Professional Documents
Culture Documents
Narrative Recording
Tonya Carline
11-15-17
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Date: 10-27-17
KinderCare Learning Center. Jayda, a four-year-old, is sitting at the small group table waiting for
her napkin, along with 5 other children. Jayda is wiggling in her chair the most out of all of the
children in her group, but it appears that she is trying her best to wait patiently for the teacher’s
instructions she says, “I can’t wait to touch the pumpkin.” The children are sitting at a table
that has a small pumpkin placed in the center with the top part cut out in the shape of a circle.
The children at this time are only allowed to visually explore the pumpkin for a few minutes
while waiting for the teacher. “It looks small like a baby pumpkin.” “It’s orange like an
orange.”
The children are expressing excitement about the activity they are about to engage in,
discussing with each other about what they think they are going to do with the pumpkin- Jayda
says, “I think the teacher is going to cut the pumpkin up and give us all a piece.” Jayda is
watching the girl sitting to the right of her very closely while she is speaking...all of a sudden, the
girl reaches out to touch the pumpkin and Jayda grabs her hand and says, “no don’t touch it, it’s
going to bite you!” Jayda’s scare tactic appeared to work because the other child stopped
touching the pumpkin and quietly continued waiting for the teacher’s instructions.
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The teacher is now explaining to the children saying, “what you all will be doing is
taking your hand and digging into the pumpkin and scooping out the seeds then placing them on
your napkin.” The children began whispering to each other at this small group activity table and
smiling and giggling. One by one the children took turns digging their little hands inside of the
pumpkin, scooping out the seeds and placing them on their napkin. Here are some of their
comments: “It feels slimy,” “no it feels wet,” “It feels slimy and wet,” “I found the most
After the children had scrapped as many seeds as they could out of the pumpkin and
placed them on their napkins, the teacher explained to them what they would do next she says,
“now that you all have collected all of the seeds from inside of your group’s pumpkin, you are
each going to count your seeds and I’m going to come by with a chart for your group and you all
will log on the chart how many seeds you found inside the pumpkin.”
After the children successfully completed part one of the Pumpkin activity she excused
them to go wash their hands and return to the table to log the amount of seeds they found next to
their name that was already pre-written on the group chart. The children were able to follow the
Reflection:
I observed so many teachable moments within the context of this activity; although it was
a wonderful engaging activity for the children, the activity could have easily expanded to discuss
the concept of their five senses- the children were guiding the teacher into that topic as they were
communicating their desire for that conversation: “It smells like an apple,” “It looks orange,” “It
feels wet and slimy.” Basically, sensory processing...focusing on the way the children are
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processing what they are experiencing, exploring further the way the brain responds to sensory
input.
Another way that this activity could have been expanded is by turning it into a weeklong
activity, the teacher could have extended the concept of math and science a little further later
exploring how pumpkins grow, measuring the pumpkin with yarn to see how much string it
would take to wrap around the pumpkin; handwriting skills, had the children to create their own
little documentation pads to write one word statements on how they describe the pumpkin,
document the seed counts on their own little tablets, allowed them to take ownership of the
I recognized an important skill taking place throughout this activity, that reminded me of
a passage I read in a book called, “Cognitive Development” by Lisa Oakley it says, “A child’s
participation in a teacher directed activity may reveal a child’s level of interest and functioning
in the activity itself.” The children followed the direction of the teacher very well which was also
stages; the stage that children of this age are in is called: “Preoperational stage age 2-7 in this
stage he says, ‘Egocentrism is a key characteristic for viewing the world from the child’s
perspective and the inability to use the perspective of others.” (Oakley, 2004). The children were
expressing their own interpretation of what they thought about the pumpkin before the teacher
began communicating with them you saw that dialogue while they were waiting for instructions,
the children had beliefs about this pumpkin long before they explored anything through the
I really enjoyed observing the children as they explored this activity it was a learning
experience for me as well, discovering how to focus in on other types of teachable moments that