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Kerri Ann Thomas

Fanshawe College, London, Ontario.

ECED-1076-Curriculum & Pedagogy 0-3 years

Professor Tam Mifsud

February 14, 2024

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The play episode:

Robert, this morning I saw you engaging with the ramps and balls. You mastered sliding three balls down different ramps, achieving a perfect balance. You generously shared the experience with Ms. Amy and Ms. Kim, inviting them to join in the play. When offered assistance by Ms. Amy, you responded with a thoughtful "uhm, uhm okay" and even requested, "can you guys help me?" Moreover, after you handed the ball, you also provided Ms. Kim with instructions by giving some cues when she could drop the ball from the ramp. Following this play activity, I noticed you smoothly transitioning to arrange the ramps by size, progressing from shortest to longest. Afterwards, you excitedly explored play with your blue toy car and the ball.

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During his playtime, Robert displayed 1.3 Peer Group Entry Skills as he effortlessly shared relevant objects and ideas, inviting Ms. Amy and Ms. Kim to join the activity with ramps and a ball. His interaction also revealed 3.3 Conversing with Peers and Adults, where he demonstrated effective conversational and language skills by responding considerately to offers of assistance and expressing (expression) a need for help, showcasing his engagement with both adults and peers. Additionally, giving Ms. Kim instructions through cues emphasized his communication and collaborative play abilities. Robert is also showing 4.2 Problem Solving skills, by sorting and organizing of ramps by size (shortest to longest) demonstrated cognitive development and logical reasoning. Furthermore, he also showcased his 5.1 Gross Motor Skills by his enhanced coordination and control over movements by skillfully handling the balls during play and later engaging with a blue toy car. Robert's play experience suggests a well-rounded development across social, cognitive, and physical domains, emphasizing his growing competence within the learning environment.

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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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Given how great you are at sharing ideas during play, we're going to keep setting up spaces that make it easy for you to team up with friends and get into it. We are going to provide blocks that could be used to turn into ramps such as paper boxes, blocks, and other home materials that can be used to explore further. To help your communication and language skills grow, we'll keep having small but engaging conversations that make you think and ask for help, supporting your expression and engagement in the conversation. Since you're great at figuring out how to organize ramps, we might include some challenges and/or activities that will stimulate your cognitive abilities. And for your moves and coordination, we will mix in activities that have you trying out different things and going over different surfaces. We'll be right there, watching and responding when you give us cues, all to make sure you enjoy the process and play as it with your talking, working together, and getting even better all around.

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1. How can we maintain the enthusiasm as Robert teams up with his peers more often during play? He has the skill and the initiative to join in the fun.

2. What are your views on improving Robert's conversation during interaction? He excels at engaging mostly when asking for assistance. How can we keep those conversations flowing?

3. Robert is the ultimate ramp master! Do you have any insights or suggestions to what we can offer to Robert to improve his problem solving skills that would stimulate his brain development?

4. We have witnessed how amazing Robert is with his eye and body movement/coordination. Do you have any suggestions on we can try to blend in both activities that would encourage him to do something out of his comfort zone to keep his skills evolving?

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It is important to consider the environment and the resources that a center or educator has when choosing a tool for documentation.

Tool 1: Voice Recordings: Recording the play experience of the child when engaging in conversations can help an educator assess the child's vocabulary, language development, and fluency. It can help the educator to closely document the child's development as they can listen closely to the recording and finding key points when listening to the experience.

Tool 2: Camera: Capturing play moments of a child is essential as it captures the learning experience and interaction during the time being. It also provides educators of a better understanding in a child's competency and arising challenges it may have.

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The voice of the Child: Paying close to the child's thoughts and ideas when engaged or even when having conversations and drawings to see their perspective on how the world looks around them at moment.

The voice of the Family: Having a open relationship with the families with daily conversations or greetings about how the child's day is or any other input that could add up to a child's experience/s.

The voice of Colleagues: Collaboration with the team is important as they get to see and build the same relationship with the child you are in a center with. So, considering discussions and co observations with the team is vital.

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Adding cardboard boxes from home or even in a child care center. Giving endless opportunity by providing edible sand and shreddies for texture while creating a new experience by creating ramps that allows the tractors to pass with materials in it. Along with blocks of different lengths to provide an alternative in the play setting. This provocation will help out Robert during his play when interacting with his peers by discovering how the materials provided work in different ways and at same time it helps with his problem solving skills and brain development.

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Asimow, J. (Producer). (2018, April 21). Ramps [Video]. Vimeo. https://vimeo.com/265914140 Best Start Expert Panel on Early Learning. (2007).

Early learning for every child today: A framework for Ontario early childhood settings. http://betterbeginningssudbury.ca/wpcontent/uploads/2015/09/continuum.pdf

Ontario Ministry of Education. (2014) How Does Learning Happen? https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf