Baby Observation:
The baby girl had a doll in the outdoor play area. She walked over to the highchair and dragged it into the sandpit. She put the doll into the highchair. She picked up a bowl and large spoon and filled it with sand. She scooped the sand up with the large spoon and put it to the doll’s lips and poured it out. She did this until the bowl was empty. A baby boy came over, filled up a bowl with sand, then put it to the babies lips and poured. After he did this a few times, he then looked at the scoop the girl was using and went and picked a small spoon up to use. The girl saw his small spoon and went and found her own. They stood next to each other for over 10 minutes talking to the baby and one another. They spoke to each other in conversational tones, and to the dolls in a very childlike tone like a parent would. When asked what they were feeding the baby, they responded with ‘Weetbix’ and ‘Milkshake’.
The baby girl had a doll in the outdoor play area. She walked over to the highchair and dragged it into the sandpit. She put the doll into the highchair. She picked up a bowl and large spoon and filled it with sand. She scooped the sand up with the large spoon and put it to the doll’s lips and poured it out. She did this until the bowl was empty. A baby boy came over, filled up a bowl with sand, then put it to the babies lips and poured. After he did this a few times, he then looked at the scoop the girl was using and went and picked a small spoon up to use. The girl saw his small spoon and went and found her own. They stood next to each other for over 10 minutes talking to the baby and one another. They spoke to each other in conversational tones, and to the dolls in a very childlike tone like a parent would. When asked what they were feeding the baby, they responded with ‘Weetbix’ and ‘Milkshake’.
Analysis:
Children learn through play and often want to be like adults or characters they have observed. The children are using prior knowledge of either being the child fed and/or watching someone do this. They engage in socio-dramatic play to know what it is like to be a literate member of society (Makin & Whitehead, 2006). This observation is drenched in literacy, particularly Snow’s (2004) elaboration; an interactive, collaborative activity embedded in social purpose. Children also participate in literacy activities by enacting the literary practices they see their parents engaging in. This relates to Outcome 1: Children have a strong sense of identity; developing autonomy, inter-dependence, resilience, a sense of agency and developing self identities (DEEWR, 2009).
Vygotsky (1978; Tucker, 2010) emphasises the significance of social interaction, in particular the use of language. The children are connecting socially, playing alongside one another, talking to each other and talking to the dolls. This relates to Outcome 5: Children are effective communicators, more specifically; Children interact verbally and non-verbally with others for a range of purposes. Due to the children resourcing their own learning in this instance, through connecting with people and resources (DEEWR, 2009).
The children are using their literacy prior knowledge in knowing objects and their uses; knowing what the highchair, bowl, spoon etc. is, knowing how to use these objects, knowing types of food and drink to feed the dolls and using communication effectively. The children changed their tone when talking to each other, and then talking to the dolls.
Numeracy concepts in this observation include sequencing; knowing to empty one bowl, before filling up another, using different spoons and bowls of different sizes, filling their bowls with the correct amount, shape recognition and using spatial recognition to move the spoon from the bowl to the dolls mouth.
The children are using prior knowledge; decoding by knowing what the items are, what they are used for and how they are used. The children are acting as technicians in using maths connecting to other areas, recognising shapes, using speech and tone, self expression and sending and receiving information from one another via communication.
Children learn through play and often want to be like adults or characters they have observed. The children are using prior knowledge of either being the child fed and/or watching someone do this. They engage in socio-dramatic play to know what it is like to be a literate member of society (Makin & Whitehead, 2006). This observation is drenched in literacy, particularly Snow’s (2004) elaboration; an interactive, collaborative activity embedded in social purpose. Children also participate in literacy activities by enacting the literary practices they see their parents engaging in. This relates to Outcome 1: Children have a strong sense of identity; developing autonomy, inter-dependence, resilience, a sense of agency and developing self identities (DEEWR, 2009).
Vygotsky (1978; Tucker, 2010) emphasises the significance of social interaction, in particular the use of language. The children are connecting socially, playing alongside one another, talking to each other and talking to the dolls. This relates to Outcome 5: Children are effective communicators, more specifically; Children interact verbally and non-verbally with others for a range of purposes. Due to the children resourcing their own learning in this instance, through connecting with people and resources (DEEWR, 2009).
The children are using their literacy prior knowledge in knowing objects and their uses; knowing what the highchair, bowl, spoon etc. is, knowing how to use these objects, knowing types of food and drink to feed the dolls and using communication effectively. The children changed their tone when talking to each other, and then talking to the dolls.
Numeracy concepts in this observation include sequencing; knowing to empty one bowl, before filling up another, using different spoons and bowls of different sizes, filling their bowls with the correct amount, shape recognition and using spatial recognition to move the spoon from the bowl to the dolls mouth.
The children are using prior knowledge; decoding by knowing what the items are, what they are used for and how they are used. The children are acting as technicians in using maths connecting to other areas, recognising shapes, using speech and tone, self expression and sending and receiving information from one another via communication.
Extend the Moment:
Makin & Whitehead (2006) strongly emphasise the fact that an educator should only join if they are invited by the children. However, the most important aspect in children’s play is offering opportunities. This is where an Educator needs to find the correct balance. Extending this moment could include offering different consistencies of food, which could include adding water to the play or play dough. Introducing other shapes and sizes of bowls and spoons, as well as different pretend ‘food’ the children could use out of made or natural materials, as babies use their sense to explore their surroundings (Makin & Whitehead, 2006). This simple extension could meet a number of National Quality Standards including Promoting a child’s agency to make choices (Element 1.1.6) and supporting the child’s collaborative learning (Element 5.2.1) (ACECQA, 2012). It would also extend Outcomes 1, 3, 4 and 5 of the Early Years Learning Framework (DEEWR, 2009).
