Responding to Children with Thoughtful Practice
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Saskatchewan Institute of Applied Science and Technology *
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181
Subject
Communications
Date
Jan 9, 2024
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docx
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15
Uploaded by yuxiaomai2012
Yu, Xiao
Yu1740@saskpolytech.ca
Responding to Children with Thoughtful Practice, Observations, and Curriculum
--- ECE 108
Responding to Children with Thoughtful Practice, Observations, and Curriculum
Part one: The concept of time and scripts
1. How do you think Reid understands the concept of time in early learning programs?
From my perspective, Reid seems to try very hard in order to keep everything “on time”, so to speak, in his early learning programs. By his understanding, the
concept of time is simply that: time. There is very little need to alter and bend what has already been “set in stone”, and all one can do is follow through with what has been planned. He creates his own timetable prior to carrying out the activities, providing a slot for every event that each corresponds with its own hour, however, not only does this method create frustration in his day-to-day life, but it also gives way for concerns and helplessness. What if the children didn’t want to follow the timetable? What if the timetable doesn’t end up working out? What would he do then?
2. what is his “script”? how do you know this?
From Reid’s “script”, we are able to see that the daily routine created is one that is suited for himself and one that he alone would benefit from. It is not a flexible plan for children, especially preschoolers, and furthermore, in order for his plan to execute in the precise method in which he intends, the children would have to be extremely obedient. In his script, he describes very little beside the fact that the plan and routine should be followed through. The children must stick by the timetable he creates, or it could be very troublesome for him. However, working with children is a little more complex than that; sometimes
it is better to have a “children-lead” plan rather than “teacher-lead”, as it allows kids to freely explore the world around them. And in turn, we, as adults, are then able to provide them with the education and encouragement they need to learn new things in everyday life. 3. what suggestions would you have for Reid to reframe his “script”? think about the structure and routines he has planned for the children every morning. How could his time and script be more responsive to the children and their interests?
After reading this scenario, one thing I would suggest is for Reid to allow more flexibility in his day, as well as in the daily plan he creates. There is no need for him to stare at the clock, nor is there a need for him to meticulously dictate what needs to be done at what time each day. This can be done by observing the children first. Reid can first watch to learn their interests, and once he has gained an understanding of each child’s likes and dislikes, he can then develop a better timetable that caters and benefits both the educator and the children. 4. Suggest three ways Reid could build reflective practice into his work and justify your choices.
a. Take pictures of engaged children to reflect on at a later time
. This method is both flexible and ideal for recording children’s engagement in various activities provided within the program. Through the images, they are able to reflect on and understand their own strengths and needs, as well, the pictures will allow the children to take responsibility for their own growth and development. They may compare work from the past to the work they are doing now, and by doing so, they may begin to feel a sense of accomplishment, thus wanting to work towards a larger goal.
b. Anecdotes and children’s representations
. Anecdotes are mini stories that describe what we see, what we hear, what we feel, as well as those who are involved in the event that occurred. These anecdotal records document the incidents we have observed, along with the child’s actions and verbal and non-
verbal responses. The methods in which we represent and include children in our anecdotes will also positively influence their learning, emotional development, behavior, etc.
c. Create documentation panels and welcome colleague’s thoughts
. Documentation panels allow an educator to capture children’s learning through visuals as well as language. Furthermore, another colleague’s thoughts can help one get more ideas on how to provide the best possible programming and environment for the children in the said program.
Part two: observations
1. Outline four specific ideas regarding how Reid could focus in on his observations of the children. Explain your choices.
a. Anecdotal recordings
. According to Stacey (2018), “anecdotal recordings are a fast and easy way to record brief snippets of interesting, thought-provoking events pertaining to individuals or groups of children” (P. 42). They allow educators to capture the essence of what happened in one or two sentences that are descriptively concise, as well, these details can help educators plan activities, experiences and interventions. Reid can continue to work without having to stop to write down his observations until his break or after work. b. Photographs.
Stacey (2018) found that digital photography is instantaneous and therefore useful when you are pressed for time, but in order to keep the essence of what was happening at the time not to be lost, these photographs must be discussed soon after they’re taken (P. 43). Thus, should Reid ever be put in a situation where he has very little time for documentation, photos may be very beneficial to his work. c. Video recording
.
Video recordings are phenomenal at capturing the events in that moment, such as who’s doing what, the areas that are being used, the discussions between children, etc. It can also provide various means of context to allow review of the details later. If Reid does not have time to jot down what has occurred and/or he is working alone, then the video will be a great way to help him access the situation at hand.
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d. Audio recording. Recording and documenting the topics of discussion between children can be difficult; they may speak quickly, or other times they may all speak at once. In situations like these, audio recordings can be extremely useful tools for educators in order to decipher what is being said. This is a great method to collect interesting information from the children. Furthermore, as a precaution, one should always keep in mind, regardless of which method we utilize to keep track of the children’s daily activity in early childcare, there still exists a policy we must follow that ensures we obtain necessary consent and keep/use all resources in the proper method.
2. Describe two specific options Reid has for gathering, organizing and storing his observations. Justify your choices given the detail of the scenario.
a. Electronic storage.
