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.” 

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) 

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. 

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. 

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: 

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.

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

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. 

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: 

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.

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

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.