Documentation of Planning Cycle

Name of Experience: Toddler Focused Observation Chapter 3 Video 6 Number of Children: 4

Children’s Ages: 2 years Old Date of Implementation: 2023 March 10
PART 1
Collect information - Observation
What do you observe or notice? Look for the extraordinary in the ordinary moments by making learning visible.
Answer:
The Video shows a 2-year-old playing with a toy car on the floor. The toddler moves the car back and forth and makes car noises. The toddler
appears to be studying the toy car's wheels and buttons.
The toddler is examining cause and effect by pressing the toy car buttons and watching it move. The observer also sees the toddler
manipulating the car with fine motor skills and trying various ways to move it.
This video shows how focused observations in early childhood education can make learning evident by observing and describing a child's play.

Source: Focused Observations Chapter 3 Video 6

Question and analyse observation
What do you understand about what you observed?
Answer: Based on the observations in the video, I understand that the toddler is engaging in exploratory play with the toy car, using their fine
motor skills to manipulate the car and exploring cause and effect by pressing the buttons on the car.

What did you find interesting or extraordinary?

Answer: I find interesting is how the observer is able to make learning visible by describing the toddler's actions and connecting them to
specific learning outcomes.

What learning is being demonstrated?

Answer: The learning being demonstrated in this observation includes:

 Fine motor skills development: The toddler is using their fingers and hands to manipulate the toy car, which supports the development
of their fine motor skills.

 Cause and effect exploration: The toddler is pressing the buttons on the car and observing the car move in response, which supports
their understanding of cause and effect relationships.

 Language development: The observer is using descriptive language to label the toddler's actions and connect them to learning
outcomes, which supports the development of the toddler's language skills.

What can you extend on? Suggest few experiences. What are the interests and strengths of child/ren observed? Link the information to
EYLF/VEYLDF learning outcomes.
Answer:
To extend on this observation, educators could offer experiences that involve other types of toys and materials that allow for cause and effect
exploration, such as blocks or simple machines. They could also provide opportunities for children to create their own toys or structures using
different materials, which supports their creativity and problem-solving skills.

The interests and strengths of the child observed appear to be in exploring and manipulating objects, and in cause and effect relationships.
This could be supported by offering experiences that involve hands-on exploration and problem-solving, as well as opportunities for open-
ended play and experimentation.

In terms of linking the information to EYLF/VEYLDF learning outcomes, the observations in the video demonstrate the following outcomes:

Outcome 2: Children are connected with and contribute to their world. The toddler in the video is exploring their environment and making
connections between their actions and the
movement of the toy car.
Outcome 4: Children are involved and
confident learners. The toddler in the video is
actively engaged in their play and
demonstrating confidence in their ability to
manipulate the toy car and explore cause and
effect relationships.
Outcome 5: Children are effective
communicators. The observer in the video is
using descriptive language to label the
toddler's actions and connect them to specific
learning outcomes, which supports the
development of the toddler's language skills.

Source: Focused Observations Chapter 3 Video 6

PART 2
Plan
Learning Intention/s to achieve by the end of experience (one or two): For children to understand… For children to explore…For children to practice… etc.
Strategies: What strategies you might use to promote children’s interest, play and learning? This might include interactions, resources, intentional teaching.
You might include some examples of modelling, scaffolding or open ended questions.
Answer:
To promote children's interest, play, and learning, educators can use various strategies, including interactions, resources, intentional teaching, modeling,
scaffolding, and open-ended questions. Some examples of these strategies are:

 Interactions: Engage in meaningful and respectful interactions with children by actively listening, responding to their interests, and asking open-ended
questions. For instance, instead of telling a child what to do, ask them what they think they can do to solve a problem or accomplish a task.
 Resources: Provide a range of resources and materials that are open-ended, flexible, and allow for exploration, creativity, and problem-solving.
Examples could include natural materials, loose parts, and sensory materials.
 Intentional teaching: Use intentional teaching practices to plan and facilitate learning experiences that are meaningful, relevant, and based on
children's interests and strengths. Intentional teaching can involve planning and organizing the learning environment, selecting and adapting
resources and materials, and designing experiences that scaffold children's learning and development.
 Modeling: Model positive behaviors and attitudes, such as curiosity, persistence, and respect, and encourage children to observe and imitate these
behaviors.
 Scaffolding: Provide support and guidance to children to help them build on their existing knowledge and skills and extend their learning. This can
involve asking open-ended questions, providing feedback, and demonstrating how to use resources or materials.
 Open-ended questions: Ask open-ended questions that encourage children to think, reflect, and problem-solve. Examples could include, "What do
you think will happen if we do this?", "What can you do to solve this problem?", or "Can you think of another way to do this?"

