Observation and analysis: Child’s/Children’s Name/s: Illaria

What is the context?

The educator has set up an environment with the required resources including “The Hungry Caterpillar book” along with the arts and crafts resources including paint, paint brushes and an egg carton. All these resources are equally divided amongst the children so that equal resources are given to each child. Before this activity, children were taking a nap and now they are ready for the literacy session. Previously, children were outdoor and they saw a caterpillar and as much as they were intrigued by it, the educator decided to plan a literacy session that included understanding the cycle of the butterfly by reading the book together. Now, children are all sitting in a circle, ready to read the book with the educator.

What did the child/children do?

Prior to reading, the teacher first started with a few questions such as “What do you see?”, “Does the caterpillar look happy? And why do you think the caterpillar is hungry?”. These questions raised the childrens curiosity whereby Illaria responded “Caterpillar is hungry. No food”. She knew that hunger comes from a lack of food which shows her use of cognitive and related experience of thought. Then, the educator invited Illaria to flip the pages of the book and then the educator asked the children as she read “How many things does he eat on Saturday?” and “Do pets change?” and “Do trees change?”. These questions help children to think out loud and express their ideas and train of thought. After the educator read the book, the children took part in retelling the story in their own words. Then, they made caterpillars using an egg carton and paint. First, the teacher modelled the art and craft whereby she cut up the carton to make a six-hump caterpillar, then painted the carton including a face on one end. She then poked two holes for an antennae and insert pipe cleaners. After modelling the activity, children made their own caterpillars however some found it difficult especially when they had to cut the egg carton. The teacher guided each student through the process and then they mostly enjoyed the painting session of the caterpillar. After making the caterpillar, Illaria and her friends took part in pretend play whereby they used the ideas of the story and started to play together using their caterpillars. Each child mimicked a soft voice to reflect the character of a caterpillar and started to speak together using their craft. This shows a sense of creativity and self exploration whereby the teacher did not tell them to do a pretend play however they chose to do that themselves. This reinforces the idea of a constructivist approach whereby children were given a choice in their learning and were able to learn social interaction and responsibility from their choices.

What learning/ development/dispositions/relationships/interactions did I observe?

During the observation, I viewed a strong relationship between the educator and Ilaria whereby the educator continued to praise her for participating in the arts and crafts activity. For instance, while the educator was asking questions about the book, Illaria related her answer to real life experiences. As she answered, the educator told her “that is very interesting. I could see that you like pets”. This motivated Illaria to stay engaged for the rest of the activity and increased her self-confidence during the activity. Also, there was great interaction between Illaria, the educator and the rest of the children whereby Illaria and her friends participated in pretend play whereby they each gave their caterpillars names and started to talk about their favourite food and how much they like to play outside.

Moreover, within this observation, it is evident that most of the activity relates to the Early years learning framework whereby it was shown that students are “connected with and contribute to their world (DEEWR, 2019). For example, retelling the stories enabled the children to take part in an activity that relates to their world whereby they shared their own experiences of when they saw a caterpillar. This teaches them to appreciate their pets and strengthens their community participation and responds to diversity with respect.

Also, within this activity, children are confident and involved learners (DEEWR, 2019), whereby they all took part in flipping the pages and making their own version of the caterpillar. This taught children to cooperate with eachother and this was shown when they took turns in using the paint and scissors. They were also able to transfer what they learned to their real life experiences whereby Illaria mentioned that she always sees caterpillars everywhere she goes. This allowed them to connect with their real life experiences with the activity that they are doing.

Moreover, this activity gives the child the ability to become strong in their social and emotional wellbeing whereby it builds their confidence, increases their communication skills and gives them a sense of agency in their own acts.

This learning experience can be linked to Gardeners theories. He saw the arts and creativity as playing major roles in children learning. Children are able to explore many cognitive concepts throughout their play and creative expectations (DEWWR, 2019)

What can I do to extend the child’s learning or development and/or to promote positive dispositions and/or build positive relationships and promote interactions?

