Field Practicum 3 Responsive Planning Template Date: Wednesday, October 30, 2013

Initial Anecdotal Observation: (What you saw and heard today at field practicum) Age Group: Parent Readiness Program Early childhood student C used both her right and left legs to walk towards the light brown wooden cupboards. She knees bent and her body went down. Her right hand fingers curled around the handle and she pulled with her right arm bending. Early childhood student C turned her body to the left and asked early childhood student S, Do you know where the paint is? Early childhood student S turned her body to the right and said, Its in the cupboard on your right. Early childhood student C stepped to the right with her right and left leg. She put her right hand on the handle and bent her right arm. She then put her left hand on the red paint container and said, Thank you. Dialogue & Reflections: This is the process of how you make meaning from what you saw and heard in your initial observation. Use the prompts to the right and your course resources to support your process. It seems like early childhood student C had a difficult time looking for the paint containers that were located in the wooden cupboards. This is because she looked through the brown cupboards and had to ask early childhood student S if she knew where the paint was located. On the other hand, early childhood student appeared to know where the paint containers where located at. The reason of this might be because she used the paint before for an experience and remembered where it was. It seems like this assisted early childhood student because she found the paint containers right after she asked early childhood student S. The materials might have influenced what was observed because there was no signs or cues indicating that was where the paint containers where. Having signs that indicate what are inside the brown wooden cupboards are called environmental cues. Environmental cues help the staff, parents, and children know what is inside the wooden cupboards. I learned in the Role of the Early Childhood Educator 1 course that environmental cues are used within the classroom so that everyone in the classroom wont have a difficult time looking for the materials that they need. The environmental cues can be by using words, pictures, or both (Lockwood, K., 2013).

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Child Children Environment Early Childhood Professional Families Other

Name: Sharmaine Panganiban

Record a descriptive observation focused on one or more of the following areas: 1. Child(ren) 2. Environment 3. Early Childhood Professional 4. Families 5. Other -Write only what you saw and heard (e.g. experiences; situations; conversations; questions; interactions).. -Record non-verbal communication, such as body language, facial expression and voice tone. -Use detailed, specific language (Who, What, Where, When). -Remain objective by omitting your opinions.

Use specific examples from your observation to consider: CHILD(REN): - What key developmental domains and skills are the children using? - What do children find interesting? - What do they seem to know? - What do they talk about? - What do children do with materials? - Who do they interact with? - Group dynamics types of play - Considerations of individuals within the group - Diversity (Refer to glossary & course resources) ENVIRONMENT: - How might the following factors be influencing what you observed (i.e. enhance or limit behaviour): a) space (e.g. elements of design), b) time (e.g. time of day; pacing and duration of experience) & c) materials (e.g. accessibility; quantity; quality; safety; diversity; etc)

Planned Response: This is based on your initial observation, dialogue and reflection. Use the prompts to the right to describe your plan. - In my planned response, I will need the label maker, label paper, and scissors. - This will take place throughout the winter semester and can be during the morning, noon or afternoon. The length of my planned response can be a few minutes or can be a few hours depending on how many labels I make during the day I am in the classroom. I will start off by making labels for the parent pamphlets and parent books on the wooden shelves. This way the parents can quickly identify the pamphlets and books that have the information that they need. Secondly, I will make labels for the light brown wooden cupboards so that the staff in the classroom will know where the materials are located at, when they need to use it.

Record your plan: - What will you do (invitation? Or provocation?) - With whom? - Where will it take place? (learning area? indoor/outdoor?) - When will it take place? (time of day? how long/how often?) - What materials and resources will you use? - What is your role? What teaching strategy(ies) will you use? Explain how this plan is responsive and inclusive: Factors you might consider: development, diversity, the importance of play, the value of relationships, other etc. Cooperating Teacher initials

Follow-up Observation & Reflection: This is what happened when you implemented your planned response and what you have learned from the experience.

What happened? o What did you see? o What did you hear? o How did the experience support your anticipated focus (refer back to Dialogue & Reflection)? What did you learn (e.g. childrens abilities and skills; group size; material choices; use of time and space; etc)? What might you do differently next time you engage in a similar experience?

Cooperating Teacher Comments:

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