Child O begins to write on her paper. She writes her name. Then she writes Mom and then Dad. As she writes, she says the letter name aloud. Child O looks at the educator and says, “I am go
we need to make two scenarios in our mind and write two observation of child as asking in the format and which should be on painting or playdough. both be on one of them and answer following questions. in this format. I will give one example for you which would help u to understand how to do.
ECE 1180 – Practicum 1
Provocation for Play, Observation #1
Observer:
DATE: TIME: (start and end time) LOCATION: (write down where the observation occurred – this is not a place to put the name of the program)
Statement of Context:
Identify each child and indicate age. (i.e. Child A (2;3) This child is 2 years and 3 months)
One or two sentences which explain the context of the situation being observed (e.g., Child R is sitting between two children at a child-sized table in the kitchen. Child R and the children are patting, rolling, and squishing yellow home-made play dough).
Observation:
Recorded objectively, descriptively.
No inferences or summary statements.
Balance of enough detail and not too much detail.
Approximately good in length.
Reflection:
Brief interpretation of the direct observation as it relates to child development theory (e.g., R appears to be transitioning from parallel play to associative play. Evidence of this occurred during the observation when R stopped rolling the play dough and watched the child on her left squeeze the play dough through the holes of a stainless- steel sifter.)
Demonstrate knowledge of theory: using child development theory, educational theory, ECE approaches and methodology to explain/analyze behavior.
ECE 1180 – Practicum 1
Provocation for Play, Observation #2
Observer:
DATE: TIME: (start and end time) LOCATION: (write down where the observation occurred – this is not a place to put the name of the program)
Statement of Context:
Identify each child and indicate age. (i.e. Child A (2;3) This child is 2 years and 3 months)
One or two sentences which explain the context of the situation being observed (e.g., Child R is sitting between two children at a child-sized table in the kitchen. Child R and the children are patting, rolling, and squishing yellow home-made play dough).
Observation:
Recorded objectively, descriptively.
No inferences or summary statements.
Balance of enough detail and not too much detail.
Approximately 2 paragraphs in length.
Reflection:
Brief interpretation of the direct observation as it relates to child development theory (e.g., R appears to be transitioning from parallel play to associative play. Evidence of this occurred during the observation when R stopped rolling the play dough and watched the child on her left squeeze the play dough through the holes of a stainless- steel sifter.)
Demonstrate knowledge of theory: using child development theory, educational theory, ECE approaches and methodology to explain/analyze behavior.
Description of provocation including rationale based on observations:
Materials List
this is a sample for u … so plz write like this one . as both observation one by one as in this format. ask if need any information.
Provocation for Play Sample
ECE 1180 FIELD PLACEMENT I
Provocation for Play Observation 1
Observer: Cheryl Hatten
DATE: October 14, 2016 TIME: 10:15 a.m.- 10:32 a.m. LOCATION: Manipulative table
Statement of Context:
There is a small group of children at the table where there is a stack of notebooks and a basket with pens and pencils available. Child O (5;2) has a notebook in front of her and is holding a pen.
Observation:
Child O begins to write on her paper. She writes her name. Then she writes Mom and then Dad. As she writes, she says the letter name aloud.
Child O looks at the educator and says, “I am going to write “Child A”. She stands up, walks over to Child A’s cubby and pulls of the nametag. She returns to the table and set the nametag down. She sits down and proceeds to write. She says to Child A “I am writing your name on my paper” Child A says, “okay” When she is finished, she picks up the notebook and shows Child A “Look. I wrote your name”. Child A does not respond.
Child O returns the nametag to the cubby. She is looking at the other cubbies. The educator says, “Look on the wall over there – all the names are there on the wall. You can use those.” Child O walks over to the wall. She chooses the name “Child E” and goes back to her spot at the table. She writes the name in the notebook and then takes it back to the wall. She repeats this with 2 more names.
Reflection:
Child O is showing a great deal of interest in literacy and in environmental print. Child O began kindergarten in the fall and thus literacy and writing are becoming a much bigger part of her world. She is using the samples of writing around her as models to help her write the correct letters. The names she chooses to write belong to children that Child O is friends with – thus the words are meaningful to her. Flight Framework, describes “engaging with the symbols and practices of language” as one mode of literacy as “children make use of various sign systems as they construct meaning.” (Makovichuk et al., 2014, p. 106)
ECE 1180 FIELD PLACEMENT I
Provocation for Play Observation 2
Observer: Cheryl Hatten
DATE: October 16, 2016 TIME: 11:30 a.m .-11:46 a.m. LOCATION: Grocery store
Statement of Context:
Child O (5;2) is at the grocery store with her parents. She is carrying a notebook and a pencil.
Observation:
Child O is sitting in the top of the grocery cart. She is writing in her notebook. She is saying the letters as she writes them, “A…B…C…D…E…F…G…H…I…J…K…L…M…N…O…P…Q…R -How do you make an R?” Her mom responds, it’s like a P but it has an extra leg”
“Oh yeah R…S…T…U…V…W…X…Y – How do you do a Y?” Her mom demonstrates by drawing in the air “Ok – Y …Z… I’m finished – Look, it’s the whole alphabet.” She shows her mother. “Yes – you have all the letters” She then writes her name and says the letters as she writes them “O…*…*…*…*…* Look, it’s my name! Now I’m going to write your name …M…O…M and now Daddy’s name D…A…D” Look!”
O climbs out of the cart.
Her mother puts a bag of Goldfish crackers into the cart. Child O says, “How do you spell fishy crackers?” Her mother spells it out for her – “F…i…s…h…y… then leave a space C…r…a…c…k…e…r…s” Child O writes the letters as she is walking saying each letter after her mother does and as she is writing it.
Reflection:
Child O is engaged in play that is focused on literacy. She is writing the alphabet. She has written the alphabet many times before and she is recalling those attempts as she writes it this time. She knows how to write words for many things that are important to her, such as MOM and DAD as well as her own name. She is gaining an awareness of the meaning that print has – she asks how to write fishy crackers – a snack she knows is for her. As children learn conventions of their languages, [they] grow in their implicit understanding of the conventions of language, in their understanding of vocabulary, develop confidence in using language. (Makovichuk et al., 2014, p 105)
Description of provocation including rationale based on observations
Child O is very interested in letters and words. She can recognize all the letters in the alphabet, both uppercase and lowercase, but cannot always remember how to write them properly. By providing her with some letter cubes (both uppercase and lowercase), pencils and papers, it will give her an opportunity to use the cubes to create her own words, or to ask educators how to make words, and together they can find the cubes to make the words. She could then write the words on the paper. The cubes will give her the model of how the letters are formed. This provocation will support her exploration of the conventions of writing.
Materials List
Wooden cubes with letters printed on them – at least 4 of each letter (2 uppercase and 2 lowercase) to allow for making several words without running out of letters
Wooden plate to place cubes on
Glass jar with several pencils standing upright
Eraser
Pencil Sharpener
Index cards for writing on – two sizes
Basket to place materials in
Tablecloth
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