As an extension from reading the book and making a caterpillar craft, children will be observing a real life caterpillar as well as the changes as the day goes by. Children would be asked to bring their own caterpillars from their garden so that they could observe the changes.  This further promotes their cognitive skills, curiosity and fine motor skills together whereby children will be looking for caterpillars and will use their cognitive skills to observe the changes as the day goes by. Hence, they are multitasking more than one skill. To further promote positive dispositions and build positive relationships, it is important to focus on the learning outcome of allowing children to become “effective communicators” (DEEWR, 2019). Therefore, in this experience, the educator will prompt various questions to begin a discussion such as “What changes do you see? Can you see it becoming shorter or longer?, or is the food being eaten by the caterpillar?”. These questions are open ended and allow children to express their ideas, thoughts and experiences.

RUNNING RECORD – MAGNET (FISHING)

CHILDS DETAILS:            Child’s name:  Illaria                                  Age: 2 years old                                                            
                                          Start: 9:15                                                           Finish: 9:25
Date: 15/07/2020           
ObservationInterpretation
Ilaria begins the activity by grabbing the rod with her right hand. She places the rod down and with two hands pulls the container closer to her where it has the animals for her board. She pulls them out one by one (mainly with her left hand) and counts them one after the other placing her sea animal pieces carefully on the board straightening them up without it sticking out of its area. Ilaria picks up the rod and starts to “fish” for the sea animal she is learning in class. As she strongly looks at where her she is directing her rod, Ilaria picks up her first sea animal “YAY!” I reply saying “Great job Ilaria!” Ilaria smiles back at me “Do you know what sea animal that is “OCTOPUS” “Yes! That’s right Ilaria, you’re doing so well! Show me how fast you can get the other animals” Illaria now quickly trying to pick up the other magnets but is having difficulty due to the rod being moved too quickly. Illaria holds the string part with her left hand and is currently collecting the animals a lot quicker. Ilaria has finished collecting the animals “Again let’s do it again” and is now spinning her rod in a straight position moving anti-clockwise. She undoes the string off her arm and starts to create an aquarium with her animals. “Do you like my aquarium teacher!” “Yes I do, It’s a beautiful Ilaria!” Ilaria smiles at me and walks to another station.  -Shows good variation of the usage of her left hand when taking out fish  – One to one attention is displayed when she counts the animals.  – Demonstrates respect to objects and is very neat. – – Indications of good concentration skills are displayed; – Illaria seems to be happy about her accomplishment and responded well to the praise. – Illaria did not have any hesitation in answering my questions and was able to identify the name of the animal she picked up – She responded quickly and followed my command well -Illaria was able to come up with a strategy to help her collect the fish, showing good signs of her hand/eye co-ordination. – She really enjoyed playing with the magnets -Illaria was able to rotate her arm and fist showing her fine and motor skills, good positioning is also demonstrated. -Her smile indicates happiness and fulfilment of her making
Future Provisions: *String and ribbon activity where she will run around and spin around with the stick. *Painting activity where the children can paint their homes
EYLF: Learning Outcome 4: Children are confident and involved learners Illaria was able to try out strategies that were effective to solve problems in one situation in a new context. This was evident when Illaria used her left hand to guide the string onto the magnets in order to quickly get them back into the container.
PRINCIPLES: The principle underpin that is focused on assisting all children to make progress in relation to the Learning OutcomesPRACTICE: The principle of early childhood pedagogy underpins practice. Educators draw on a rich repertoire of pedagogical practice practices to promote children learning by:
Cross which would be suitable for the observation Secure, respectful and reciprocal relationshipsPartnershipsHigh expectations and equity Respect for diversity Ongoing learning and reflective practiceCross which would be suitable for the observation Holistic approaches Responsive to childrenLearning through play Intentional teaching learning environments Cultural competence Continuity of learning and transitions Assessment for learning

Observation and analysis

Child’s/Children’s Name/s: Illaria

Date:17/07/20

What is the context? 

The educator has set up an environment with the required resources including a egg carton that is painted with individual colours as well as pom poms of different colours that match the colours in the egg  arton. Prior to this activity, children were having their crunch and sip and they are now sitting around the table, ready for the educator to instruct and model the activity.

What did the child/children do?

