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Location: Exploration-Building Blocks Outside

Background: Two girls who attend a mixed age, dual immersion preschool classroom in a central coast town are playing outside with very large interlocking blocks. The girls are working together to create a structure they can sit on. The little girl with the pigtails is taking the lead and as play progresses the other little girl begins to offer help. When the blocks are stuck together, they problem-solve together on how to pull them apart. The girls also help one another by each one holding one side and carrying them to the structure.

ATL-REG 1, ATL-REG 4, SED 4, SED 5, LLD 1, LLD 3, LLD 4

During outside time, the child in a blue shirt and the child in a purple shirt played with large plastic blocks. They then used the blocks to create a large structure with connecting rectangular and square shapes. They created an ‘L’ like shape that faced each other. Once done, both girls sat facing each other inside their structure with their legs stretched out in front of them with their backs against the square pillars. They repeat this process, adding and removing pieces. The child in blue then kneels beside the connected red and yellow block and uses both hands to shift it around so that it is straight out in front of her. She then uses her left hand to grab the handle of the red square block at the bottom while grabbing the top of the yellow square block at the top. She then begins to pull in opposite directions. When the two square pieces do not come free, she then turns her focus from the blocks to the girl in purple and said,

C-“Can you get this side? And I’ll get this side.”

The girl in purple then walks over so she is in front of the connected blocks. She then takes the yellow square block with both hands at the top while the child in blue uses both hands to grab the bottom red square block. Then began to pull on opposite directions before the girl in blue said to the girl in purple,

C-“No, get this side.”

Both girls bend down at the knees before using both hands to lift up the connected red and yellow square blocks. The girl in blue then said to the girl in purple,

C-“Now put one here.”

Both girls then slowly move the sideways faced block and places it on top of the blue square block that is on top of the red rectangle block.  The girl in blue then said to the girl in purple,

C-“Now do this.”

The girl in blue and the girl in purple then shift the block upright before adding it by connecting it to the blue square block that is on top of the red rectangle block. Once added, the girl in blue grabs each side of the red square block by its handles with both hands and said,

C-“No, no, no, this way.”

The girl in blue then shifts the red and yellow square block, and it begins to fall, but the girl in blue is able to catch it. Once the two red and yellow square blocks have been added to the top of the blue square block, the girl in blue goes over and picks up the green square block with two hands by the handle. She then moves to the other side of the structure and places the green square-shaped block on top of and at the end of the blue rectangle-shaped block. Once done, she walks over to the girl in purple who is trying to pick up two connected red and blue square blocks. The girl in blue then uses both hands to grab the handle on the left side of the blocks, while the girl in purple grabs the right side of the blocks. Both girls then lift the connected red and blue square blocks and slowly move them towards their structure. Once done, both girls then lift the connected square blocks with both hands and place it on top of the green square block.

Once done, both have created an ‘L’ like shaped structure with the ‘L’ like faces facing each other. The girl in blue then moves to sit on the inside of the structure on the right, while the girl in purple moves to sit on the inside on the left side of the structure.

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El niño esta interactuando con la maedtra el niño verbaliza qie ya a terminado de comer y se levanta de la mesa sin asistencia la maestra le pregunta si primero va a llevar el vaso a su recipiente y le niño comtesta que si y utiliza sus manos para sujetar el vaso que tiene poca leche y lo levanta para llevarlo a donde estan los trastes el niño camina con paso coordinados etc etc

ALT- REG 1, 5

SED 3

LLD1

COG 2

PD-HLTH 1,2,4,7

JACARANDA SUSANA DELGADO

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Child's Name: Eliza

Location: Preschool Video-Exploration

Eliza is 4 years old. This video is from her 1st year in the program. Eliza speaks English at home, and a few words in Tagalog that she has picked up from mom.

ATL-REG 1(EL), ATL-REG 4(BE), ATL-REG 7(EL), ATL-REG 5(EL), SED 3(BM),

LLD 1(BL), LLD 3(BE), LLD 4(BL), PD-HLTH 4(BM),HSS 4(BE)

During playtime inside, E. the girl in blue stood in the dramatic play area with her face scrunched and tears falling down her face as she crossed her arms over her chest while holding a yellow net. E. then walked over to the teacher while holding the net with both hands after gesturing her to come over towards her. The teacher kneels down so she is eye level with E. the girl in blue and takes both of her hands into her own while bring the child close to her while she still holds the net. The teacher looks up at the child and said,

T-I see that you are very frustrated and you want them to hear you. So why don’t you try to tell them.

The teacher then turns her focus onto the child in pink and said,

T-Come here.

E. the child in blue turns her focus to the child in pink and said,

C-“I want it to be high.”

T-You want it to be high.

E. the child in blue turns her focus back onto the teacher and said,

C-“I want it to be high so we can catch if we don’t catch it then it’ll fall down.”

T-Okay, so what is it that you need Isabella to do so it can be held high?

The child in blue steps back from the teacher and raises both arms stretched out, up into the air while holding the yellow net and said,

C-“Just hold it like this.”

