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Question that I chosen from Assessment 2

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Question that I chosen from Assessment 2

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"What are the reasons caused children don’t want to share or show respect to other people?"

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The pictures of the kindergarten outside play area are from the kindergarten's website. 

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The kindergarten where I did my placement is in the suburbs. I work in two classes with the children between the ages of 3-4. For 3-4 years old class, they start at 8:15 am and finish at 3:45pm. The kindergarten has only two classrooms and a standard size outside play area. Inside the class, they included The kindergarten values and provides play-based environment which allows children to explore the world and experience the fun of the moment.

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Summarizing the three observations shows how children show their respect and being kind to their peers and the educators. Different factors that caused children being respect/unrespect (ob 1&2) and share/don't want to share (ob 2& 3) have been observed in these three observation. For example, some children like to destroy other people's work (ob 1&2), or children are not happy to share their stuff when their peers just took it away without asking (ob 3).

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-  From the children that I observed, I found that some of they might have problems with sharing and respecting others. According to Piaget’s stage of development, children between ages 2-7 were inability empathies, so teacher need to create learning environment that provide children to understand and respect diversity (Churchill 2018).

-  Instead of physical conflict, the children here are more likely to use language to justify themselves. Through play, I saw them were able to verbalize their thoughts, and were thoroughly connected with their peers. Buckley (2015) states that over time, children develop language through academic and social interactions will helped them feel confident enough to share their ideas and extend their own learning through play.

-  “Without trust, exchanging math ideas, taking risks in art, or adapting to a schedule change can feel dangerous. Without trust, disagreements can carry over from one day to another and learning can shut down” (Buckley 2015, p. 21). Trusting relationships foster the dialogue necessary to enable us to learn from each other. We feel connected, accepted and safe. One of the reasons children don't want to share may be mistrust. Example can be seen in Observation 2, when Luka has accidentally knocked down the tower twice, Noah and other boys in the group lost trust in Luka and refused him to join.

-  Outcome of the Early Year Learning Framework (2019):
Outcome 1:

i.      Indiana listened to Louis’s and Oliver’s ideas about the decoration of her volcano. She rejected their offer by saying “No! this is my volcano”.

ii.     Children interact and have conversations with trusted educators. For instance, when I making my own paper plate, Zoey and Zara came over and asked me what am I making.    Outcome 2:

i. Noah collaborated with his friends to build the tower. He also instructed other kids where to place specific shapes of the magnetic blocks.

Outcome 3:

i. In observation 2, children found and accepted new challenge (build a tower with magnetic blocks), make new discoveries, and even celebrate their efforts and achievements of themselves and others. “Look, this is our spiky and tall tower” said Grayson to everyone who passed by the tower.

Outcome 4:

i. In observation 2, children investigated, imagined, and exploded ideas through build the magnetic blocks tower.
Outcome 5:

i. During the paper plate activity, children engaged in enjoyable interactions using verbal and non-verbal language.

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Turn-taking activity for children.

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Children worked together to build the volcano

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According to Piaget's stages of development theory, children between 2-7 years old (also defined as preoperational) are inability to empathize and use gestures, symbols, sounds and words to express and convey meaning. From my three observations, children still learning how to be respectful to and sharing with other peers and educators. Besides, based on my observations, children also like dramatic play when at the kinder. Therefore, the activity I have planed is birthday party dramatic play which is based on children's interests. This activity is planned for 4-5 children, especially who love to play dramatic play. Children will choose themselves who will be the birthday kid. Through this activity, children play in different roles, developing their creativity and the reactions of those around them. Furthermore, children learn a lot through trial and error, so what better and safer way to try out various scenarios and situations than by pretending to be in it (Liz & Wilmes 1995). This activity will also encourage communication skills that children need to talk to their peers to ask for items and provide good manners (Churchill 2018).
During the pretend play, children have couple things to do:

This activity will be doing at the kinder “home” corner.

Every child who has been invited to the will be ask to make a birthday card.

Join the paper shapes together to make a slice of cake and decorate the cake. During this section, children will be provided a limited amount of scissors and glue, as this will encourage them to have to share resources and possibly wait for others to finish using them first.

Set the table up with toy foods and drinks.

Things that might happened:

Children develop skills such as problem-solving, social and emotional, fine motor, as well as cognitive and intellectual skills.

Children learn from each other when working together. For example, see how other children share and respect others.

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During the activity, I asked children questions like, “Whose birthday today?” “XX, how would you like to celebrate your birthday?” “What do we have in the birthday party?” “How many candles we need on the cake?”. This event was not as smooth as I expected. At first, my mentor told me not to use the decoration that I have made as it contained chocolate which is not complying with kindergarten rules. Therefore, I asked the children to draw what they want to put on their cake, then they can cut it out and paste it on the cake. During the part of decorating the cake, Indy offered Zoe (pseudonym) to sit with her on one chair while Zoe waited for her turn to decorate the cake. Zoe also offered some helps to Indy, such as helping her to open the glue and showing her how to draw strawberry. From here I observed that Zoe and Indy have their social and emotional development, especially recognizing and responding to others' feelings. Moreover, children also improve their language and communication skills through this activity. Examples can be seen when they asked for someone’s help, they use the words ‘please’ and ‘thank you‘. After they are done decorating the cake, I choose Zara as the birthday kid. “Today is my birthday. I want to have a birthday party here,” Zara (pseudonym) said. “I want to make a birthday party too,” said Indy (pseudonym). “You will have your turn after me, okay?” Zara said. “Okay, then I want to be the mummy and this is my baby,” Indy (pseudonym) said and pointed at the toy baby in the cradle. “I want to make a birthday card for Zara,” Alana (pseudonym) said. Then, Alana, Amaya, Lucy, and Lucas (pseudonym) went to the painting table to do their birthday card for Zara. “Zara, I don’t know how to spell your name,” Alana said. Zara came over and spell it for her. At the same time, when Amaya saw Zara come, she quickly covered her card with her hands and said: “Zara, don’t look here!”. The party began and they sat in a circle on the grass. They even put the food Misha, Zoe and Indy have prepared in the middle. There was a cake made of paper too. They sang a birthday song and Zara pretended to blow out the candles after the song finished. Then, they gave Zara the cards they have made. “Thank you, everyone,” Zara said and opened each card carefully.
Things that worked well today are the activity children's interests are satisfied, especially children who love to play dramatic play.
Things that I think I need to improve next time is to make sure I prepare extra ‘cake slices’ just in case more children want to join. Take the chocolate decoration as an example, next time I will be more aware of what things we can provide for children and what we cannot provide for them. Besides, the decoration that I have provided for children also limited their creativity. When I reflect on the decoration I made, I asked myself: “What if some children said I don’t like those berries?” or “What if the children said they don’t like the pattern of the candles?”.
I learned that next time I'm planning an activity for children, make sure that the teacher's output in the activity is smaller than the children's. For example, let the children do the paper cakes instead of the educators making them and provide to the children.