Each child had a tray with all the apparent colours as well as pom poms placed on the side. First, the educator modelled the activity whereby she placed the egg carton in front of her and thought out loud by saying, “what should I do with all of these materials? So, I see a tray of colours and I see some pom poms. This means I need to match the colours that’s inside of the tray with the colours of the pom poms. So, let’s give it a try!”. So, she modelled the activity by placing the red pom pom inside the red compartment within the tray and then she did the same step with the rest of the colours. While she was modelling, she asked the children, “where do you think the colour blue will go?” and Illaria was the first to point to the blue painted section and respond, “over here”. This shows she was paying great attention and was completely engaged within the activity as instant responses were given from her.

After this modelled activity, children were each given a tray of all the ingredients next to them, and with the assistance of the educator, they repeated the process. By observing Illaria, she thought out loud, just like the teacher and uttered “so, this is red. I will put it here. This is blue, it goes here”. It was evident that Illaria was imitating the way the teacher modelled the activity, which allows us to observe her train of thought. She carried out the activity in a consistent and focused manner whereby she helped her peers by saying “this is not here. It goes there”. Thus, showing her peers how to correct their errors which shows her confidence and sense of agency. This shows that Ilaria and the rest of the children were fully engaged in this activity of curiosity, self-discovery and fun.

What learning/ development/dispositions/relationships/interactions did I observe?

During the observation, I viewed a strong relationship between the educator and Illaria whereby the educator continued to praise her for answering the questions throughout the activity. For instance, while the educator was asking the children where the blue colour pom pom should go, Illaria provided an immediate response by saying “over there”. The educator then told her “that’s great, you are right”.  This motivated Illaria to continue paying attention during the modelled activity and increased her self-confidence during the activity.

Also, there was great interaction between Illaria, the educator and the rest of the children whereby Illaria helped her friends in matching the colours correctly. Illaria kept saying “ you put it here, not here” and then replied to her peers with statements such as “wow” and “good” which shows a sense of positive relationship with her peers. This shows that Illaria has great leadership skills and wanted everyone to enjoy the activity as much as she did. Illaria showed great creativity and responsibility during the colour matching activity whereby she would make sure that she would stay on task while using the pom poms and not put anything in her mouth nor throw anything across the room. She had good concentration skills and stayed on task throughout the experience.

Moreover, within this observation, it is evident that most of the activity relates to the Early years learning framework whereby it was shown that children have a sense of identity (DEEWR, 2019). For example, the matching activity enabled the children to assert individuality such as thinking for themselves while they match the colours together and carrying out a trial and error. It also assists children in expressing their emotions whereby children were discussing how some colours were not supposed to be in that certain place.

 Also, within this activity, children responded to diversity with respect (DEEWR, 2019), whereby they all helped each other in matching the colours and each individual made sure that they shared the resources in case any child needed more pom poms. The children also praised each other which showed that there was a sense of belonging, acceptance and a warm environment. This emphasises to the children that one should respect each other and that participating in this activity is all about respecting one another and praising eachother throughout the process. Indeed, this experience allowed them to increase their cognitive skills and build a social relationship together.

Moreover, this activity gives the child the ability to become strong in their social and emotional wellbeing whereby it builds their confidence, increases their communication skills and gives them a sense of agency in their own acts. For example, it was evident that effective discussions took place between Illaria, the educator and peers whereby they spoke of their favourite colours as well as the texture of the pom poms.

What can I do to extend the child’s learning or development and/or to promote positive dispositions and/or build positive relationships and promote interactions?

As an extension from matching the colours and to promote dispositions such as curiosity and independent thinkers, Mathematics could be incorporated into the lesson whereby the children could count the number of pom poms that were placed in each compartment.

To further promote positive dispositions and build positive relationships, it is important to focus on the learning outcome of allowing children to become “effective communicators” (DEEWR, 2019). Therefore, in this matching experience, the educator will prompt various discussions whereby they could talk about the different colours they see in reality, whereby she could ask them “what objects have the colour blue? What is something that we eat and has the colour yellow?”. This builds the cognitive thinking skills and allows them to understand the reason as to why colour matching is beneficial.

Moreover, it is also important that students focus on becoming “confident and involved learners” (DEEWR, 2019) whereby this activity helps develop curiosity, confidence, commitment and problem-solving skills. For example, the teacher could ask the students “what colours do you think make the colour blue?”. These questions not only increase their problem solving skills but makes them feel their choices are important and that the activity is revolved around their decisions as a group. These questions are open ended and allow children to express their ideas, thoughts and experiences.

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