How will you encourage children to learn from each other? How will the environment support play and learning?
Answer:
To encourage children to learn from each other, educators can create opportunities for collaboration, communication, and social interaction. For example,
they can set up small group activities or projects that involve sharing ideas and working together. They can also encourage children to ask questions and
seek help from their peers and model respectful and positive communication.

The environment can support play and learning by providing a safe, stimulating, and flexible space that allows for exploration, creativity, and problem-solving.
The environment should be organized in a way that promotes independence and encourages children to make choices, take risks, and learn from their
mistakes. It should also reflect the diversity of the children's backgrounds and experiences and provide opportunities for children to connect with nature and
the community. Finally, the environment should be adaptable to meet the changing needs and interests of the children and should support a range of learning
styles and preferences.
Source: Focused Observations Chapter 3 Video 6
Act and Do (Implementation)
Implement your experience. Did you need to modify for any reason? Any emergent experiences that arose? Give specific examples of children’s involvement.

Answer:
In my Experience i Use the information gathered from my observations to inform other teaching strategies, learning experiences, and classroom management
practices. This will help me better meet the needs of individual children and create a supportive learning environment.

Develop individualized learning plans: Use my observations to create individualized learning plans that cater to the unique needs and interests of each child.
This will help ensure that every child has the opportunity to reach their full potential.

Engage in reflective practice: Regularly reflect on my observations and experiences to identify areas where i can improve my teaching practices. Use this
reflection to continually adjust and refine my teaching strategies.

What learning processes have you observed the children using (problem solving, inquiry, experimentation, hypothesising, researching, investigating…)?
Answer:
Some common learning processes that that i observe are:
 Problem-solving: Children encounter problems or challenges during play and use trial-and-error strategies to find solutions.
 Inquiry: Children ask questions, make observations, and explore new ideas or concepts.
 Experimentation: Children engage in hands-on experimentation, such as mixing different materials or testing cause-and-effect relationships.
 Hypothesizing: Children make predictions and test their ideas through play and exploration.
 Researching: Children gather information from their environment, peers, and adults to help them understand the world around them.
 Investigating: Children explore new concepts or ideas through play and investigation.

These learning processes are often interrelated and may overlap during play and exploration. By providing children with opportunities for open-ended play
and exploration, we can support these processes and help children develop critical thinking skills, problem-solving abilities, and a thirst for learning.
Review and Reflect (Evaluation)
Review: With the learning aims and the EYLF/VEYLDF learning outcomes in mind, evaluate the learning and the planning. What worked well? What can you
improve? Do you need to repeat, refine or extend the plan? How will you follow up?
Answer:
 It's crucial to track the child's development and learning aims. Checklists, anecdotal notes, and work samples can be used. These assessments help
educators assess the child's skills, weaknesses, and learning plan.
  This includes assessing the appropriateness of activities, materials, and strategies and how well they engage and challenge the child. Based on the
child's learning, educators should also enhance their plans.

 Educators may repeat or modify a successful learning plan to build on the child's skills and knowledge. If the plan failed, educators may need to
revise it and add new strategies to help the kid learn.

 Educators should regularly assess the child's learning aims and adjust their plans. They should tell parents and other stakeholders about the child's
development.

Reflect: What did you learn about yourself and your practice as a teacher. Any changes to your practice as a result?

Answer:
I can gain insights into the child's learning style, interests, strengths, and areas for growth. This can help me tailor my teaching strategies and learning
experiences to better meet the needs of individual children. Additionally, observing and describing a child's play helps me to identify the child's developmental
progress and assess their learning outcomes.

I can use these observations to reflect my own teaching practices and make changes as needed. For example, i may adjust my lesson plans or classroom
setup to better support children's learning and exploration. I may also incorporate new teaching strategies or materials that align with children's interests and
strengths.

In summary, observing and describing a child's play in early childhood education can help teachers learn more about themselves and their practice, and
make positive changes that benefit children's learning and development.