Field Practicum 3 Responsive Planning Template Date: Wednesday, October 16, 2013.

Initial Anecdotal Observation: (What you saw and heard today at field practicum) Age Group: Parent Readiness Program Child E used both her right and left leg to walk on top of the different colored blocks that laid down on the concrete. She walked across the line of different colored blocks and turned her body around to go to the other side. Child S walked across the different colored blocks while holding both her mothers hands with her hands. Child S used both her legs to walk across the colored blocks and at the end, her mother lifted Child S up and put her back down on the concrete. Child E was behind Child S and the mother. At the end of the line of the different colored blocks, she bent both her knees and pushed her body up and hit the concrete. Dialogue & Reflections: This is the process of how you make meaning from what you saw and heard in your initial observation. Use the prompts to the right and your course resources to support your process. It appears that Child E used the different colored blocks as a line to follow. She walked across the line of colored blocks like a guideline that she needed to follow. It seems like Child S saw Child E do this and wanted to try walking across too. Child S walked on the different colored blocks, but it seemed like she required to have the support of her mother. This is because while she was walking on the blocks, Child S held both of her mothers hands to walk across. It appears like Child E saw Child S jumping at the end of the line of the different colored blocks because she saw Child Ss mother lift up Child S. It seems like Child E followed what Child S did by jumping, after she saw Child S jump. In my Child Development class, I have learned that both Child S and Child E are using their gross motor skills. Gross motor skills is when children are using their large muscles, like their legs or arms, to do an action (Lockwood, 2012). In this experience, Child S and Child E were using their leg muscles to walk across the different colored blocks and to jump when they reached the end of the line. The space might have been a factor in influencing what was observed. This is because this experience had a lot of room so that the children can go to the beginning of the line after they were done. Also, they didnt have a hard time maneuvering through the experience, they had a lot of space to move around freely.

Child Children Environment Early Childhood Professional Families Other

Name: Sharmaine Panganiban

Record a descriptive observation focused on one or more of the following areas: 1. Child(ren) 2. Environment 3. Early Childhood Professional 4. Families 5. Other -Write only what you saw and heard (e.g. experiences; situations; conversations; questions; interactions).. -Record non-verbal communication, such as body language, facial expression and voice tone. -Use detailed, specific language (Who, What, Where, When). -Remain objective by omitting your opinions. Use specific examples from your observation to consider: CHILD(REN): - What key developmental domains and skills are the children using? - What do children find interesting? - What do they seem to know? - What do they talk about? - What do children do with materials? - Who do they interact with? - Group dynamics types of play - Considerations of individuals within the group - Diversity (Refer to glossary & course resources) ENVIRONMENT: - How might the following factors be influencing what you observed (i.e. enhance or limit behaviour): a) space (e.g. elements of design), b) time (e.g. time of day; pacing and duration of experience) & c) materials (e.g. accessibility; quantity; quality; safety; diversity; etc)

Planned Response: This is based on your initial observation, dialogue and reflection. Use the prompts to the right to describe your plan. - In my planned response, the materials I will need are different colored blocks. - This will take place outdoors, during the morning and the afternoon, when the parents and children start to come. The length of the experience will be around twenty to thirty minutes. Before the parents and children come, I will put out the different colored blocks outside, beside the door leading to the classroom. I will invite the children to start playing with the colored blocks and try to direct them so that the pieces will be laid out on the ground. Once they are done putting the pieces down, I will show them to start going across the blocks and jump at the end. My role in this experience is to invite the children to join the experience. Also, if the children arent interested in doing the experience, I will try thinking of another act ion they can do with the different colored blocks. Follow-up Observation & Reflection: This is what happened when you implemented your planned response and what you have learned from the experience.

Record your plan: - What will you do (invitation? Or provocation ?) - With whom? - Where will it take place? (learning area? indoor/outdoor?) - When will it take place? (time of day? how long/how often?) - What materials and resources will you use? - What is your role? What teaching strategy(ies) will you use? Explain how this plan is responsive and inclusive: Factors you might consider: development, diversity, the importance of play, the value of relationships, other etc. Cooperating Teacher initials

What happened? o What did you see? o What did you hear? o How did the experience support your anticipated focus (refer back to Dialogue & Reflection)? What did you learn (e.g. childrens abilities and skills; group size; material choices; use of time and space; etc)? What might you do differently next time you engage in a similar experience?

Cooperating Teacher Comments:

Signature:

Date: