Planninmg implementing and evaluation edited

Guidance observation
In this video, I have experience in this observation. I have observed that the children, Alex, and
Josh have same interest in the fireman toy. I have enough information about the children from
the teacher who was guiding them on the way of communication.
Planning
The aim of this guidance observation was; to teach children how to express themselves verbally
and teach them how to be patient. Guide the children on how to express themselves when they
need help. As an educator, one should make sure the children are in an open learning
environment and ensure adequate learning materials. The children will be able to explore their
interests with different play materials. Using experience from this observation, I would
recommend that the toys children are showing interest in, as an educator, should ensure they are
added in number to avoid conflict of interest between the children.
Implementation
Start a dialogue, include Alex and Josh in the Dialogue. Let them talk to each other about the toy
they have the same interest. Guide Alex how he should approach Josh in order to lend him one
toy. Let him express himself why he really needs it. Give Josh a chance to make his own
decision. When they are communicating as an educator should take this opportunity and
encourage them how to use polite language like,” Josh, can you help me with one toy, please?’
And Josh should respond. ‘Okay, Alex, I will lend you one when I am done. This will encourage
the children how to use polite language, and upon hearing the kind of conversation, Alex will
understand Josh’s reply and have some hope that Josh will keep his promise.
Evaluation
In this observation, the teacher takes some time with Alex and gives him a different toy, and tells
him to explore a different toy to give Josh some time to be done with the toy. The evaluation in
this study shows that Alex gives in to the teacher’s new toy and waits to hear from Josh after he
is done with the toy. The aims of the study are fulfilled since Alex has Josh his time to get done
with the toy.
Toddler observation
Based on this study, toddlers are encouraged by the surroundings they are in. Active
surroundings will encourage them to move around and try to copy what the rest are doing.
Therefore introducing children to EYLDF is important and enhance healthy child development.
The teacher is playing with the child in the sand. She is showing them what sand can do, like
building a sandcastle. Children are interested in what the teacher is doing, and they start joining
her in making sandcastles. This also brings toddlers together to interact.
Planning
The aim of toddler observation was to ensure responsive learning. In relation, EYLDF children
are quick and involved learners. For them to learn with ease, an educator should come down to
their age and try to do things that toddlers show interest in, such as playing in the sand and
making castles. The teacher scoops those soils, and they make the sandcastles. Therefore on
doing this, they will respond and try to copy what the teacher is doing, and therefore they will get
involved in the play. Thus responsive learning will be evident.
Implementation
The teacher involves in playing with the children in the sand. The activity is playing with the
sand and sees connectedness with the children. She is scooping sand by use of a shovel, and one
toddler shows interest. The toddler is scooping sand into a bucket. The teacher brings a new idea.
She scoops sand and puts it in a sandcastle mold, and makes a sandcastle. The formation of the
sandcastle brings in other toddlers in the activity. Each toddler gets more sand toy molds with
them. The teacher scoops sand for them, and they make the sandcastle. The teacher takes this
opportunity and brings more sandcastle molds of different shapes and sizes. The children make
sandcastles of various forms. Therefore children show responsive learning when the teacher
introduces sandcastles, and also they can see different shapes and sizes of sand castles.
Evaluation
Concerning the aim of the activity, the teacher continues scooping sand to the children as they
make a sandcastle. Children all show interest and improve interactive learning and show
responsive learning. This is achieved when the children bring more sandcastle molds to scoop
sand. Some children began scooping sand for themselves and continued making sandcastles. The
teacher continued scooping the sand until all the toddlers joined the activity and participated in
scooping the sand for themselves and making sandcastles.
Ice play at pre-school observation
The observation, in this case, was putting three boys in an activity that would show their
problem-solving capabilities. At this stage, children are expected to reason on how to solve a
problem. Based on EYLDF, they are prepared to be responsible children in later education. In
this observation, one of the boys is capable of using a different tool to break the ice after the
spoon fails.
Planning
The aim of this observation on ice playing was to see the problem-solving skills that the children
have. The teacher provides ice in a bucket and observes them break through the ice. The children
use spoons as breaking materials. The teacher provides different materials to break the ice. She
leaves them to decide what tool to use. She also takes the ice out of the bucket and lets them
break the ice.
Implementation
The teacher provides the ice and breaking materials. She takes ice out of the bucket. Children are
involved in breaking the ice. One of the children tries a different material tool to break the ice
with ease. This encourages the other children and saying words like ‘it’s breaking, we have ice
water.’ The teacher took this opportunity and took the wood, which they used to break the ice
faster. She so it as progress, so she wanted them to show more skill by trying different means.
Evaluation
To continue with the learning activity, the teacher picks the breaking material and left them to
continue using the spoon. She wanted them to continue their communication to improve their
communication skills since they already showed problem-solving skills without further ado.
Classroom fine motor observation
Fine classroom motor. Based on this study, children are provided with a marker pen and
whiteboards. As an educator, I can use this activity to strengthen grasp motor skill.
Planning
The aim of this study was to use marker pens and whiteboards to see the motor skills of children.
Each student is provided with their materials. Based on EYLDF, for effective learning, children
require adequate learning materials. A learning environment with adequate resources is
conducive for the children. Therefore in this study, children have what they need to show their
motor skills.
Implementation
The teacher gives children space and time to write what they have in mind. With time and space,
children use this opportunity to show their skills. Peter and Mariana could write their names.
Peter could also write another different name. These two have strong grasp skills as well as
learning skills.
Evaluation
Based on the aim in this case, when time is up, the teacher tells the children to return the working
materials. Therefore the evaluation in this activity was not done. The teacher is to continue with
the activity after a short break. Therefore as an educator, there is always another time to repeat
an exercise to get better results.
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