'Enjoying Water and Boats'
![Picture](/uploads/1/1/3/7/11377182/3689367.jpg?290)
Date: 10/09/2012 Time: 12.45pm Setting: Outdoor environment
During my time at my placement centre, the children were exposed to water outdoors as they had a water and tank and could use the water from this. I took many observations of the children using the water to their advantage and in their play to make it more effective and becoming more engaged in their activity.
During my time at my placement centre, the children were exposed to water outdoors as they had a water and tank and could use the water from this. I took many observations of the children using the water to their advantage and in their play to make it more effective and becoming more engaged in their activity.
![Picture](/uploads/1/1/3/7/11377182/39518.jpg?1349667551)
The children were working in group to create a river in their sand pit, which they intended to use as a river and put water in it and make it flow. The children were discussing this amongst each other and working as a team they assisted each other in digging and collecting water.
During this time when the children were creating there river and filling which water, they hit a problem.
As they continued to collect more and more water from the tap, the water they had placed in the river was disappearing. "We need to get the water quicker so it doesn't go away" (one child said). "No, we need something that stop the water from going" (another child said).
Outcome 5.1- Children interact verbally and non-verbally with others for a range of purposes.
As the children were getting distressed and disengaged my mentor teacher came in on the play and suggested to the children about using a plastic on the bottom of the river to hold the water. I also went over to the children to take advantage of the water use and discuss with the children why the water stays with the plastic and not the sand.
Outcome 4.2- children develop a range of skills an processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating.
The children were then extremely engaged in this extended activity that was part of their own interests and initiated by them as a group. They continued at this activity with teacher support and were able to continue on without the support of teachers/educators and just the peer relationship within the group.
The activity, with flowing water was effective and was followed up by the children themselves. In the mud patch area, the children were also playing with water and as this was on a hill, they would make a path way for the water to flow, and continuously pour the water down and watch it flow into the vegetable gardens.
Outcome 4.3- Children transfer and adapt what they have learnt from one context to another.
During this time when the children were creating there river and filling which water, they hit a problem.
As they continued to collect more and more water from the tap, the water they had placed in the river was disappearing. "We need to get the water quicker so it doesn't go away" (one child said). "No, we need something that stop the water from going" (another child said).
Outcome 5.1- Children interact verbally and non-verbally with others for a range of purposes.
As the children were getting distressed and disengaged my mentor teacher came in on the play and suggested to the children about using a plastic on the bottom of the river to hold the water. I also went over to the children to take advantage of the water use and discuss with the children why the water stays with the plastic and not the sand.
Outcome 4.2- children develop a range of skills an processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating.
The children were then extremely engaged in this extended activity that was part of their own interests and initiated by them as a group. They continued at this activity with teacher support and were able to continue on without the support of teachers/educators and just the peer relationship within the group.
The activity, with flowing water was effective and was followed up by the children themselves. In the mud patch area, the children were also playing with water and as this was on a hill, they would make a path way for the water to flow, and continuously pour the water down and watch it flow into the vegetable gardens.
Outcome 4.3- Children transfer and adapt what they have learnt from one context to another.
'Revised pedagogical tool'
![Picture](/uploads/1/1/3/7/11377182/1846888.jpg)
As a pedagogical tool, I felt that the initial method of observation I was using was the consuming and not having enough of the framework involved in it.
Over the time of my placement, I used a reflective approach along with discussions with my mentor to develop an observation technique (that included photos, alike a learning story) that I could use as one form of observation and feel confined in the links I make to the frameworks and the child's interests.
I felt that this observation type, allowed me to consider all aspects of the child, they way an educator can be part of a young child's play and allow for extension in which the child can still be engaged.
I felt that this observation method allowed me to bring more than one aspect of the child's play together and developing the appropriate link that evolves throughout children's play. I will continue to use this method of observation in my future as an educator as I can link this to the frameworks effective and can further this by evaluating and extending on for children's interest and strengths through their play.
Over the time of my placement, I used a reflective approach along with discussions with my mentor to develop an observation technique (that included photos, alike a learning story) that I could use as one form of observation and feel confined in the links I make to the frameworks and the child's interests.
I felt that this observation type, allowed me to consider all aspects of the child, they way an educator can be part of a young child's play and allow for extension in which the child can still be engaged.
I felt that this observation method allowed me to bring more than one aspect of the child's play together and developing the appropriate link that evolves throughout children's play. I will continue to use this method of observation in my future as an educator as I can link this to the frameworks effective and can further this by evaluating and extending on for children's interest and strengths through their play.