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Reflection of implementation 1

From my observation Children were interested and enjoyed the activity “Make a Caterpillar”. Number of children in total was 7 children, but not all at the same time. Initially started with 4 children and the other 3 children were taking turns.  The materials/resources went well and were useful, the children playing with coloured paint by dipping and patting the shape on the paper.  I would like to repeat this activity another time with something else to interact with the children to promote fine motor skill and with extra benefits. Learning demonstrated:

Develop Concentration and patience.

Colour learning.

Leaning new vocabulary.

Children learning evident link to learning Outcome EYLF

Learning Outcome1.3 – Children develop knowledgeable and confident self – identities.

Learning Outcome 2.2 – Children respond to diversity with respect.

Learning Outcome 3.1 – Children become strong in their social and emotional wellbeing.

Learning Outcome 4.1 – Children develop dispositions for learning such as curiosity, co‐operation, confidence, creativity, commitment, enthusiasm, persistence, imagination, and reflexivity.

Learning Outcome 5.4 – Children begin to understand how symbols and pattern systems work.

National Quality Standard (NQS)

QA1:1 Education program and practice.

• Element1.1.3 program leaning opportunity

QA1.2 Educational program and practice.

• Element1.2.2 Responsive teaching and scaffolding

• Element1.2.3 Child directed leaning

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I believe that all children are capable, creative, imaginative, resilient, and competent. However, each child is unique with different interests, backgrounds, and development stages. But from the 3 observations that I have observed the group of children: Everyday children play, they will be learning and from each play activity that were highlighted in the observations, they all involved fine motor skills which was my focus.

Fine motor development skills, with many of the child's daily activities involved the use of fine motor skills like using a spoon, holding the bag, using a pencil, clapping hands, picking up and putting objects down etc. These skills all involve coordinated efforts between their fingers, hands, and eyes. Because fine motor skills refer to the coordination between small muscles, like those in hands, wrists, and fingers in coordination with eyes.

At this age of the child (18 months - 24 months, toddler stage) they are still developing these skills, and I have observed different levels and applications of fine motor skills by the children between the 3 observations. Children have different levels of experience to use tools or toys during their play in different ways. For example, Children from observation 1 (spoon or sand bucket) and 3 (Wooden shapes puzzle), they were using their 5 fingers or whole hand to hold the tools/toys. Even in observation 2 (drawing) they used all their fingers and whole hand to draw.  At this point, I realized that how can I offer a play-based learning activity for the children that would be promoting fine motor skills in daily play.

Fine motor skill in toddlers occurred during the children’s activities that following these three relevant theories and support my observation Interpretation/ analysis:

Montessori’s theory, she believes that Children learn by doing, by playing and PLAY is children’s WORK. This work of learning happens inside the child, the educator cannot ‘pour’ learning into the children’s heads. And Children learn at their own pace and will do things over and over again till they are happy that they have got it right before they are ready to move on to a more difficult task. (Yorganop, 2016)

Piaget’s theory, he believes that Children learn in different ways at different ages, so they need different experiences and support at different ages and Children are little researchers. They learn by using their senses to explore how things work. (Yorganop, 2016)

Vygotsky’s theory, he believes that Children learn everything twice, first by watching and thinking, then by doing. Children have two levels of ability, what they can do on their own and what they can do with help from someone else. Someone with more skill can help them reach a higher level. This is called scaffolding. (Yorganop,2016)

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At the Play yard outside the Possum Room in the sand pit. A group of children (3 children) played at the sand pit. They used play tools in the sand pit (spoon, fork, bucket). Children sat nearby each other, they did not have any conversation each other, and they did their own thing. Child A in the group used the plastic spoon to pick up the sand into the small bucket. Child B walked nearby and looked at the educator and raised his hand out then pointed at the spoon. The Educator passed the spoon to him, then he sat down and started using the spoon to pick up sand into the bucket and he looked at the Child A again and picked up the sand into the bucket again and again. Child C, he sat nearby the educator. He used the small plastic spoon to pick up the sand into a small cup and threw the sand out and repeated the same thing again and again. All of children in this group spent time in the sand pit for about 10 minutes.

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I am working in the centre that is warm and welcoming and fully supports the children and Families from the Director, Teachers, Educators and all other staff members. I am currently working in the long day care room (Possum Room) with Children in the age between 18 - 24 months. The number of children in total is between 13 -16 per day, but children came to the centre on difference days. Some 3 day per week and others are full time. With the Educators the ratios are one educator per four Children. The children in centre have come from many different cultural and ethnic backgrounds.

