Observation and Learning Story in Early Childhood Setting

This documentation records the observation and learning story of children in an early childhood setting. It highlights how experiences play an integral part in learning and how children recall names of fishes and sea creatures. The story reflects the children's capability to recall names of animals learnt in class and ability to connect. The children were very intelligent and showed high capability to analyze the situation and then react accordingly.

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
Date: Title: Child Name: Age:
Observation:
Learning Story
 The occurrence of experience and the events that led up to this experience. Recording with own thoughts and feelings
In Early Childhood setting, experiences play an integral part in learning. In the current video, the scene starts off where children are made to sit in a boat,
which was placed in the garden. A teacher was guiding the play activity, by moving to shake the boat and give children a feeling that they were sailing in
waters. Hence, the story starts off in the garden, where the children are made to image they are in the sea. The events that led to the experience were
the teacher guiding them through the seas. Two children were made to sail the boat, whereas other children were made to engage in the play activity by
asking them to note anything they could see in the waters. Two children, who were driving was very involved in the play activity and steered vigorously,
whereas the other children looked outside the boat and commented and they could see sharks and crocodile in the water. This play activity was very
interesting where all the children had been actively engaged and they enjoyed playing the game significantly. The children were recalling their learning of
various sea animals and creatures; they were also very imaginative in the current play scenario.
 The actions and conversations by focussing on the process of the learning experience that leads to the result
The children were made to involve in the play, where the teacher was guiding them to their reactions. She was initiating the movement of the boat to
give the feeling as if they were sailing. Moreover, she was saying that she had noticed a dolphin in the water to which the other children also reacted. The
initiation of conversation and imagination led to the learning experience of children. They were able to recall names of fishes and other sea animals that
they had learned.
 Emotions or feelings was the children displaying
The children were depicting the feeling of excitement as if they were really in the water. The children were highly enjoying the game that they were
playing.
 Their interaction with each other
The interaction of children with each other was related to the play and they were interacting to make others more interested in the play activity.
 Their sitting arrangements, expressing emotions and sharing props
The children were all siting together and expressing emotions of excitement through playing and sharing of the props.
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DOCUMENTATION, PLANNING & ASSESSMENT RECORD
 Their playing characteristics and lasting of the play with the child’s reactions.
The children were only playing together, only when one child Daniel went out to play alone, but soon he returned to play together. The play lasted almost
over 3 minutes. Most children showed reaction related to amazement and excitement to participate in the play.
 The learning story with a short reflection or comment from a professional point of view
The learning of children story of the children reflects capability to recall names of animals learnt in class and ability to connect. The children were very
intelligent and showed high capability to analyse the situation and then react accordingly.
Referenced Analysis of
Learning
Skills, developmental
domains & learning
dispositions that have
occurred
Link to Theoretical
Perspectives
• The children in the boat, some were sailing, whereas others were interacting with the teacher. The children demonstrated communication skills.
Theoretical perspective Vygotsky (social interaction) (Bruder, 2010).
• The children could easily recall names of fishes and sea creatures. This depicts developmental perspective. Theoretical perspective Piaget
(Developmental) (Moss, Dahlberg & Pence, 2013).
• The children were very imaginative as they were interacting and conversing during the play. This reflects post-structuralists attribute of the
children. Theoretical perspective Foucault (Kagan & Kauerz, 2012).
Learning and
development linkage to
Early Years Learning
Framework
EYLF learning outcome:
1. Children have strong sense of identity
2. Children are connected with the outside world and contribute to their world.
3. Children depicts confidence and are involved learners
4. Children are effective communicators
EYLF Principle
1. Secure, respectful and reciprocal relationship
2. Capability to partner
3. Ongoing learning and reflective practice
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EYLF Practices
1. Holistic Approaches
2. Responsiveness to children
3. Learning through play
4. Intentional teaching
5. Learning environments
Follow Up for future learning and development
In the future learning and development, other skills of learning will be aimed at. A holistic approach for skills and knowledge development will take place. Other skills of EYLF
experience will be undertaken. Practices will take place so that other areas of development and learning can easily be enhanced.
References
Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional children, 76(3), 339-355. Retrieved on 4th October
2018, from http://journals.sagepub.com/doi/abs/10.1177/001440291007600306
Kagan, S. L., & Kauerz, K. (Eds.). (2012). Early childhood systems: Transforming early learning. Teachers College Press. Retrieved on 5th October 2018, from
https://books.google.co.in/books?hl=en&lr=&id=cjGJnqIfyJgC&oi=fnd&pg=PR7&dq=early+childhood+foundation&ots=bscGq6KCGL&sig=m6e7lG7klQT-
He7TajyKPu1FhVQ#v=onepage&q=early%20childhood%20foundation&f=false
Moss, P., Dahlberg, G., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge. Retrieved on 7th October
2018, from https://content.taylorfrancis.com/books/download?dac=C2012-0-08133-3&isbn=9781135626488&format=googlePreviewPdf
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