Child’s name: Lilu

Date:

Setting: At home solving a puzzle

Observer: Mother

Observation:

Lilu is solving a puzzle with another adult – most probably her mother.  She is 3 years old. 

She is trying to solve a puzzle of building a tower using the numbered blocks. 

She is quick learners. 

She is talkative. 

She is a good listener.

Interpretation, including developmental skills, concepts and dispositions/links to theory:

Lila sets out to make a tower.  She expressed this when asked whether she would make a tower or stack them, she responded “going to make a tower”.  She showed response to the person who was talking to her by having various facial expressions – when she expressed concern at not being able to do number four.  She put forth questions to her mother about what to do and or which number to do next or where the next number was.

Relevant Approved Learning Framework Links:

Two specific, relevant learning frameworks that are approved for use in Australia and which will offer guidance include; The Early Years Learning Framework (Belonging, Being and Becoming) and a framework for school age care (My Time, Our Place) aimed at outlining support to practice and promote learning by children.

Possible future planning:

Egg on Lilu to solve and investigate challenges using diverse experiences and materials.  This is a beneficial goal for Lilu to have.  To support Lilu, the following experiences will be relied upon; use of rounded shapes, the use of stones, use of strings, use of liquid among others to achieve the goal of investigating and getting to the bottom of problems.

What happened and who was involved:

Lilu has a number of coloured pens and is encouraged to go ahead and draw a puppet despite her fears.  By mildly guiding her young mind, the mother assists Lilu to come to a decision to make people puppets.  Along the brother joins them. She draws a number of people puppets each time taking time to share the smell and colour with her mother.  She is very talkative.  She volunteers to draw a puppet of her mother in her favourite colours – red and purple.  Lilu’s mother is very encouraging of her efforts and is very quick to reinforce good choices – individual decisions.  When Lilu offers to draw many human puppets of her, she encourages her.  However, when Lilu asks whether she thinks she is drawing upside down, she avoids giving her opinion and instead turns around the question ultimately showing Lilu that she gets to decide what to do and it’s on that account that her mom supports her decisions.  The discussion on puppetry with time trails off to hygiene, when Lilu states that after they are done, they should wash their hand since the hands would have germs.  Mother and brother take advantage to reinforce the lesson on washing ones hands to kill germs and as part of appropriate good behaviour.  All through, Lilu sets out to give her bestest and is always happy with whatever she is able to produce.  Finally, the human puppets drawn, represents her family and she shares her reasons for each decision.

Analysis (interpretation) of learning:

The activity of drawing human puppets does result in some specific lessons for Lilu.  The activities assist with reinforcing how to hold a pen – drawing implement, hand-eye coordination, how to control pressure of the drawing implement, concepts of location, size shape and colour.  Lilu also learn how to develop values and preferences on account of individual reasons.  Importantly, Lilu exhibits impressive creativity and imagination – the ability to draw a human puppet from an upside down position so that the mother can view it better is a good example of her superior cognition.

Relevant Approved Learning Framework Links:

The Early Years Learning Framework (Belonging, Being and Becoming) and a framework for school age care (My Time, Our Place)

Extension of learning:

All opportunities must be used to reinforce the learnt lessons on choices and connection.  Lilu needs to be challenged to engage in relating activities – when she presumed that the human puppet with a funny head was the Dad since he loves the green colour and she has used the said colour on it.  This should be continued and every opportunity be used to impart a lesson to them by mum or dad.

Observer:

Date:

Child’s name: Lilu

Observer: Mother

Setting: Lilu and Dad walking into service and Lilu saying goodbye to her dad

Interpretation, including developmental skills, concepts and dispositions/links to theory:

Lilu is going to service escorted by her father.  She gladly shows off her friends to her parents when they get to school.  She boldly declares, “these are my friends” and proceeds to engage with a group hug with them.

She exhibits a very high sense of maturity and responsibility. When the father leaves, she asks her teacher for permission to say good bye to her father.  She manages to get him to reconfirm that he will collect her on time and won’t be late.

Relevant Approved Learning Framework Links:

Two specific, relevant learning frameworks that are approved for use in Australia and which will offer guidance include; The Early Years Learning Framework (Belonging, Being and Becoming) and a framework for school age care (My Time, Our Place) aimed at outlining support to practice and promote learning by children.

Date:

Entry 1:

Lilu is not as talkative as usual as she proudly walks with her father to service.  When her dad asks her why it is quite she reckons it because they got to service early.

