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Today, we set a ramp and a stair section, kind of sliding area where children can go up via stairs and slide down by the ramp. The child was fully engaged in the play and repeating his actions of climbing and then sliding down. He was trying not to hold the side wall as he went upstairs as trying to balance himself by doing an airplane kind of pose, but his hands were still in the position that if fell he can have the support. He also used the dividend between the stairs and the slide to slide down to try different ways to engage himself. After a few minutes he tried to walk upside through the ramp side and when finally reached at top and said “ooh” and he was fully excited to try that again. His friends also joined him and then they started taking turns to slide down. There was a collision between him and a child while sliding down, so he said, “oh oh” and started again.

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It means that the child is having a lot of fun on the slide. He sticks to that one play which shows that his focus and attention is clear and determined. He is repeating the same play by various methods and exploring and experimenting new things. While others started playing with him, they are showing evidence of 1.1 social interest and when a collision occurs, he expresses his emotions of 2.3 empathy with a few words like “oh oh”. It clearly shows that he is involved in peer play.

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Opportunities and possibilities: What we might do next

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Opportunities and possibilities: What we might do next

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Expressing feelings within being social and communicating with friends, we need to provide other opportunities of play to interact with others for the practice of this skill to behave with friends with positive attitude. We should help him to foster social connections by encouraging and supporting him to interact with his friends or people around them. Let him ask questions and express his emotions while playing as the child did in his play by expressing his emotion of empathy when he fell by saying oh-oh. Even he must be provided with outdoor activities to observe the child’s focus and interest. We can provide him with more activities that allow him to show his determination and support his physical development as he was doing in his play by doing the repeated actions on the stairs and slide.

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Have you noticed him involved in only one activity for a long time?

What are the other play activities he likes to do at home?

Have you noticed any specific emotions or expressions of joy from the child while playing?

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To capture the voices of children, we can use phones or tablets to click their pictures or to record their videos during their activities and interactions. We can also maintain detailed records of their daily routines, behaviors, and  developmental achievements through documentation.

To capture the voices of families, we can set up face to face meetings and interviews with families. Moreover, we can send text messages and emails, or phone calls for quick updates, or to share information or schedule appointments.

To capture the voices of colleagues, we can organize meetings with them and can engage in professional discussions to share their ideas and experiences. We can also encourage them for peer review to provide feedback.

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We can use various sort of tools to record voices of children, families and colleagues which are listed below
Tool 1 : Ipad/ tablets :  we can use it to record the whole activity  to support child development and can send those videos to their families and guardians to experience them and to be a part of their activities to know about their day.
Tool 2 :  mobile application remind; we can use this source of communication with all types of communication features such as posting photos, uploading daily curriculum plans and video calls to resist any kind of communication problem

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Ministry of Education. (2014). How does learning happen? Ontario's pedagogy for the early years. Government of Ontario.
http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf

Ministry of Education.(2014). Experts from "ELECT":
Foundational knowledge from the 2007 publication of Early learning for every child today: A framework for Ontario early childhood settings. Government of Ontario.
http://www.edu.gov.on.ca/childcare/ExpertsFromELECT.pdf

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Mansi Mansi
Mandeep Kour
Ramina Ramina