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Field Practicum 3 Responsive Planning Template Date: Thursday, October 17, 2013

Initial Anecdotal Observation: (What you saw and heard today at field practicum) Age Group: Parent Readiness Program The parent and the child walked towards the door, waving their right hands to the early childhood educator. The early childhood educator waved her right hand and turned around. She stood up, using both her left and right feet, in the front of three early childhood students. She said, All three of you havent done an infants yet. I want you three to do an activity for infants. The two early childhood students moved their heads up and down and the early childhood student with red pants and a black t-shirt said, Yes. The early childhood educator curved her lips and smiled. 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 like the early childhood educator observed that the three early childhood students havent done an infant experience throughout the time they where at the classroom. This is why she communicated with the three early childhood students as a group and in private, once the children and parents left the classroom. It seems like the early childhood students understood that they had to create an experience for infants because one replied back with a yes and the other two early childhood students nodded by moving their heads up and down. In my Role of an ECE 2 class, I learned that the early childhood educators should always communicate with one another (Barrett, 2013). This way they can share ideas of an experience they will do, or if they see a red flag in the classroom, they can each talk to each other about what they saw. The time may be influencing what was observed because when the early childhood educator and early childhood students spoke with one another, the pace wasnt fast, so they werent in a rush and the early childhood educator had enough time to say what she wanted to tell the early childhood students. Also, they communicated with each other when the parents and children left so they could hear each others words clearly.

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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, I will need no materials. This will take place indoors, during the morning and the afternoon. The length of the experience will be about ten to fifteen minutes, depending on how long the parent wants to do the experience. I will go up to the parents who have infants and I will explain to them what my experience will be about. I will let them use gross motor skills while moving the infant. They will sit down on a chair or couch and put their child on their lap. They will sing a song they like or if they ask me, I will suggest a song to them or sing with them. During the time they are singing the song, they will be moving their legs up and down or side to side, and at the end of the song they will dip their child down. Afterwards, they can repeat the song and do a different move, and at the end they will dip the child down again. This experience will be about cause and effect. It will show the child that actions have consequences. This is because at the end of each song that the parent sings, they will dip the child down and they may start to predict what will happen next. 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:

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