Makin & Whitehead (2006) strongly emphasise the fact that an educator should only join if they are invited by the children. However, the most important aspect in children’s play is offering opportunities. This is where an Educator needs to find the correct balance. Extending this moment could include offering different consistencies of food, which could include adding water to the play or play dough. Introducing other shapes and sizes of bowls and spoons, as well as different pretend ‘food’ the children could use out of made or natural materials, as babies use their sense to explore their surroundings (Makin & Whitehead, 2006). This simple extension could meet a number of National Quality Standards including Promoting a child’s agency to make choices (Element 1.1.6) and supporting the child’s collaborative learning (Element 5.2.1) (ACECQA, 2012). It would also extend Outcomes 1, 3, 4 and 5 of the Early Years Learning Framework (DEEWR, 2009).
Extend through lesson:
There are many ways in which you can extend the observation in future lessons. You could assist in them mastering their fine motor skills with a number of activities, and even focus on the holding the spoon skill. Having them transfer materials from one place to another with a smaller opening, like spooning from a bowl to a mouth, could be very beneficial. This would assist in them gaining independence in being able to feed themselves, meeting outcome 4: Children are confident and involved learners (DEEWR, 2009) and helping them master a skill (or crack a code).
Reading books is always a great literacy practice, however, making these more specific to the children’s interest of an adult’s tasks, such as feeding a baby, could engage them and further teach them more skills.
Expanding on what the children already played with could be really beneficial to their learning. Setting up a little ‘house’ play area could encourage them to explore more surroundings and continue to use enjoyable ways to learn about language (Makin & Whitehead, 2006). The physical environment needs to be planned so that it works in conjunction with independence and providing opportunities for success. Including materials with potential for creativity and cross-curricula such as natural objects (shells, nuts, pinecones, leaves, sticks etc), fabric, and numeracy concepts such as more jugs and scoops and scales (Tucker, 2010). Introducing healthy foods (such as plastic fruit) can be also introduced into the environment. Taking photos and writing observations to help in further planning as well as documenting progress is essential.
Providing children with these kinds of opportunities assists in them being able to master skills and crack codes. This type of planning contributes to curriculum decision making contributing to a child’s learning (Element 1.1.1), responding to the children’s ideas and play (Element 1.2.2), reflecting of children’s learning and development (Element 1.2.3), and promoting healthy food (Element 2.2.1) meets a number of National Quality Standards (ACECQA, 2012). It also strengthens the relationship with Outcome 1, 3, 4 and 5 of the Early Years Learning Framework (DEEWR, 2009).
There are many ways in which you can extend the observation in future lessons. You could assist in them mastering their fine motor skills with a number of activities, and even focus on the holding the spoon skill. Having them transfer materials from one place to another with a smaller opening, like spooning from a bowl to a mouth, could be very beneficial. This would assist in them gaining independence in being able to feed themselves, meeting outcome 4: Children are confident and involved learners (DEEWR, 2009) and helping them master a skill (or crack a code).
Reading books is always a great literacy practice, however, making these more specific to the children’s interest of an adult’s tasks, such as feeding a baby, could engage them and further teach them more skills.
Expanding on what the children already played with could be really beneficial to their learning. Setting up a little ‘house’ play area could encourage them to explore more surroundings and continue to use enjoyable ways to learn about language (Makin & Whitehead, 2006). The physical environment needs to be planned so that it works in conjunction with independence and providing opportunities for success. Including materials with potential for creativity and cross-curricula such as natural objects (shells, nuts, pinecones, leaves, sticks etc), fabric, and numeracy concepts such as more jugs and scoops and scales (Tucker, 2010). Introducing healthy foods (such as plastic fruit) can be also introduced into the environment. Taking photos and writing observations to help in further planning as well as documenting progress is essential.
Providing children with these kinds of opportunities assists in them being able to master skills and crack codes. This type of planning contributes to curriculum decision making contributing to a child’s learning (Element 1.1.1), responding to the children’s ideas and play (Element 1.2.2), reflecting of children’s learning and development (Element 1.2.3), and promoting healthy food (Element 2.2.1) meets a number of National Quality Standards (ACECQA, 2012). It also strengthens the relationship with Outcome 1, 3, 4 and 5 of the Early Years Learning Framework (DEEWR, 2009).
References
Australian Children’s Education and Care Quality
Authority (ACECQA). (2012). National Quality Standards. National Quality
Framework, Australian Government.
Department of Education Employment and Workplace
Relations (DEEWR). (2009). Belonging, being
and becoming: the early years learning framework for Australia.
Canberra: Commonwealth of Australia.
Makin, L & Whitehead, M. (2006). How to Develop Children’s Early Literacy. 4thed, Paul Chapman Publishing, Britain.
Makin, L & Whitehead, M. (2006). How to Develop Children’s Early Literacy. 4thed, Paul Chapman Publishing, Britain.
Snow, C. E. (2004). What Counts as Literacy in Early
Childhood? Blackwood Handbook of Early Childhood Development, pp. 274-294.
Tucker, K. (2010). Mathematics through play in the early years, 2nd edn, SAGE, Los Angeles, Calif., pp. 5-.49.
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