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Rolling and Sliding Objects: A Learning Story 

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Rolling and Sliding Objects: A Learning Story 

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Today I noticed, Henry initiated an activity that got him busy and fully engaged, rolling the balls down the ramps. At first, he was seen playing alone with 3 ramps and one ball at a time. Later on, his educator came and joined him in his activity, so he rolled three balls together through the ramps. He looked extremely happy while the ball came out from the endpoints of the ramps to the carpet. He continued the activity for a longer period which shows the curiosity and excitement level of the child. His keen interest in the activity drew the attention of educators. Then he gave one ball to the educator and the other ball to the videographer and said, “Do it!.... Now, go.” Slowly and gradually his willpower increased and he started to make his activity more challenging by adding more ramps of varied size and his educator was helping him to place the ramp in an orderly manner. After a while Henry brought a blue-coloured car and was trying to slide it down the ramp however his educator redirected him showing the other ramp which had a tunnel at the end of the ramp. Henry was about to slide the car, meanwhile, something clicked in his mind and he went to grab the balls by jumping and running. Finally, he decided to roll and slide the ball and car simultaneously on the ramp through the tunnel. As the ball passed by the tunnel, his educator cheered him up by clapping hands and he looked super proud of himself as he was seen standing on the wooden block with a wide chest and hands held together at the back.

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Through his play, Henry was demonstrating

#Skill 1. Henry shows evidence of 4.9 Reasoning logically when he initially attempted rolling his ball down the slide and onto the carpet, and then he tried doing it with all three balls at once. He then attempted to simultaneously explore with a car and a ball at once as he was curious to know the outcome of his actions.

#Skill 2. Henry displayed 5.2 Gross motor skills as he was running around to find the ball, car, and ramps. Also, Henry was lifting the ramp and balls with the help of his strong muscles. Henry can also be seen jumping cheerfully, which encourages physical activity, coordination, and balance in him.

# Skill 3. Henry shows 1.9 Interacting with adults skills where he is having a meaningful healthy conversation with his educators. He was positively interacting and cheering up his educators when he said, “Do it!”

During his play experience, he demonstrated a sense of expression. He was excited as he lined up the tubes, one-by-one and tested them by rolling the balls down, seeing how fast they could go. His expression at the end shows how satisfied he was with the play.

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Because we want to support Henry's development in # 4.9 Reasoning Logically, #5.2 Gross Motor Skill, #1.9 Interacting with adults and  sense of Expression we will:

#5.2 Gross Motor Skills: As he was placed in the corner of his classroom, his skills were limited before so to enhance  his skills, we can provide him open/large space where he can freely use his  gross motor skills by running, jumping, walking and exploring his surroundings. we can provide him varieties of cars, blocks, dump trucks so it provides him with opportunities in supporting physical activities.

#1.9 Interacting with adults: We can initiate conversation by asking open ended questions that ignites curiosity in Henry like: "What makes the car go faster down the ramp?"

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Prompt # 1
Have you seen him enjoying with cars at home?

Prompt #2
Is his more interested in vehicles or in balls?

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Among wide varieties of tools, we could use ipad and sticky notes for pedagogical documentation.
Tool#1: Ipad: Ipad is one of the powerful tool to document the activities of children in the childcare center. We can use ipad for digital note taking, capturing photos, recording videos, sharing our documentations with colleagues and parents through apps like Himama, Weemarkable and so on. The photos and videos taken from ipad aids in evaluating the progress and developmental skills of children counting from the day they started. Additionally, our documentation on ipad can be used as a future reference and can be retrieved in time of need.

Tool#2: Sticky notes: Sticky note is cheap, handy, and effective tool for supporting pedagogical documentation. We can use sticky notes for quick observations, notting children's behaviour, achievements, and for providing context for later reflection. It is mostly used in childcare centre to jot down the ideas after observation for doing journals by an educator. It is also one of the medium for communication between parents and educators.

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The voice of the child must be captured in order for pedagogical documentation to be effective. It entails being able to understand  and accurately express the child's thoughts, feelings, and opinions. We can use the following methods to hear children's voices:

Spending time carefully listening to children during group talks and one-on-one conversations. We must be genuinely curious about what they have to say.

We can ask open-ended questions that encourage thoughtful responses and conversation that will encourage children to express themselves. We must avoid asking yes/no questions.

We can provide them reflection papers or journals to record their ideas, emotions, and experiences in writing or drawings. These journals may be used as a venue for creative expression.

Building good relationships between educators and parents or guardians requires capturing the voices of families. A deeper awareness of the child's needs can be attained by effective communication and collaboration with families, which can also give educators important new perspectives. Here are some strategies we can use to hear from families:

We can organize regular meetings with the parents or legal guardians to talk about the development, difficulties, or activities of the child. This offers a planned setting for direct connection between educators and parents.

Including parents in the process of setting and assessing a child's developmental goals. Working together to develop learning support techniques for their child that helps in building a close bond between educator, child and parents.

To promote a collaborative and encouraging learning environment, it is critical to capture the voices of colleagues. It may result in an exchange of ideas, professional development, and improved instructional strategies. We can use the following strategies to hear what our colleagues have to say:

We can create or join PLCs( Communities of Professional Learning) where educators can routinely meet to talk about teaching methods, share knowledge, and work together on educational objectives.

We can set up peer observations so that colleagues can observe one other's teaching styles and give each other constructive criticism.

We can plan curriculum and lessons with our colleagues. This makes it possible to share ideas and best practises.

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Best Start Expert Panel on Early Learning.(2007). Early learning for every child today: A framework for Ontario early childhood settings. Government of Ontario
http://www.edu.gov.on.ca/childcare/oelf/continuum/continuum.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