The teacher then turns her focus from E. the girl in blue to the girl in pink and said,

T-Would you be able to do that? Okay, so you tell Eliza. Eliza right now I don’t want to do that.

The child in pink turns to E. the girl in blue and said,

C-“Eliza. Right now I don’t want to do that.”

The teacher the turns her focus to E. the girl in blue and said,

T-Okay. What do you think we can do so you can get it up high? Even though Isabella doesn’t want to do it.

E. the child in blue focus down at the floor as she holds the net at teach end in a pinch grip and stretched it out on both sides of her and said,

C-“Maybe when Isabella could get that one and move it up.”

She then holds the net up into the air and said,

C-“I put this up high.”

T-Okay. Isabella doesn’t want to do it. Is there another way we could get it up without Isabella?

E. the child in blue moves the net down as she stretches it out on both sides of her hand said,

C-“Maybe [unable to read the caption].”

T-Hmmm?

C-“[unable to read caption].”

T-Putting it somewhere.

E. the child in blue then comes up to the teacher holding two clamps.

T-What if we used this to put it like that and you put this inside of that.

The teacher then demonstrates how to use the clamp by clamping it to the middle of a nearby self. E. the child in blue holds the clamp in her right hand in a pinch grip as she stands beside the teacher in the middle of a nearby shelf. She then uses both hands to open the clamp.

T-Do you think that would work?

E. the child in blue then backs up while holding the clamp with two hands. She then walks over to the end of the self. Using both hands, she opens the clamp by squeezing the two ends together. She then attaches the clamp to the shelf.

Once done, the teacher hands E. the girl in blue the yellow net.

E. the girl in blue then takes the net from the teacher by the end in a pinch grip and brings it close to the clamp. Using both hands she pushes the end of the net into the hoop of the clamp. Her thumb on her right hand pushing the net though the hoop while her left hand is under the clamp, grabbing the net. Once done, she turns to the teacher and said,

C-“There..”

T-Ooh. I didn’t even think of that. I did it differently than you. I put it here, and you put it through the hoop. Your brain works differently than my brain.

E. the girl in blue smiles at the teacher as she walks over to her.

T-Okay you ready?

Once the net is clamped to the nearby shelf both the teacher and E. the girl in blue grab the net at each end and stretch it out. E. the girl in blue holds the net in a grip fist while stretched out in front of her.

T-Well you can hold these corners.

Another child joins them to hold the net.

T-Here you go…”

The teacher then hands E. the girl in blue two pair of socks rolled into balls. E. the girl in blue holds one side of the net with her left hand in a pinch grip as she moves her upper body over to the side in order to reach the rolled up socks. She then throws each sock one by one into the middle of the net. She repeats this process two more times so there is a total of three socks in the middle of the net.

Once the socks are in the middle of the net, as a group they lift the net into the air, causing the socks to bounce.

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Child’s Name : Abigail T

Date: November 18, 2023

Location of Observation: Infant Yard

Anecdotal Areas Met :

PD- HLTH 3: Gross Motor Manipulative Skills - Exploring Middle

PD- HLTH 5: Safety- Exploring Earlier

PD-HLTH 8: Personal Care Routines: Dressing - Responding Later

COG 8: Cause and Effect - Exploring Later

ATL-REG 5: Self-Control of Feelings and Behavior - Exploring Earlier

ATL-REG 3: Imitation - Exploring Earlier

SED 4: Relationships and Social Interactions with Peers

LLD 2: Responsiveness to Language - Exploring Earlier

Anecdote: Abby was ready to go out and play with child a, and child b. (5)Teacher A, was holding Abby hand and let go to watch Abby go down the ramp all by herself. As Abby was walking down the ramp she was holding on the rail and making eye contact with teacher A. Teacher A was using verbal encouragement as Abby was going down the ramp. “ I see you are almost at the end , you are doing such a great job Abby , let’s come down so we can go play with your friends.”Abby and the small group of children ran into the infant yard, when teacher b opened the gate. The small group of children ran towards the basketball bin filled with balls. Abby was so amazed at the net of the basketball hoop. “oooo!” said Abby. As Abby was playing with child A (8) teacher A slowly removed the cardigan off of Abby, Abby was very responsive and was letting teacher A move her arms to take her clothing off . Abby was all ready to move around and play next to child A. (4)Abby was playing next to child a, they both were taking turns throwing the balls into the hoop. (3) Abby slowly used her arms to pick up a the basketball from the ground and moved toward the basketball hoop while holding onto the basketball, then she dropped the basketball inside the hoop. Abby and the small group of children were tired and sat down on the turf. (8)As they were sitting , they turned around and pointed at the guy driving the lawnmower. The lawnmower made a very loud noise when it passed by the infant yard, Abby pointed at it as it drove by. (5)Abby was running around the turf carrying a book, Abby slowly trips down and looks up at teacher A , teacher A said “you’re okay, walking feet please.” Abby slowly picked herself up and continued walking with her book in hand. (3)(2)As the infants continued to play, Abby was still holding the book in her hand and saw a familiar face passing by. Teacher C waved and said “ I will see you in a bit , bye!” Teacher C was smiling at abby then Abby responded “ baaa-bye” as she was waving back to Teacher C.

