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Child Initiated Play Observation. My observation of Child M took place in play area during their outdoor and indoor activity time .

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Introduction

Child Initiated Play Observation Introduction I am currently working with a group of 12 children in a nursery 'Red' Classroom. As I watch the children during their initiated play activity, I make the following observation.The individual selected for observation is Child 'M' 3 years old female. Permission from the child's parent for an observation was obtained. Physical observation consisted of simply remaining in the area where the child is involve in different activities with other children and supervise by the members of staff and me. Using a pen and paper tick chart observation reporting method is record for a period of forty minutes. My observation of Child 'M' took place in play area during their outdoor and indoor activity time . Aim: To observe child in a play activity. My objectives for this observation are as follows: * To assess how the child's overall development is supported * To comment on the milestones observed during play * To comment on how what I observed is supported by a specific theory of learning or development * Explain what I have learnt about the type and level of play observed * To comment on the role of the adult * To make future recommendation to support and promote child's learning and development. Observation - Child 'M' Date and Time: 04/11/11 Child's identifier: Child 'M' Room: Playing area (both indoor and outdoor) Child's age: 3 years old (female) Brief Description of Child: Child 'M' is a girl of 3 years old. She is wearing a pink jumper, black trousers and boots. Context: Child 'M' was observed on Friday 4th November 2011 at 9:20 am. ...read more.

Middle

It is a better option to observe child's development because all certain types of physical development in the time samples indicates child 'A's development and physical progress in detail . A greater understanding of the processes at work in these early years and their role in later success is therefore important to ensure that resources are appropriately targeted. I have been working with children in my placement who are developing skills through a wide range of physical activities, these may be gross motor skills such as beginning to walk, or fine motor skills like holding a pencil. Evaluation Child's Learning: Whilst carrying out this observation on child 'M' I noticed that she was creative and enjoyed playing with other children. According to Penny Tassoni, (2002, pg375) "children aged 3-4 start to co-operate with each other and enjoy playing together. Most of their play is pretend play." So this shows that child 'M' is in the norm of her development. Developmental milestones give a general idea of what is expected of a child at certain ages. Comparing child 'M's development to the milestones I found out that she is developing at the right pace for her age. For example, her hand and finger skills are at the right pace. She can make vertical, horizontal and circular strokes with pencil or crayon and she can hold a pencil in writing position. The physical development for her age is developing fine as well. For example, she can she can run around and change directions, use the slide without help and tidy up by sorting big objects in correct places. ...read more.

Conclusion

He suggested that the adult's role in helping the child learn was to provide appropriate materials for the child to interact and construct. An adult's role in creative play is to make sure all the materials and equipment are ready for the children to come and use when they wish. They also have to make sure that the equipments are safe to use.' Children learn when they are given appropriate responsibility, allowed to make errors, decisions and choices, and are respected as autonomous and competent learners.' (DfES, 2002). We all learn best when highly motivated. Children are motivated by play, especially when they have chosen it themselves. They are more likely to persist when things get difficult and have a sense of real achievement when they succeed. This is because they are learning in a style that suits them, at their particular level of understanding, and (as we know from our own learning experiences) are more likely to remember what they have learned if they have discovered it for themselves rather than being told. Children need to learn through experience and doing; and they are very active in their play, because it is through action that new connections are made and reinforced in the brain. For example, the thrill of discovering how to mix primary colours to make the colour green helps to develop strong connections in a child's brain, as he or she will want to communicate the discovery to others. Reliving and retelling the experience consolidates the child's understanding and gives him or her real 'ownership' of the knowledge. Research has shown that the ability to retain information that we teach others is up to 90% successful, as opposed to a retention rate of 5% for a piece of information that a person has simply been told. ...read more.

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