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Read a book with a child (6 months-12 Years). Use an Anecdotal record to observe the child and how you see this book being used to extend children’s language, literacy, social, emotional, and cognitive skills through using the ELECT document. Srija Koju (A00176931) ECE110-204 Language and Literacy Professor: Gayathri Nagar Due Date: 15 February,2024

Read a book with a child (6 months-12 Years). Use an Anecdotal record to observe the child and how you see this book being used to extend children’s language, literacy, social, emotional, and cognitive skills through using the ELECT document. Name of the child: Matthew Observer: Srija Koju Program: Early Childhood Education and Learning Date: 15 th February,2024 Location: Edukids Daycare Center Time: 2:30-3 pm Age: 6 years The goal of observation: language literacy, social, emotional, and cognitive development in a child Observation Technique: Anecdotal record Tools used for assessments: book. Situation: Matthew actively participated in the classroom activities, showcasing his engagement and understanding of the story about a monster called Leonardo. When discussing monsters, he raised his hands and expressed his viewpoint, stating that monsters are scary. Matthew demonstrated observational skills by noting the sadness in the picture of Leonardo. His interaction with the teacher indicated his willingness to engage in the learning process. During the storytelling session, Matthew displayed a range of emotions, from shock to agreement,

actively participating in activities like mimicking the picture with his classmate and incorporating movements like showing teeth and doing a wiggly dance. Engaging in the activity that required discussing why the character might be sad, Matthew showed critical thinking by suggesting, "I think he is sad because he wasn't big enough." Matthew attentively listened to the teacher's narrative, reacting with gasps and agreements, showcasing his active listening skills. The introduction of a new word, "disappointed," demonstrated his capacity for vocabulary acquisition. Following the teacher's cues, Matthew tiptoed as she described the story, indicating his ability to follow instructions. When asked to provide feedback on the effectiveness of a strategy in the story, Matthew promptly gave a thumbs-up, showing his ability to follow directions and offer a non-verbal response. Furthermore, he engaged in collaborative discussions with his friend about the characters' feelings and shared his observations and thoughts on how the character changed throughout the story. Matthew's consistent diligence in listening and participating highlights his strong connection to the narrative and the learning environment. Observation: Matthew attentively listened to the teacher's narrative, reacting with gasps and agreements, showcasing his active listening skills. The introduction of a new word, "disappointed," demonstrated his capacity for vocabulary acquisition. Following the teacher's cues, Matthew tiptoed as she described the story, indicating his ability to follow instructions. When asked to provide feedback on the effectiveness of a strategy in the story, Matthew promptly gave a thumbs-up, showing his ability to follow directions and offer a non-verbal response. Furthermore, he engaged in collaborative discussions with his friend about the

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characters' feelings and shared his observations and thoughts on how the character changed throughout the story. Matthew's consistent diligence in listening and participating highlights his strong connection to the narrative and the learning environment. Comments: Matthew's observation aligns seamlessly with the ELECT framework for School Age Children, showcasing significant progress across multiple domains. In terms of vocabulary development (ELECT, 3.2 Vocabulary), his introduction to the word "disappointed" reflects active engagement in expanding language skills. The increased ability to recall and discuss the story demonstrates progress in conversational skills (ELECT, 3.3 Conversing with peers and Adults), and the emerging skills in decoding and word identification align with phonological awareness and phonics (ELECT, 3.4 Phonological Awareness and Phonics). Matthew's participation with peers reflects friendship development (ELECT ,1.1 Friendship), and his frequent cooperation and sharing in class showcase the indicator for cooperation (ELECT ,1.3 Co-operation). Emotionally, recognizing and expressing feelings during the story corresponds to the indicator for emotions (ELECT, 2.4 Recognizing and Expressing Emotions). Engaging in socio-dramatic play demonstrates cognitive development (ELECT, 4.3 Representation), while his inclination towards observation and questioning aligns with the indicator for inquiry (ELECT, 4.5 Inquiry). Overall, the observation offers a holistic view of Matthew's well-rounded development within the ELECT framework.

Reference: (Early Learning For Every Child Today) https://www.uoguelph.ca/childcare/sites/uoguelph.ca.childcare/files/public/documents/ELECT %20Information%20Booklet.pdf https://www.youtube.com/watch?v=Lk5FrCKqJWI&t=632s

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