The play base learning experience that I have planned, I considered and followed the Centre’s philosophy as they said “We value the importance of play-based learning and offer a wide range of experiences based on child’s interest. Ability and are stage of development. Literacy, numeracy, physical activity, and appreciation of the arts integrated into our curriculum on daily basis.”

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As on my plan for implementation 2. I implemented in the afternoon after the children finished their afternoon tea for the play-bases learning activity “Make a Rainbow”. I did set up the activity at the art and craft table. The materials that I have used: - paper plate (cut in half), party streamers or colour paper in rainbow colours, cotton balls, glue and paint brush.

I have introduced, explained, and demonstrated about the activity and started to do this activity with another educator with consideration for the ratio of staff to students. The number of children in total was 7, but not all at the same time when one finished and another child had a turn. Duration of time about 30 munities.

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What other play-based learning experiences could be used to promote child fine motor skill?

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In the morning after morning tea in the Possum Room, at the art table. A group of children (3 children) sat down at the table, and they did drawings. Child A used the whole hand with five fingers to hold the coloured pen to sketch like a circle around and around, again and again. Then the educator asked what is that colour? He responded by saying “Red!” Child B said to the pre-teacher “Birdy! Birdy!” and used the coloured pen to point at the paper at the same time. Pre-teacher drew a bird on the paper for Child B. Child B looked at the paper and said “Birdy! Birdy!” and he did draw the bird on the paper by himself. Child C sat opposite Child B. He used a coloured pen to tap on the paper again and again and tapped harder. Child B looked at Child C then he started taping on his paper as well. Child C started doing the same also until they are heard the educator ask them to do stop and be gentle because they were breaking the pens. All the Children in the group responded to the educator, then stopped.

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Reflection of implementation 2

From my observation Children were interested and enjoyed the activity “Make a Rainbow”. I have observed the children during the activity set up at the table. I have observed curiosity on their faces. One of the children tried to climb on the table to look at the materials that I had provided for the activity. Then when I finished setting up and the children got the chair and sat down right away at the table.

The materials/resources went well and were useful, the children used the paint brush to dip the glue and paint on the paper plate. Then they used their hands to pick up the cotton wool and stick it onto the paper plate as a cloud in the sky and then they stuck party streamers on the paper plate after as a rainbow. Children loved their artwork because I have seen the smile on their face and some children said that they would show and give it to their mum. I have seen one child that was a little bit older help another child that was younger to do the rainbow for them.  The Children participated quite well and could remember and follow instructions. They knew the colours of a rainbow but could not remember the exact order of the rainbow colours, but I did not focus on that because the children will be learning about that at another time when they are older.  (In the future I may mention the colours of the rainbow and use the acronym ROY G BIV – Red Orange Yellow Green Blue Indigo and Violet). I just would like for them to enjoy the moment during this activity, and I did plan this activity to promote fine motor skill development. The implementation 2 can answer my wonder (Provocation) number 3 and 4 and possible chance on number 5 as well.

I would like to repeat this activity at another time with something else to interact with the children to promote fine motor skills and with extra benefits Learning demonstrated:

Hand-eye coordination

Following directions

Focus / concentration.

Learning vocabulary (Colours or other resources such as cotton wool)

Children learning evident link to learning Outcome EYLF

Leaning Outcome 2: Children are connected with and contribute to their world- show growing appreciation and care for natural and constructed environments.

Learning Outcome 4: Children are confident and involved learners – Children develop a range of skills and processes such as problem solving, enquiry experimentation.

Learning Outcome 5: Children are effective communicators – Engage in enjoyable interactions using verbal and not-verbal language. Respond verbally and non-verbally to what they see, hear, touch, feel and taste.

National Quality Standard (NQS)

QA1:1 Education program and practice.

• Element1.1.3 program leaning opportunity

QA1.2 Educational program and practice.

• Element1.2.2 Responsive teaching and scaffolding

• Element1.2.3 Child directed leaning

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In the afternoon in the possum room at the table. Child C had his afternoon tea at the table and pre-teacher sat next to him. Child A walked to the pre teacher, and he had brought a wooden puzzle stick with him, and he put the round woody shape to the sick and started again. Then Child B walked to the table and wanted to play with Child A. Child B can speak a short sentence with the pre-teacher. Then pre-teacher asked Child A could he play together. Then Child A handed out one of the Wooden shapes to Child B to put through the wooden stick together and repeat that again and again. Pre-teacher gave a suggestion to Child A by putting the wooden shape through in the middle, on the right and on the left. Child A said repeated my word after pre-teacher (for example middle! Middle!) while putting the wooden shape in the correct order at the same time until finishing and asked to do it again by using the word saying “More!” “More!” Child C just enjoyed his afternoon tea and just looked at Child A and B playing together until Child D came to the table and joined with Child B and Child C. They helped each other to put wooden shapes through the wooden stick until they finish and repeated again. Children were joining in at this table until time for their parents to pick them up. The children played without arguing or fighting.

