my two

academic interests. This is to say that I have learned a great deal

about “ design” and “technology”; but I am hoping to complete my

comprehension of “learning” precepts in preschoolers. Many years ago

after completing my undergraduate education I embraced my interest

in elementary education and became a Montessori school instructor. I

truly enjoyed in having some small part in molding blossoming minds

and behaviors. As the old axiom goes a child’s mind is like a sponge,

it is fascinating how much, and how quickly they can absorb the

surroundings around them. During this course, I am hoping to gain

deeper insights into the developmental dynamics that impinge upon

preschool aged children. Both my short and long term career

aspirations harbor the marriage the children and technology. Ideally I

would like to be able to design learning toys and software applications

for preschool aged children. I would also like to stay involved in at


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Development in Early Childhood                     Ruhi Vasanwala-Khan
Observation Date 4/3/03                               ruhi@stanford.edu
Journal # 1
least to some degree in providing direct instruction and interacting

with preschoolers. This course should certainly open my mind to the

vast possibilities of shaping childhood development from a myriad of

perspectives.




Earliest Childhood Memory

My earliest childhood memory that I can most vividly recall is stepping

off of the plane with my elder sister at Los Angeles International

airport in the winter of 1977.     At that time I was 4 years and was

coming to America for the first time to be reunited with our parents

after a two-year transcontinental separation. I remember being

anxious, nervous and over whelmed with joy all at the same time. I

was in a new world seeing new races and hearing a different language

and trying to remember what my parents looked like. It is definitely a

memory that will remain close to my heart forever.




Early Childhood Failure

As an extension of this memory that is near and dear to me,

conversely it also stemmed to an early childhood failure. The English

language was foreign to me and became and impediment during my

elementary education placement. The only two English words that I



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Development in Early Childhood                            Ruhi Vasanwala-Khan
Observation Date 4/3/03                                      ruhi@stanford.edu
Journal # 1
knew when I came to              this   country   were   “up”   and   “down”.

Consequently, this was not enough to get into the first grade in

America. In India, where I came from, I was already in the first grade

at age four. However, because of my limited command of the English

language I had to start school back in kindergarten. This feeling of

inadequacy was further amplified by my sister’s success in having a

better grasp of English. As she was older, and was placed a grade

ahead of where she was originally in India. So at that young age, I

always cringe at the feelings that emerged from that set back, albeit,

somewhat minor now in hindsight.




Reflection of the first week

If I were to describe my first week with one word it would be

“overwhelming”! Based on my prior experiences I arrived at the

classroom with various preconceived notions. Much to my chagrin the

majority of those preconceived notions were shattered. First, I was

shocked to see chickens running around in the classrooms and that

girls who stereotypically are squeamish at the sight of bugs, were

actually searching for them outside. Similarly, it was a pleasant

awaking to see how wonderfully children interact with each other and

how much energy they possess. From my days in Montessori education

I remember a much more structured school day. Here, innovation,


                                   Page 3 of 7
Development in Early Childhood                       Ruhi Vasanwala-Khan
Observation Date 4/3/03                                 ruhi@stanford.edu
Journal # 1
self-interest, and free will are fostered in a positive and rewarding

manner. I had forgotten many of the behaviors that children of the

preschool age exhibit. I had also forgotten how difficult it could be to

build a rapport with a child. So, what stands out the most for me is the

paradigm shift between the Montessori method of instruction and the

self-discovery method at Bing Nursery School. Clearly the most

enjoyable aspect of the week was playing with the children. I have not

had this much fun with children in a long time. You often forget how

cute they are, how innocent they are, and how impressionable they

are. You also realize the each child even at such a tender age can be

so unique and have such diverse sets of idiosyncrasies. I was also

impressed to a high degree by the physical setting of the Big Nursery

School.   I have seen many schools in the past, but they all pale in

comparison to the Bing. I was amazed by the aesthetic beauty of the

inviting play stations, the landscape, internal and external of the

different areas and the complexities of the design of the play stations.

