5.2 Gross motor skills
Ram demonstrates speed and accuracy when arranging the ramps together and releasing the balls down the ramps. He is more than able to go from sitting and crouching to jumping up and running to chase the balls that he released down the ramps.

5.3 Fine motor skills
Ram seems to have no difficulty picking up the ramps and placing them along the wooden blocks. He demonstrates holding onto three balls at once while being able to run around and organize his ramps. He has a firm grip on the balls before deciding when to release them. He is very successful in emptying out the basket full of ramps and carrying them to add to his play. 

Set up: We could move the ramps to an outdoor play area. This would change the environment and surface of where the ramps will sit. The child(ren) will also be able to utilize their surroundings, creating different heights of the ramps and observing, or discovering, the varying speeds they will create. They may notice the balls being launched further and having to run farther to retrieve them. Or if the surface is not smooth, the balls may bounce away in different directions instead of rolling straight. 

Verbal Strategies: By providing opportunities for different outcomes with the ramps, we can verbalize to the child(ren) what ramps/tubes/balls may do what. This will give them the option to problem solve and create the play they want to act out. For example, we can let the child know that by making the ramp taller, the ball will go faster and farther away. Or, that a golf ball weighs more than a ping pong ball and will also go faster down the ramp. We are there to support the child while they create their ideas. 

Justification: If the child is keeping their focus on the small ramps, we could introduce longer ramps and use the same strategies the child used for the small ramps, only to possibly see a different outcome and expand their knowledge. We can be there to help them stay focused on the activity and aid in attaining their goals. 

Have the interaction with the child on video, where we are able to audibly hear the voice and tones. Through video, children may even talk directly into the camera and express themselves freely. This way, the child’s voice will have a lesser chance of being misinterpreted. 

Post the photos and/or videos to a communication board where the family can view and respond to the documentation of their child. This will create an opening for conversation to discuss the child’s development with the family, and have their voices and input heard.

Use the pictures and videos as clear examples of what we are referring to when discussing the child/s development with our colleagues. We are able to hear their opinion on the matter and plan together for the next steps. It gives the opportunity to see the scenario in a different perpective on the scenario/same situation, and allows for stronger understanding. 

Drummond, T. (n.d.). Writing learning stories - Tom Drummond. Tom Drummond - Resources & Writings. https://tomdrummond.com/looking-closely-at-children/writing-learning-stories/

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

Use direct quotes of what the child has said rather than paraphrase. With direct quotes from the child, we can see exactly how the child spoke and then add on more information in our own words. That way, the child’s voice is not lost. 

Have the family provide information for the binder/profile; therefore, the information is directly from the family. Important criteria such as medical information and the allowed guardians for pickup/drop-off will be correct and directly sourced from the family. We can also have the family add on a regular basis with new information to further understand the development of the individual child.

Have the binder accessible to all the colleagues in the child care centre. This will create easy access to the child's information, leaving little to no room for error. The binder can be opened up for all colleagues to add to each child’s individual chart, so there is no bias in the documentation. 

plays with the ramps and various-sized balls after seeing

the new items. The educator watches what he is doing without offering the child any advice. Then, as the Ram's caregiver, you may challenge him to use various levels and various sized balls so he gradually gains the encouragement by engaging in this activity. If Ram runs into any difficulties, just make sure the child cannot see you assisting him. As an educator, providing positive feedback on the play during this activity, such as "Good job!" or "You did well!".

We could make Ram more interested in the activity by

asking open-ended questions like, "What is your next

strategy for passing the ball when you face the building

blocks as obstacles?", "How can we make this more difficult?", or "Why do you think big balls passing through the ramps so easily?".

Remind Ram to pass the ball with as much space as

possible and to assume the best position possible so that,

should he follow instructions, he will succeed.

After passing the first ball, provide feedback by telling

the Ram where they could improve, and overcome the challenge.