Maggie

Observe how the child responds to 2 way conversations? Do they soothe to soothing sounds, do they smile back, do they use body language appropriately? Do they imitate as a response and do they use it again later?

Set up an opportunity for imaginative dramatic play, dance parties and singing and sit and listen, and write it down, and/ or video them.

-Focused Observations: Imitation and Repetition, Listening for Language Use, and Response to Questions

-Recording and Documentation: Language samples, anecdotal records, and checklists and rubrics

-Using Developmental Milestones and Frameworks: Language samples, anecdotal records, and checklists and rubrics

-Engaging in Interactive Activities: Language samples, anecdotal records, and checklists and rubrics

-Assessing Non-Verbal Communication: Body language and gesture and eye contact/attention

-Building a Relationship with the Child: Body language and gesture and eye contact/attention

-Collaborating with Families: Body language and gesture and eye contact/attention

~Shaina

• Spiritual experiences: quietly watching a river, meditation, prayer, altered consciousness, ritualized experience, peace, joy, just being, a sense of safety, sense of belonging, sense of esteem, conscious awareness, visions, seeing in the future.

• Relationships: demonstrates love, attachment, empathy, social referencing during play, reciprocal connection, seeking relation or dialogue, setting aside personal desires for others, signs of respect, relationships with elders and grandparents, hugging, physical proximity, dependence/independence, separation/individuation, gift giving, advocating for others, inclusion of others in play (gender/cultural diversity), relational consciousness, reciprocal dignity

• Intellect/philosophy/meaning making: handling objects, gazing, imitating, asking deep insightful questions of other children/adults, reflecting, concrete and abstract thought, applying logic, using problem solving, analyzing and using critical thinking, animism, asking for information, understanding parallels and analogies (and making them), understanding different ways of knowing

• Aesthetics: awe, wonder, beauty, wholeness, unity, simplicity, transcendence, individuality, playfulness, calm, balance

• Social responsibility: caring, altruism, connection to others, pro-social skills, helping, advocating for something important

• Social responsibility: caring, altruism, connection to others, pro-social skills, helping, advocating for something important

• Social responsibility: caring, altruism, connection to others, pro-social skills, helping, advocating for something important

• Imagination: symbolic ideas, fantasy, play, dramatic play, drawing, telling stories, having flexible ideas about the truth (not lies), stories within a different reality, creative play

• Interests: some examples are cultures, religions (and why there are different ones), why things happen, relationships, growth, the natural world, collections of things, keeping personal objects in secret places, having and sharing secrets

• Spiritually derived attitudes and dispositions: resilience, humility, reverence, insight, intuition, calmness, happiness, openness to opportunity, compassion, listening, inner wisdom, open to intuition, risk taking (prepared to take a leap of faith to do something new), morals, ethics, gratitude, forgiveness, patience, sense of freedom, “fantastic” experience, past-life experience, recognition of the divine

• Fears: some examples are nightmares, dreams, sounds, loss of control, incompetence, dragons, fire, clowns, school, bullying, being shamed

• Loss (note reactions): death, life cycle, separating, temporary partings, mislaying objects

• Sacred things in everyday life (and the way they are handled): sacred objects, ownership of special objects, symbolic treasures, images, photos of loved ones, comfort objects, holy items, things that are blessed, clothing that smells of a particular person

• Emotional expression: language use (which language/how it is used) delight, wonder, curiosity, motivation, caring, contentment, triumph, delight, sensitivity, vulnerability

• Rituals and routines: patterns in play, comforting sequences, demonstrating learned cultural/religious practices, domestic patterns (e.g., meals)

• Whole world: eco-responsibility, respect for the world, world peace, advocating for causes

  
  

• Inter-actions with other children,

• Observe behaviour if aggressive,

• Language what and how saying,

• Pay attention to feelings and how managing them,

• Body language,

• Shift attention, focus, and acknowledge sensitivity,

• Reassurances,

• Responses to new situation's

• Label emotions

As an infant we can watch their physical development by observing if they can do different things such as holding their head up, roll over, scoot across the floor. We can also observe their gross motor and fine motor skills by offering different toys or items for them to play with and see what they are able to do.

When observing the infant while playing do they use their hands to grasp, point, hold items and are they able to have control over their movements.

With other ages of children you want to offer them toys and items that require them to use their fine motor and gross motor skills and observe their skills in using them.

As there is a connection between intellect, emotions and physicality you want to offer the child things that they show interest in. If they show interest in climbing then you can offer climbing structures and observe them while they climb. You will observe their growth in this part of their development if you keep their interests.

By encouraging children to play in different ways you can observe how they move whether it be fine motor activities or gross motor activities.

-Symbolisms, including language, are important signs of cognition 

-Deliberate exploration allows babies to build basic ideas  

-Many schemas form early learning 

-observe the external signs 

-interpret a baby’s understanding as they cannot tell us what they are thinking. 

-learning by doing 

-the doing needs to be rich and stimulating 

-observe children exploring the outside world as well as indoors