According to Stacey (2018), electronic note taking is convenient if it is possible to use in your organization (P. 45). For Reid, there are many different observations worth capturing outside of playtime, and he feels overwhelmed by the load. It isn’t possible to keep sticky notes, clipboard, etc. with him at all times, thus electronic notes will provide a fast and efficient way for him to document the experiences. These notes can be easily stored in the device and will then give Reid ideas for later emergent curriculum program settings. b. Sticky notes.
Sticky notes are very easy to carry around and can be gathered just as efficiently. According to Reid’s “script” during his daily work, we can see that while he enjoys observing the children at the center, there is not always enough time for him to organize the information whilst looking after the kids. In order to be more productive with information collecting, I would suggest the use of sticky notes to help him quickly jot down anything interesting things he may see to sort out later, such as the things that happened, and the ideas that he got from watching children play.
Part three: Curriculum Possibilities
1. Create a topic web on the topic of bees.
Communication
Showing the direction
Black
Yellow
Buzzing &
waggle dance
Longer body
Lays the eggs
Head color
The queen
2 Antennae
The smallest
Collect pollen and nectar from flowers
Mouth
body
Bees Workers
types
stinger
Can not see the color red
Drones 5 Eyes
Fly
No
stinger
Male
No pollen baskets
The largest
2 Pairs of wings
They eat nectar as
food
Live in the
beehive
Produce beeswax or
honey
stomach
2.
Create a curriculum web on the topic of bees.
Physical
Sing and dance with “Baby bumblebee” song.
Paper cutting, painting.
Emotional
Proud of themselves on how they create bee’s house.
Proud of themselves on how they create a bubble bee.
Happy and enjoy to sing, to dance with “Baby bumblebee” song.
Language & Literacy
Discussing the bees.
Reading the bee’s book.
Name the body parts of bees.
Bees
Social
Visit the local beekeepers.
Shop the honey.
Learn to work together to solve the problem.
Intellectual (cognitive)
Recognize the right color
for the bees.
Learning about the
shapes.
Creative
DIY bee’s house (hive) with different materials.
Using toilet paper roll to make a craft of bee.
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3.
Create an experience Outline use one specific idea from your curriculum web.
Experience Outline
Name: Xiao Mai Yu
Site/Location: MJMC Daycare
Date: February 8, 2022
Observation:
This week, we worked on projects with regards to bees. In the morning, after lunchtime/quiet time, we provided the children in our Pre-K with supplies to color their own image of a bee. They discussed among themselves the color they should use for the bee’s body, as well as the colors they should pick for the wings and legs.
Development: Social:
I predict that the children will work together to figure out what colors to use for each different part of the bumblebee. Through this, they will
learn how to share markers/crayons while coloring.
Physical: I predict that the children will use their fine motor skills during coloring, painting, and cutting. They will use their gross motor skills during singing and dancing with the “Baby Bumblebee” song.
Language: I predict that the children will engage in conversation with their peers and educators about how they color, the shape they cut, as well as the way in which they put their work together.
Intellectual (Cognitive):
I predict that the children will learn what color and shape make up a bumblebee’s body, and then put them together in the proper place.
Creative:
I predict that the children will learn what color and shape make up a bumblebee’s body, and then put them together in the proper place.
Emotional: I predict that the children will be proud of themselves of the things they are able to create with their own hands and enjoy dancing with the
“Baby bumblebee” song. Children’s age (s): 4 and 5 years old
Number of Children: 8
Materials Required:
Craft on “Bumblebee”
1 toilet paper roll
1 black pipe cleaner (cut in half)
2 google eyes
1 glue stick
Different color construction papers
1 scissors
Different color tapes (could use for bumblebee’s body).
The Plan
Introduction:
since we decided to go along with the bee topic this week, we printed out some coloring pages of bees to let the children color during quiet time. During circle time today, we reviewed the things that we have learned before asking the children if they would be interested in making a craft about the bumblebee rather than just coloring on paper. We also discussed the materials we can use to create a 3D bumblebee, as well as sing the “Baby Bumblebee” song.
Invite the children to sing the “Baby bumblebee” song, and dance around.
Baby bumblebee lyric
I’m bringing home a baby bumblebee, Won’t my mommy be so proud of me, I’m bringing home a baby bumblebee,
Ouch! He stung me!
I’m squishing up a baby bumblebee, Won’t my mommy be so proud of me, I’m squishing up a baby bumblebee,
Eww! He’s gooey!
I’m lickin’ up a baby bumblebee, Won’t my Mommy be so proud of me, I’m lickin’ up my baby bumblebee
Mmm! He’s yummy!
I'm wiping off the baby bumblebee, Won't my mommy be so proud of me, I'm wiping off the baby bumblebee,
Now my mommy won't be mad at me!
Experience:
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Invite the children to make their own 3D bumblebee with the toilet paper roll they are provided with, along with the rest of the materials listed above. 2. Show an example of the finished product to the children and encourage them to put their own creative spin on their bee. 3. This activity is not to be a group activity. The children are encouraged to use all materials and tools given to make their own paper roll bumblebee. As usual, there will be two teachers alongside the children to provide assistance should the children ask, as well as give comments and encouragement when the children get “stuck”. 4. Ask open-ended questions about each child’s work to encourage them to think deeply about their work. 5. Take pictures, record videos, or any other way of documenting the experience.
