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Tony, today we saw you place wooden ramps slantly down to the floor. You looked closely to the ball once you put it on the ramps. You released it and let it roll down, it slid and got inside the cylinder tube then you waited until it went out of tube, and waited until it spread out to the floor. You waited until the ball stopped at the distance it could reach. After rolling one ball in one ramp, you tried doing the same thing on the other two ramps. Afterward, you curiously placed the three balls at the same height before releasing them to slide into the tubing and cylinder tubes and patiently waited to see how far the balls could reach by rolling on the floor. Tony, we saw you enjoyed watching the balls slide, all at the same time wondering where the ball would go as they spread on the floor on their own. You added one more long ramp and asked the educators to hold the third and fourth balls on the ramps. This time, you tried rolling two balls in one ramp, both at the outer left ramp and at the outer right ramp. You arranged the balls at the upper part of the ramps, all at the same level, and then released them all at the same time. Afterward, we saw how you went to look for nine more ramps with different lengths, placing them parallel to the long ramps and arranging them all at almost the same height. Finally, you glided a blue toy car with a ball on its back and slid them together on the ramp and watched them until they went out of the cylinder tube.

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Tony’s play shows his cognitive skill 4.4 Spatial Exploration when exploring the ramps by rolling balls and car toys down.
He also demonstrates cognitive skill 4.3 Cause and Effect Exploration when responding with joy to the predictable outcomes of exploration (He knows that the balls can roll down along the ramps and reach the ground after that). Tony was engaged in the play by showing his curiosity and creative thinking during his play. He also showcased a sense of belonging when asking the educator for help, which enhanced his relationship with the educator.

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Tony's advancement in spatial exploration is something we wish to continue to promote. To improve Tony's play is to place an obstacle in front of the ramp that must be hit after the ball lands. This could develop Tony's cognitive root skill 4.5 Spatial Problem Solving. In this play, we can challenge Tony's classmates or the teachers to see who can roll the ball correctly and hit the obstacle first, knocking it down. This could motivate them to work diligently and obediently to develop their abilities and accomplish their objective—to bring down the obstacle. Additionally, this might enhance Tony's capacity for problem-solving. He can improve his speech and social skills while expressing himself. We can improve Tony's root skill 4.3 Cause and Effect by providing more opportunities to meet cognitive root skill 4.9 Exploring Transformations and Hypothesizing. Will a flat smooth ramp, a high and lower heights, a big and small balls can affect the balls rolling movement? The flat smooth surface of ramps could make it challenging for Tony to maintain the ball on the ramp lane or cause him to veer off to the side and trip. The distance, movement, and speed of the balls can be impacted by the height and texture of the ramps, and shapes of the item that he will put to roll on, and how far the distance can it go with a presence of an obstacle.

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Have you noticed Tony engages in activities related to this kind of play at home?

Does Tony usually play in a ramp, rolling his toy or run himself, when you are going to a mall or grocery stores?

Can you describe Tony’s reaction whenever he sees balls/ toy cars rolling in an inclined plane?

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- Asimow, J., (21, April, 2018). More ramps. [video] Vimeo: https://vimeo.com/265914140

- 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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ClassDojo is an application that allows communication between parents and teachers to be maintained, at the same time that children can see their progress in different activities and share some comments with their parents on the photographs that the teacher shares through the platform. To use this virtual platform it is necessary to use a tablet or smartphone with internet access. Through ClassDojo it is possible for parents, teachers and the child to recognize the child's skill development process, their interests, changes and progress.

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The camera is a tool that allows us to have evidence of children's experiences, their evolution in the development of their skills and preferences. The camera allows us to capture the intentional moment that we want to reflect on at a later time. It is used intentionally and allows us to keep a record of what happens with the child and can be used to plan the next steps in the process of organizing activities. The camera is also a tool with which specific moments and reflections can be shared with parents.

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To help capture the voice of the child we could observe the child's interest and let him lead the play. Let him decide what materials and exploration he wants to focus on and support whatever play he wants to engage with. We as educators can be his co-player, a supporter, an advocate of his development and learning.

To help capture the voice of the family we could ask questions about the child's interest that we can use to capture his attention on our planned curriculum, and ask behind the scene situations they most likely have at home. We can inform and encourage the child's family to look upon the activities we engaged in the center, and to continue supporting the child to do it continuously at home. In this way, we can work hand in hand in promoting the child's development and learning.

To help capture the voice of our colleagues we could communicate openly about our both observation and discuss with them our planned curriculum. Seek for their suggestions and listen to their recommendations. Through the discussions, it can promote effectiveness of planned curriculum implementation and could help us to facilitate it easily.

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Thi Thoa Tran

Mary Jane Olivar

Claudia Maya