Humber College ECE120: Field Practicum 1 Observation Analysis

This document presents a detailed solution to an ECE120 assignment, focusing on the observation and interpretation of children's play within an early childhood education setting. The assignment, based on a video observation, requires analysis of an individual child's and a group of children's interactions, including their interests, the materials they use, and the type of play they engage in. The solution meticulously records verbal and non-verbal communication, considering factors like age and environmental influences. It analyzes the children's interests (building towers), materials (white bricks), conversations, and type of play (parallel). Furthermore, it identifies the child's co-operating skills as a strength, referencing ELECT excerpts to support the interpretation. The solution also discusses the impact of environmental considerations, such as space and materials, and the role of the educator in facilitating the children's play. References to the video source and the Early Learning for Every Child Today framework are included.

Field Practicum 1 Responsive Inclusive Plan:
Detailed Response
Week 11 watch video and complete Observation and Interpretation
Initial Observation:
Record a descriptive
observation focused on one or
more of the following areas:
1. Individual Child
2. Group of Children
 What did you see?
 What did you hear?
Be sure to…
 Address: Who, what,
where & when.
 Record verbal
communication.
 Record non-verbal
communication (e.g.
body language, facial
expression and voice
tone).
 Write in the past tense.
Age(s) of Child(children) [Year, Months]:
Age of the children: approximately 4.5 years to 5 years old (SARA and
SAMANTHA). Both the children were building towers and castle. However, the
focus would be provided to Samantha who was building a tower castle with
bricks.
Observation: Considering the observation, I observed that Samantha was
making tower using white playing bricks. Initially, Samantha collected all the
bricks from the shelves for making tower and involve into making tower one by
one. Sara was looking at her tower while making her own castle with coloring
bricks. The educational activities were conducted in the pre-kinder garden and
conducted under the Colorado department of education. Samantha was
conversing with Sara and expressing her excitement while making towers.
Samantha was smiling and excited while communicating with the educator in
order to show her excitement (Robin, 2020). Her excitement was visible while
educator was saying, “A tornado might come and blow it down” and she
excitedly said, “It won't go down. “ She engaged other peers into the activity,
indicating that she had developed social skills (Robin, 2020). She always had a
happy facial expression which reflected in her communication with her
educator and other peers along with the activity.
 Individual Child
 Group of Children

Week 11 Interpretation:
This is the process of making meaning out of what you saw and heard. Please use the
following prompts to interpret your initial observation.
Consider the following:
 What are their interests?
 What materials do the
children play with?
 What do the children do
with the materials?
 What do the children talk
about as they explore the
materials?
 What type of play are the
children engaged in
(Solitary, onlooker,
parallel, associative or
cooperative?)
Environmental Considerations
How do the following factors
influence what you observed (i.e.
enhance and/or limit play
 Space and materials
 Time
 The role of the educator
Strength:
(Describe 1) – NOTE: You must
refer to the “ELECT Excerpts”
 List Domain, Skill, Skill #
 Explain your rationale,
e.g., how do you know?
Based on my observation, I can infer…
The interest of the child: based on the initial observation, it can be said that
Samantha had an increased interest in building a tall tower using white bricks
(Robin, 2020).
Playing material: Samantha played with white bricks collected from the
shelves of the classroom.
Conversation between children:
While making a tall tower, Samantha was communicating with Sara as Sara was
inviting her to look at the castle. For example, while Sara said, “Look at mine!
It's huge.” Referring to her castle, Samantha responded with, “Mine is getting
taller.”
Type of play:
The children were engaged in parallel playing activities where both were
playing adjacent to each other without influencing each other’s behaviors
(Robin, 2020). However, at the same time, they were curious about what other
children were doing as observed in this context where Sara was observing what
Samantha was building.

Environmental consideration:
 The materials influenced observation directly since materials like brick
provided an idea that Samantha had an interest in engaging in creative
and constructive activities. It also provided an idea of coordination of
fine motor skills and gross motor skills of Samantha, indicating that she
had an interest in hands-on activities.
 Space also influenced the observation since space between two children
provided opportunities to observe each child individually (Robin, 2020).
 Educator also influenced the observation since the encouragement of
the educator facilitate the involvement of Samantha into constructive
and creative playing.
Strength:
Considering the observation, it can be said that Samantha had co-operating
skills under the social domain. According to ELECT experts, children expected to
exhibit co-operative skills when they exchange ideas, listen to each other and
respond appropriately to each other (Www.edu.gov.on.ca. 2020, pp:44). They also
engage with each other through shared decision making. In this context,
Samantha appropriately responding to Sara while engaging in making tower
and listening to Sara and observing her castle.

References:
Robin, M. (2020). CDE103 Observation Block Building Towers. Retrieved 28 March 2020, from
https://www.youtube.com/watch?v=nIXbHFn6Sfw
Www.edu.gov.on.ca. (2020). Early Learning for Every Child Toda: A framework for Ontario early childhood settings
Retrieved 28 March 2020, from http://www.edu.gov.on.ca/childcare/oelf/continuum/continuum.pdf#page=24