Entry 2:

She is very calm.  She is very protective of her friends.  When she identifies you as a friend she incorporates you into her life.  When the friends decide to have a group hug, the start playing and end up falling down.  The whole episode is accomplished in an atmosphere of fun and genuine love.

Entry 3:

She asks her teacher for permission to kiss her father goodby at the gate.  She ends up not doing it at the gate but at the fence.  She not only gets a kiss but also a hug.

Possible future planning:

Lilu is a very intelligent child who does not require close attention but needs lots of love.  It is important to encourage Lilu to continue making her own decisions and choices.  These include sharing of what one has and deciding what to use given what one has.  This are important in assisting Lilu learn to share and interact with adults and other children. 

Child’s Name: Lilu                                                                                        Date:

EYLF Learning Outcomes

Strengths, Interests and Emerging Skills, Relationships

Children have a strong sense of identity

Include Emotional development – self regulation, independence and autonomy, confidence, empathy 

·         Lilu always comes into service with a smile. She happily separates from her family and likes to explore the setting and show us new physical skills such as hugging before she then begins to involve herself in play.

·         Lilu is exhibiting sings of creating her unique view of responsibilities and rules aimed at governing successful friendships and relationships.

·         Lilu exhibits pride of her work.  When easily and robustly fits in to the various roles that she has to adopt.  She is able to easily identify the different roles within her environment and pick one that adds value to others around her.

Children are connected with and contribute to their world  Include Social development- participation in groups, sharing, turn taking; respect for the environment, diversity and social justice

·         Lilu emerges when she is in the company of others her age.  She is very vocal and seeks to participate fully in the group.

·         She is very playful and her response to others is very positive.

·         Lilu is loved by her classmates.  She loves to play alongside her classmates.

Children have a strong sense of

wellbeing  Include Physical development (fine /gross), self-care skills; Emotional development: recognising and expressing emotions appropriately

·         Lilu has a knack for telling stories in addition to drawing.  She is capable of disarming anyone with her will placed words and phrases that make listeners smile if not laugh.

·         Lilu does not need others to play.  She is however very robust in inviting new friends once they show up and sharing whatever she has.

·         Lilu is left handed and this able to accrue immense benefit to the organization by manipulating familiar tools, equipments, objects and equipment.

·         Lilu easily articulates her emotional and physical needs in addition to meeting the particular needs.  For example, she is able to reflect on her father leaving and the need to say goodbye and thus requests permission from the teacher to address this need.

Children are confident and involved learners Include Cognitive and Creative development: dispositions for learning, play and learning styles, sharing knowledge with others, persistence and concentration, initiating experiences and exploring their ideas.

·         Lilu shows sings that her fine motor skills are developing very well.  She is able to attend to experiences that require this out of   her own free will.

·         She has an amazing memory.

·         Lilu has a fascination for new interest areas.  She does not shy away from asking questions and engage in different activities.  One thing that stands out about Lilu is that she sees all her chosen activities to fruition.

·         Lilu is always very curious showing great interest is the activities in her surroundings.  This are signs that she is putting it use her reflective thinking as she considered the reasons behind why things happen.

Children are effective communicators  Include Communication development; verbal and non-verbal, receptive and expressive language; language background and use of languages other than English, literacy  

·         When excited, Lilu will often result in fast speech. This unfortunately makes her speak out of context.  Lilu must slow down both her speech and thinking as this will allow for better expression of the individual.

·         Lilu loves books and reading.

·         Lilu has developed the use of language and is at home engaging in symbolic play.  She describes what each human puppet looks like – by the colour chosen to draw it, and when it represents a member of the family, she lays down her reasons for making a particular decision.

Where to next and strategies to get there (include suggestions and feedback )

Experience Plan

Learner’s name: Lilu

Plan number: 1

Name of experience: Counting puzzle

Date/s presented:

Number of children: 3

Name/s and age/s of children:

Reason/s you have chosen to present this experience:

·         To increase Lilu’s demonstrable awareness of the rights and needs of others.

·         To take considerable risk in their decision making capabilities and prepare for the unexpected

·         To approach new safe situations with confidence

Identify developmental priorities/learning opportunities:

·         Learn to share toys with other children

·         Learn to trust other children that they will take care of their toys as they would themselves

·         Learn to take risk in human relationships since the benefits that accrue far outweigh the risks that arise.

·         Learn to be considerate of others.

