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J’s bucket was captured on camera by one of our educators. She is usually always running and exploring but today she is focused on filling her bucket with sand during the sand time. J starts pouring the sand in the bucket with the help of an educator. J seems excited today as J always loves to play with sand. She is using her shovel to fill the bucket with the sand. “Shall I help you with collecting the sand?” the educator asks to extend her experience with the sand. “Yea” she replied sincerely. Our friend N joined in the play and J shared her sand with him. He scooped sand from her bucket, and she smiled back at him as he did. Meanwhile, M comes in as she it sparks an interest in what is going on. The educator asks, “Do you need more?”. The educator helps M to fill her green container. M takes the container on the side wall and flips it over. J observes her environment a bit as all the children is involved in the play. She pats the sand to settle it down in the bucket.

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In this video we observed Josie. Through her play, Josie’s was showing evidence of 1.1 social interest because every day she is running and exploring here and there but today she is focused on filling her bucket with sand during the sand play. Josie’s and other children observe their educator. “J” displays her problem-solving abilities by using her shovel to load the bucket with sand. She finds a systematic method to gather the sand and move it into the bucket was showing the evidence of 4.2 Problem Solving. “J” is showing the development of her fine motor abilities by using the shovel and patting the sand into the bucket. Fine motor skills need accurate control of muscles in tasks like making use of tools and manipulating items which is in 5.2 Fine motor of the child. In this video I saw that J's observation of M's behavior and her sincere response to the educator inquiry show how she has developed her language and communication skills. Furthermore, the connection between educators and learners creates an atmosphere that is sensitive and encouraging for language development was showing evidence of 3.2 Expressive language (Conversation) Observing and attempting to join conversations.

According to the above paragraph, the children's involvement in the action is demonstrated by J's excitement to fill her bucket with sand, M's curiosity to watch the play, and N's want to share J's sand. The proactive attitude taken by the educator to offer help and guidance develops a nurturing 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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Based on the observations from the play episode, it seems there are several opportunities to further enhance the learning experiences for the children. Firstly, considering J's keen interest in sand play, providing more diverse sensory experiences, such as introducing different textures and materials, could encourage further exploration and creativity. Additionally, organizing collaborative activities where J and other children can work together to build structures or engage in group storytelling using the sand could foster teamwork and social development.

Moreover, recognizing M's curiosity, incorporating elements that stimulate curiosity, such as introducing new objects or materials in the play area, can encourage further exploration and investigation. Encouraging N's willingness to share by introducing activities that promote cooperative play and sharing could enhance social skills and empathy among the children.

For language development, creating an environment that encourages more conversational interactions, storytelling sessions, and discussions about their experiences during playtime can help foster expressive language skills. Furthermore, integrating more open-ended questions and encouraging the children to describe their play experiences in detail could facilitate their language development.

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How does your child usually react when he/she is playing with something and has to share things with anyone else? Are they comfortable in sharing them or refuse it?


Does the child enjoy pouring any type of liquid in different vessels?


Has the child experienced going to the beach and playing with sand there?


Does the child have the knowledge about varied textures and types of sand?

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We can use the following tools to continue the developing the Pedagogical documentation:

Cameras: Cameras are necessary tools for taking still photos and videos, whether they be smartphone cameras or independent digital cameras. This enables educators to record a variety of learning activities, such as group projects, student interactions, presentations, and individual achievements. Teachers may provide a thorough visual record of their children development by taking pictures and films, which will show how they have changed over time. To provide parents a complete picture of their children's learning experiences and accomplishments, these visual records may be shared with them or included to digital portfolios or presentations. There is a link why the cameras and Photography is important in Early Learning centers are given below:

https://extension.psu.edu/programs/betterkidcare/early-care/tip-pages/all/photographsmeaningful-
uses-in-early-education-and-care
https://www.acecqa.gov.au/sites/default/files/styles/natural_medium/public/we_hear_you_dig
ital_documentation.jpg?itok=06KyLABU

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Teachers can record audio information such as student conversations, reflections, interviews, and presentations using voice recording devices, such as digital voice recorders, cell phones, or tablets. Voice recordings provide insight into students' comprehension, reasoning, and communication abilities by capturing their vocal expressions, ideas, and views on their educational experiences. These recordings can be used by teachers to document student interviews, talks, and vocal reflections during instructional sessions. These recordings may be used to emphasise children' intellectual processes, problem-solving abilities, and communication skills by providing genuine representations of their voices and viewpoints. Voice recordings can be used as proof of children's verbal proficiency and cognitive growth, or they can be transcribed and included to documentation portfolios.
https://c8.alamy.com/comp/HF9EX5/woman-recording-conversation-with-a-child-to-voice-recorder-HF9EX5.jpg

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To help capture the voice of the child : having meaning full interactions and ask them about there play and their photos. asking them different questions and let them play together and observe them let them accomplish their objectives and getting their opinions. talk with them about their day, how's things going on. praising  them for their good works and encourage them.
To help capture the voice of the family: ask to there families hoe they are doing home. provide them chance to learn the family values and importance. parents here are busy so they didn't usually get time to talk with them. we have to app
roaches and talk to them.
To help capture the voice of colleagues:  you have to share your thoughts with colleagues so that you may know about others thinking. decision   have to take place so that it you may have good team that share and respect your opinions.

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While the children are engaged in the sand box, one more step can be done is to plant a tree with them. Planting a tree needs sand and varied types of plants. The children would get hands-on experience on the process of how to prepare the sand, unpack the plants and then planting the plant into the soil. It generates a relationship with nature as they learn to plant and get involved in the process. The children can than be encouraged to take care of the plant by watering it regularly, mark the growth of the plant and then documenting the progress. The process creates space for the knowledge of the growth of the plants, to stay patient while tracking the growth and build a discipline to take care of the plant.

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Fynn. (2018, April 10). Garden Theme Learning Activities and Learning Shelf. Happy Tot Shelf.


	https://happytotshelf.com/garden-theme-learning-activities-and-learning-shelf/ 



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. 


	https://www.dufferincounty.ca/sites/default/files/rtb/Excerpts-from-Early-Learning-for-Every-Child-Today.pdf 



Ministry of Education. (2014). How does learning happen? Ontario’s pedagogy for the early years. Government of Ontario. 


	https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf 



Robinson, R. (2023). How To Plant a Tree with Your Kids. Todays homeowner. 


	https://todayshomeowner.com/lawn-garden/guides/how-plant-a-tree-with-your-kids/