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Child’s Name : Lucas

Date: September 6, 2022

Location of Observation: Infant Classroom

Background Information: It was time for a snack. Children’s hand’s were washed before they

sat down on the table. Lucas was at the table getting ready to eat with his classmates.

Anecdotal areas met:

ATL-REG 1: Attention Maintenance- Responding Earlier

ATL-REG 2: Self Comforting- Responding Later

PD-HLTH 4: Fine Motor Manipulative Skills- Exploring Middle

PD-HLTH 6: Personal Care Routines: Hygiene- Responding Earlier

SED 2: Social and Emotional Understanding- Responding Earlier

Anecdote: (1) Lucas finished washing hands to get ready for snack with classmates. Teacher A

dried his hands to sit him down in his chair. As Teacher A was carrying him, the child showed a face of excitement to eat bananas with blueberries. Lucas was focused on Teacher A to see what was the next move. (1)(2)Teacher A smiled really big, Lucas was focused on Teacher A to see where teacher was going to place him. As he saw that they were heading to the table, he started smiling but then his facial expression changed. Teacher A buckled Lucas up to his chair. Teacher A said “ Lucas' food is on it’s way”. (2) As Lucas was waiting he used his fist and brought it close up to his mouth and started making the fussy noises. Teacher B was pouring portions of their snack onto their bowl and Lucas kept looking around. Teacher B came closer and put the bowls down for each child.(4) Lucas slowly picked up the spoon beside his plate and lifted it into his mouth and ate the fruit. Lucas and his classmates finished

their snack, then they washed their hands to continue with diaper change to transition to outdoor play. Teacher A got the diaper station ready to change Lucas. (6)(2)Lucas was laid down for a diaper change and Lucas was focused on Teacher A's face during diaper change. (6)Teacher A made silly faces to keep Lucas entertained.

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Child’s Name : Lucas

Date: September 6, 2022

Location of Observation: Infant Classroom

Background Information: It was time for a snack. Children’s hand’s were washed before they

sat down on the table. Lucas was at the table getting ready to eat with his classmates.

Anecdotal areas met:

ATL-REG 1: Attention Maintenance- Responding Earlier

ATL-REG 2: Self Comforting- Responding Later

PD-HLTH 4: Fine Motor Manipulative Skills- Exploring Middle

PD-HLTH 6: Personal Care Routines: Hygiene- Responding Earlier

SED 2: Social and Emotional Understanding- Responding Earlier

Anecdote: (1) Lucas finished washing hands to get ready for snack with classmates. Teacher A

dried his hands to sit him down in his chair. As Teacher A was carrying him, the child showed a face of excitement to eat bananas with blueberries. Lucas was focused on Teacher A to see what was the next move. (1)(2)Teacher A smiled really big, Lucas was focused on Teacher A to see where teacher was going to place him. As he saw that they were heading to the table, he started smiling but then his facial expression changed. Teacher A buckled Lucas up to his chair. Teacher A said “ Lucas' food is on it’s way”. (2) As Lucas was waiting he used his fist and brought it close up to his mouth and started making the fussy noises. Teacher B was pouring portions of their snack onto their bowl and Lucas kept looking around. Teacher B came closer and put the bowls down for each child.(4) Lucas slowly picked up the spoon beside his plate and lifted it into his mouth and ate the fruit. Lucas and his classmates finished

their snack, then they washed their hands to continue with diaper change to transition to outdoor play. Teacher A got the diaper station ready to change Lucas. (6)(2)Lucas was laid down for a diaper change and Lucas was focused on Teacher A's face during diaper change. (6)Teacher A made silly faces to keep Lucas entertained.

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DRDP (2015) PD-HLTH 2: Gross Locomotor Movement Skills Checklist

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DRDP (2015) PD-HLTH 2: Gross Locomotor Movement Skills Checklist

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DRDP 2015_ Frequency Count  PDHLTH 2 PSv2  (3)

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DRDP (2015) COG 3: Number Sense of Quantity Checklist

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DRDP (2015) COG 3: Number Sense of Quantity Checklist

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COG 3 Number sense of Quantitiy and Countyv6 (2)

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DRDP (2015) LLD 10 Emergent Writing Checklist

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DRDP (2015) LLD 10 Emergent Writing Checklist

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DRDP (2015) LLD 9: Letter and Word Knowledge Checklist

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DRDP (2015) LLD 9: Letter and Word Knowledge Checklist

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DRDP (2015) LLD 7: Concepts about Print Checklist

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DRDP (2015) LLD 7: Concepts about Print Checklist

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DRDP (2015) Interest in Literacy Group LLD 5 Checklist

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DRDP (2015) Interest in Literacy Group LLD 5 Checklist

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DRDP2015Interest in Literacy Group Checklist7 v4 (1)