Relevant Approved Learning Framework Links (e.g. EYLF):

Two specific, relevant learning frameworks that are approved for use in Australia and which will offer guidance include; The Early Years Learning Framework (Belonging, Being and Becoming) and a framework for school age care (My Time, Our Place) aimed at outlining support to practice and promote learning by children.

Describe how you will set up the learning environment

a)       detail the physical learning environment – indoor/ outdoor plan, equipment/materials

·         Plan one entails asking Lilu to share her toys with her friends.  New toys are given to Luli and she is asked to share and play with her friends.  This exercise is intended to develop Lilu’s believe in her decision making and also reinforce her reasons for choosing and maintaining friends.

·         Plan two entails engaging in a song that is designed to bring out the message of sharing.  The song has some aspect of dance that requires two parties.  The dancing undertaken by couples only.  As the couple dance, they engage in counting as they count the number of steps for each formation before they have to change to another formation.

(for one plan include example of creative expression in art, architecture, inventions, music or dance to share with children)

b)       detail safety considerations

All the toys bought for Luli are child friendly with no sharp edges, no heavy parts that can harm a child should they be hit by them.  They need to be made of soft rubber.  The playing area must be made child friendly and safe.  This entails removing any sharp objects and those with sharp corners.  Things in the play area need to have rounded corners and preferable be made of material that cannot hurt a child should they accidentally hit each other.

It will be easier to achieve the safety levels desired in performing the song.  The dancing will be done over a confined space and will not require vigorous movement.  The dance borrows heavily from the waltz thus it will require more of numeracy skills as opposed to dancing skills.

How will you transition the children to and from the experience and involve them in it?

Luli will be introduced to her new toys when she walks to class after she has greeted her friends.  She will then be addressed to where the toys are.  She will be first asked to familiarise herself with her toys.  Once she is comfortable, she will be asked to choose 3 more children to play with.  She must understand that she cannot dictate how her friends play with the toys and that breakage is part of the learning process.  After playing for some times – say 10 minutes, the games will be concluded and the toys placed in the appropriate toy box.  In the cause of their playing, they will constantly be engaged with a view to making them understand the choices they are making and what consequences they have on their life.

Plan two for the song, will begin with the song being written on the while board marker.  When the children come into the class, they will first be introduced to the words.  A brief explanation of each word will be offered.  Once this is achieved, they will be taught the sentences and what each means.  Once they have developed a mastery of the words of the song, they will be taught he tune – preferable by listening to a musical CD with the same tune to excite their curiosity.  After the tune has been taught, effort and time will be invested in rehearsing until they can be able to sing it from memory.

Describe how you will teach children techniques when using materials and equipment.(one plan)  

Using the toys, Lilu and her friends will be taught sharing and sacrifice by being given a finite number of toys.  They will be expected to make decision on what toy to play with at any given time while sharing the other with the other children.   They will also need to decide when it is time to change the games to allow all enjoy the each toy for some time.  The children will be encouraged to develop different unique games that can be played with the toys, so each looks forward to exchanging the toys so they can also enjoy the new game.

How will you communicate effectively with the child/ children? How will you promote positive behaviour throughout this experience?

Several strategies will be employed to effectively communicate with the children.  Positive behaviour will be promoted through;

·         Appreciating that children learn best by emulating as opposed to following instruction.  Playing with the children will pass on values and behaviour that will guide them in their interaction with the world.  It is thus important to speak gently and softly at all times.

·         It is important that children clearly know and understand how one feels.  This will help them appreciate how their choices affect others – positively and negatively.  They will over time develop empathy allowing them to see things from the perspective of others.

·         It is very important that positive feedback be the primary tool for communicating reinforcement to a child.  Choosing to only reinforce the positive makes the child always remember the nice feeling that comes with playing nicely.  With the nice feeling, others gain from having fair treatment from you.  Make it a point of covering every negative comment with six positive comments.

·         It is important to communicate to the child from their level.  When communicating with the child, it is important to preferable squat or kneels as this makes this a very powerful tool for communicating positively to them

How will you collaborate with the child/ children throughout this experience?

The children will have to develop their own games with the toys.  The games will be guided to ensure that all get to enjoy their individual toy with none have a monopoly of a particular toy.  An agreement will be entered with the children where they feel they can bring to your attention cases where one is monopolising one toy at the expense of others.

Reflection/evaluation of the experience (not required to be completed for this assignment)

Follow up ideas (not required to be completed for this assignment)