Wind-Up:
after the children have completed their craft, we will have a “show and tell” to encourage the children to discuss how they created their bee, and what they know about the bee. Later, we will set up a bulletin board to display the activity photos of the childrens, along with captions that describe what each image is showing. We will display the children’s work on tables in hallways so that their parents can see what their child has achieved.
Transition Out:
After the completion of “show and tell”, the teacher will ask the children to line up before putting special bumblebee stickers on their hands. We will guide them to put on their shoes and coats and ask them to bring their own creation out to put on the display. We will then head outside to the playground, asking the children to keep their eyes out for bumblebees that may come around.
Clean-Up Requirements:
As usual, we will spray down all the tools and the tables used for this activity and let them dry while the children play outside. We will sort out the tools and return them to where they belong.
Reflective Practice (completed after the experience)
Describe what went well in the experience:
Describe what could be improved: Describe how this experience benefitted the children’s development:
Part 4: Reflections on Emergent Curriculum Practices
Discuss your thoughts on the value of observing, reflecting, planning and responding, and then observing again.
The process of observation, reflection, planning and responding, and then observing again allows educators to be responsive, flexible, intentional, and inspired as we co-construct learning experiences with young children. a. Observation
Observations are a crucial part in early childhood education. Children learn through watching, and from that, they are able to understand the world around them, build relationships, as well as improve their intrapersonal experiences. As an adult/educator, observing can also help us understand a child’s behavior, to discover their connections to other and their environment. Furthermore, observing children can also allow us to assess each child’s development, in order to provide appropriate programs or curriculums to need their needs. b. Reflecting As an early childhood educator, after we have given our best in understanding children, we must take the time to think and reprocess the child’s development. The method also allows educators to step back from the programs and curriculums set up for the children momentarily. c. Planning
In order to promote a child’s learning and development, and to support any growing interests and strengths they may have, planning should be well thought out. It is not merely introducing new ideas and experiences, but also the ensuring that all children can enjoy a balanced curriculum and learn both effectively and progressively. Good planning can make our work stand out to colleagues, families, and other educators, and it also enables us to respond to each child individually by reflecting on what we know about them, and what we identify for teaching. d. Responding According to the Department of Education and Early Childhood Development and the Victorian Curriculum and Assessment Authority (2009), in order for educators to better understand and to support children to fully participate in the program, we need to respect each child in their learning process. Appropriate responses can create various openings for us to enrich a child’s learning experience, as well, our response can lead up in rethinking what new programs and curriculums would be most beneficial to host next. According to Stacey (2015-2020), emergent curriculum begins with an openness to what the children are actually doing, thinking, and saying. As educators, observing the children closely will not only help us understand a child’s interests and challenges, but also to demonstrate if the children’s needs are met under the programs or curriculum that we have set. Then, we should reflect on what we have seen through discussions with co-workers and others rather than react to the observations alone. Good program planning ensures that the curriculum is more productive, and is more capable of meeting a child’s necessities. It is better to create a topic to discuss with the children, in order to extend the child’s experiences and provide the child with a chance to learn.
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Reference
Stacey, S. (2018). Emergent curriculum in early childhood settings: from theory to practice / Susan Stacey
. Redleaf Press (St. Paul, MN)
Stacey, S. (2015-2020). Emergent curriculum
. Retrieved from https://suestacey.ca/emergent-curriculum/
Department of Education and Early Childhood Development and the Victorian Curriculum and Assessment Authority (2009). Victorian Early Years Learning and Development Framework. DEECD and VCAA, Melbourne. Retrieved from http://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf
.
Criteria
Marks
The concept of time and scripts:
Explains Reid’s current understanding of the concept of time in early learning programs.
Explains Reid’s current script and offers suggestions.
Outlines three (3) ways Reid could build reflective practice into his work.
/6 marks
Observations:
Outlines four (4) ideas to focus Reid’s observations.
Describes two (2) options Reid has for gathering, organizing and storing his observations.
/5 marks
Topic web:
Contains at least 10 ideas for the exploration of bees.
Neatly organized and typed.
/5 marks
Curriculum web:
Contains at least two specific ideas under each area of SPLICE on the topic of Bees.
Neatly organized and typed.
/12 marks
Experience Outline:
Expands on one specific idea from the curriculum web.
Ensures all parts of the Experience Outline are thoughtfully and thoroughly completed.
/15 marks
Reflections on Emergent Curriculum Practices:
/4 marks
Reflects on thoughts about the process of Emergent Curriculum.
Reflects on the benefits of emergent curriculum on children’s play and learning.
Assignment appeal:
All criteria is included in one document.
Neatly, thoughtfully, and professionally prepared.
Proper grammar and sentence structure.
Organized in the sequence outlined in the instructions.
Cover page. /6 marks
Total Marks for Assignment 1
/53 marks
ECE 108 Assignment 1 Marking Sheet: Responding to Children With Thoughtful Practice, Observations, and Curriculum
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