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Plan (Provocation)

1.     I wonder, how I can offer play-based learning activity for the children that would be promoting fine motor skills in daily play?

From my question and my wonder, as we know that Play is crucial to the development of children’s gross and fine motor skills. Through play, children practice and perfect control and coordination of large body movements. From my observations children love and enjoy with art and craft activities, I could offer and provide a variety of resources of art for the children to choose from.

2.     I wonder, if I should still continue offering or repeat the same the play-bases learning activity, if the children are still interested?

From my question and my wonder. I could continue or repeat the activity if the children still were interested because children feel familiar and comfortable with whatever they have played before. They would be trying again and again for example play in the sand pit, drawing, or playing with the blocks. Consistent routines help toddlers make sense of the world, and they feel secure when they know what is coming next. Bradford (2012, p.67) wellbeing and care routines “Routines for babies and children under three are important and support a major element of the need for consistency of care incorporated within an early year setting for this age group.”.

3.     I wonder, if my plan play-based learning activity was not enough to get interaction from the children or if they wanted to be participate? What else could I plan to do?

In my practice I may step back, and I might need more observations and to collect information about what else that the children were interested in doing. Also, I might have conversations with families to get some more ideas about what their child liked to do at home. Or use a short survey as a tool to gather more information to understand the child, to ask Parents/Carers about the activities their child/children like to do at home. Peterson and Elam (2020, p.39). understanding the child ‘many of the same tools and techniques you use to gather baseline data, you will continue to use to support the whole child’.

4.     I wonder, if I should offer to help the children during the activity or if I should step back?

As I believe that all children are capable, creative, imaginative, resilient, and competent; each child is unique with different interests, backgrounds, and development stages. Some children might need to be trusted for the child who are able to undertake an activity and let the child try to do it and explore during the play or activity. But by the nature of children, when they see someone doing something interesting, they will want to help or even grab that thing and play or undertake the activity by themselves (copying). I might have to wait and see for future implementations of next activities to see how much I actively involved in the play.

5.     I wonder, for next implementation if I would provide small groups (2-3 children) play-based learning activity for children (toddler) to working together to explore how well that children in this stage will work together?

I may do something simple, something that can be done every day with the toddlers. For example, helping pack up the toys or helping to set up the art table.

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General overview went out about from provoke and strategies.

On the day that I implemented, I did follow my plan which provoked action from the Children and utilised practical strategies.

Day of implementation of play-based learning activity to promote fine motor skills “Make a Caterpillar”. In the morning after morning tea. I Set up the Alphabet table near by the sink as it was easy to access for cleaning the hands for children when they finished. The material that was used for the activity was: A 4 paper (White or colour), Coloured Paint, paper cup or paper towel roll and coloured pens. The time for the activity was about 10-15 minutes or more.  To play, use the cup to dip it into the coloured paint to make coloured rings/circles – the caterpillar body segments; use coloured pens to draw eyes on the head segment and antennae and a nose.

I was surprised that when I did start to set up the activity “Make a Caterpillar” because a few of the children were standing around me, looking on curiously and they were looking at the table for the activity. Then they pulled the chairs out and sat down straight away. Then I started to introduce the activity to them, explaining and visually demonstrating the activity to the children. From my observation during the activity, the Children were interested in the activity and enjoyed participating. They even asked to do the activity more than one time. They were actively participating in the activity, and they were able to follow simple instructions/steps such as using the cups to dip into the colour paint. Some children required just a little bit of help but liked to try to do it by themselves first. Some children were independent and just did everything by themselves until they finish their artwork. The first implementation can answer my wonder (Provocation) number 3 and 4.

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Reference:

Australian Children's Education & Care Quality Authority (2022). Belonging, being & becoming: The early years learning framework for Australia. Retrieved from The Early Years Learning Framework for Australia: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf.

Bradford, H. (2012b). The wellbeing of children under three, Taylor & Francis Group.

Department of Education and Training (2016). Victorian early years learning and development framework. Melbourne: Department of Education and Training

National Quality Standard. NQS handout pdf.

https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf

New, R. S. (2001). Quando c’e’ figli (when there are children): Observations on Italian early childhood. Bambini: The Italian approach to infant/toddler care, Teachers College Press.

Peterson, G., & Elam, E. (2020). Observation and assessment in early childhood education. College of the Canyons.

Yorganop 2016, Theories and theorists in early childhood: Who they are and what they tell us? Ideas for practice, Organon, Perth, WA.