Engaging Children's Play: Observing Traffic Safety at Preschool

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School

Victoria University *

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Course

2001

Subject

Sociology

Date

Jun 9, 2024

Type

pdf

Pages

Uploaded by DeanWildcatMaster121

Observation – Hurdle task Name of Experience: Dramatic play – traffic controllers Number of Children: 9 Children’s Ages: 4/5yrs Date of observation: 14/11/2023 PART 1 Collect information - Observation What do you observe or notice? Look for the extraordinary in the ordinary moments by making learning visible. In this moment today children were taken on an excursion to our local traffic school. The context of this school is owned and managed by the township local shire. It is an enclosed space that was established for private hire, to teach children pedestrian and bike safety in a safe and fun environment. The environment replicates road crossings with traffic lights, train tracks that go over roads and little cubbies that can be used in pretend play for fuel stations and shops. Today we used this facility as a fun excursion for the preschool children with the intentional teaching of traffic and bike safety. We split the group into two and had a conversation with the children. The first group was allocated 30 minutes to be the pedestrians and traffic controllers using props of stop and go signs, whilst the other half could ride bikes, trikes, or scooters. During this time children led their play and enjoyed the social interactions with one another. Children bunch at the crossing taking in turns to push the button to make the traffic lights go read and the green man to appear so they could cross the road. Others put on reflective vests and stood at intersections with stop and go signs, redirecting the road uses to take an alternate route on the road. Others had a bag of money and used one of the cubbies as aa bank, where the rides went to collect money to either buy fuel or candy from the nearby cubbies. Transcript - Button pushing for lights to cross the road: K – I ’ m pushing E – Hurray the man is green H – Stop your bike K – The light is red, ride, hurry P – Let me push the button T – Run, hurry, the man is green D – Stop (raised hand at bike) F – You ’ re going to run me over S – Stop the light is red, the man is green we can cross the road Transcript – Fuel shop F – I ’ ve got 10 bucks give me some fuel A – you full now ride off

P – Hey I want some money T – we can share Z – Who ripped mine? M – who needs fuel? I – I spent my money on candy, but I ran out What went well: splitting the group into two and giving each group an instruction and task resulted in successful play. Having the educators situated close by and every station to support children when needed or to direct was a great strategy to prevent injuries of any kind and conflict in play. What could have been improved: Next time to have the children bring their lunch boxes or for the organisation to provide more than fruit for the children, being we were at the location for 3 hours. What theories informed my practice: According to research Vygotsky ’ s theory of cognitive development is linked to creative, dramatic role play, through social interactions. When children are provided the opportunity to engage in imaginary play research supports their development is enriched through learning outcomes. Question and analyse observation What do you understand about what you observed? What did you find interesting or extraordinary? What learning is being demonstrated? What can you extend on? Suggest few experiences. What are the interests and strengths of child/ren observed? Link the information to EYLF/VEYLDF learning outcomes. What do you understand about what you observed? Types of play observed were physical play, social play, constructive play, and games with rules were they used the play money in the shops around the road track. Throughout the time unoccupied play, solitary play, onlooker play, parallel play, associative play, and cooperative play were observed. According to research, outcome 2 of the EYLF states children are connected and contribute to their world that Children will develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. Through this experience children demonstrated that they could cooperate with others and negotiate roles and relationships in play episodes and group experiences Looking through the lens of a socio-cultural perspective allows to view all children as capable, constructive and to value the relationships I have built as the central point of learning. What did you find interesting or extraordinary? That during unhurried free play children engaged in social interactions and could negotiate roles during their play together. What can you extend on? Suggest few experiences –

1) providing children with the opportunity of leadership roles within daily tasks, children demonstrated through this experience that they are capable and effective communicators, building on this will strengthen self-esteem, confidence, communication. 2) In small groups you can take the children through both the indoor and outdoor environments and show/introduce them how to source their own materials and artifacts for play. Empower them to set up their own experience for further play investigation and exploration. What are the interests and strengths of child/ren observed? All children could act in assisting each other to participate in social groups unassisted, they built their own social experience to explore the community around them and play and respond positively to others in their friendship groups. Children showed strength in making decisions of their play in regard to what mattered to them at the time.

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