It was like a mini amusement park if I was a child, I would be up at

the crack of dawn eager to get to the Bing so that I could play and

learn. Still I realize that the Bing is not a game room, but an

educational institution that espouses fun in learning. As I interacted

with the children I got different responses for each child. Some loved

to just get dirty and play in the sand box, while others wanted to



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Development in Early Childhood                       Ruhi Vasanwala-Khan
Observation Date 4/3/03                                 ruhi@stanford.edu
Journal # 1
stimulate other curiosities such as looking at ants under a magnifying

glass. It was important to note this distinction because I realized again

that children develop different interest at different times and I as a

designer/instructor must be aware of the breadth of developmental

needs.




Thoughts and Questions to grapple with from the reading

“…anything that cannot be independently learned by direct experience

is best postponed (p. 5).”

When I compare Bing’s environment with another preschool that I am

familiar with I see some similarities but many more differences. I am

used to a pre-school that is more structured and rigorous in terms of

academic learning.   In my classroom the majority of the kids at the

age of three to four knew their phonics of letters and the concept of

numbers and their relation to one another. But after reading this quote

and seeing the children at Bing, and most of all knowing that my

children did not learn “independently” then maybe the learning should

have been postponed. I don’t know…this is a question I hope to find

the answer to this quarter. What is the best way to teach children at

this age and what do they NEED to know? Is it critical for them to

learn their sounds, number recognition among other things or is it

more important for them to play and discover?        How can we have


                               Page 5 of 7
Development in Early Childhood                   Ruhi Vasanwala-Khan
Observation Date 4/3/03                             ruhi@stanford.edu
Journal # 1
both, structure and freedom to learn? Do they need one more than

the other, which one is it? The question that haunts me the most is

that I think my 3-4 four year olds may be academically ahead now,

but who will be more successful academically and socially in life?



“Their play is purposeful (p. 8).”

I find this laconic quote to be beautifully true. I read it and then had

to re-read it for a second time just so I could smile for a bit longer.

When I see these kids play, discover, feel life, and live in the moment

I know what an impact each minute of play has on them.



“…whenever a teacher is the center of attention, the impact of her

personality seems a little overpowering (p. 9)”

I was just watching a video clip of a preschool in Japan and comparing

it to one in the United States and one of the comments the Japanese

teacher had on the US preschools was that the teacher was too much

the center power. This teacher felt that a classroom ratio should be

many students to one teacher because then there will be more

interaction among the students and the teacher will no longer be the

focus.   I find this statement so interesting to hear, especially since

here in the US and with our budget cuts we are so afraid to have a

higher student-teacher ratio.



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Development in Early Childhood                            Ruhi Vasanwala-Khan
Observation Date 4/3/03                                      ruhi@stanford.edu
Journal # 1


I found the chapter on transitions to be fascinating. If you take a look

at my book, I have notes in the margins, and used color-coded

highlighters. I saw some techniques from this chapter being used

during my time at Bing. One child came late to school and the mother

said “she was just having one of those mornings.” The child clearly

didn’t want to come today and wanted to go home with her mother.

The teacher acknowledged the child’s feelings of being tired and

wanting to go home with her mother.            The teacher suggested if you

are tired maybe you and your mom can sit on the couch or do you

want to take a nap on the couch?” A few minutes on the couch the

child was ready to join the group!



I have always naturally felt comfortable in a classroom setting as a

teacher, but I have “A LOT” of difficulty in certain areas. One of them

is consoling a student who does not want to come to school in front of

his/her parent. I don’t know why I get so nervous and scared. I feel

like I have to prove that I’m a good teacher to the parent and the only

way I can do that is if I can convince the child to come to school, not

cry and let the parent leave. I have wanted to open up a school for

many years now, but because of this paranoia of this one issue I have,

I have never felt ready to do so. Any advice?



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