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When the infant began to play, we noticed that they kept picking up a red ball and dropping it into the small hole at the top of the toy. The infant continuously picked up the ball, dropped it into the hole, and watched it disappear briefly before rolling down a small ramp. The infant continued this many more times until the ball rolled away from them. As the baby was tracking the rolling ball with their eyes, they noticed their mother standing behind them. The infant turned to her and smiled, waving their hands and making a happy cooing noise. The infant quickly went back to their play. The ball then rolled under the toy, and they began exploring the toy without the ball. They grabbed the toy with their right hand and turned it over, pushing and lifting it. The baby smiled again at their mother, who was still watching behind them. While exploring the toy, the infant noticed the red ball again. They picked up the ball and put it in their mouth, then turned the toy right side up and resumed dropping the ball and watching as it rolled down the ramp. When the ball went far from the infant, they tracked it, following the red ball with their eyes. Shortly after, the baby noticed the shelf above their head and pulled themselves up to stand, looking for a new toy to discover.

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We will continue to encourage similar play in the physical and cognitive domains
-We may provide other cause-and-effect toys to continue this interest, which might include pop-up toys or the use of ramps set up at the infants eye level (i.e. the floor)
-Using various play materials to encourage the infant to crawl or pull themselves up to a standing position to increase strength and gross motor skills might also be used, including materials such as mirrors, instruments, or lights
-Short, simple words or sentences would be effective for facilitating learning and the use of the senses with children of this age

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1. Do you frequently notice your child tracking moving objects with their eyes?
2. Does your child enjoy placing and removing small objects inside/outside bigger objects?
3. Have you noticed your child attempting different holds or grasps with different objects

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We could use the following tools to continue developing this learning story and shape it into pedagogical documentation.

Tool#1  Camera
ECE can take photos and videos of children and share the documents through Google Chat, Instagram or Google Keep with parents.

Too#2 Notes
ECE can write down an observation and send them photos and videos to families. ECEs can update and communicate with their family frequently.

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#1 To help capture the voice of the child we could

play with sensory activities, and other toys and tell simple words to improve their development. We can take photos or videos of them during playing time.

#2 To help capture different the voice of the family we could

talk with the child's parents through Google chat or daily pick-up/drop-off time. We can discuss the child's experience with their family, and any thoughts or questions about their development.

#3 To help capture the voice of colleagues we could

Share the pictures or feedback from parents to colleagues, and discuss the child's development. We could collaborate and work together to support and improve child development.

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Ministry of Education. (2014). Excerpts 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/ExcerptsFromELECT.pdf

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

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Through their play, the infant demonstrated:
-4.3 Cause and Effect Exploration and 4.6 Object Permanence by repeatedly picking up and putting the red ball into the hole, watching it disappear, and roll down the ramp
-4.4 Spatial Exploration and 5.3 The Senses when the infant tracked the ball with their eyes
-5.1 Gross Motor when they reached for, held the toy with their hands, turning it over, and dropping it into the hole, as well as pulling themselves to a stand
-5.2 Fine Motor by holding the ball with their whole palm (palmar grasp)

The infant also displayed a strong connection with their mother, shown through continuously looking back and smiling at her. The infant also displayed strong curiosity and focus while playing with the toy.