The Graffalo After Reading The Book

Question: What do you hope the children will learn during the activity, link to the appropriate curriculum/ stage of development e.g. EYFS / NC / milestones )The main purpose of this activity is for children to learn how to describe the Graffalo after reading the book. This could be done by helping children using adjectives whilst describing. Answer: Age in Months: 42 Months Practitioner/Key Person: Teacher at Kindergarten school How did they learn? Photo(s) to illustrate process During this period, the children belonging to the age group of 3- 6 years have the habit of learning by observing and exploring different activities of interests. Reading comics book is another example of interest object for children of this age group. It has been noticed that children of this age group possess the habit of learning while playing. The learning process or the cycle gets fulfilled by interacting with other people, especially with trained people or with parents. Children develop a knack of learning by taking up interest in a particular subject like watching cartoon or playing any particular games like chess or outdoor games. After reading Graffalo, these children are keen on identifying the comical characters and undergo a keen learning process with identification of animals. Observations As far as the picture depicts, the child is keen to learn something from the book and looks very concentrated. This clearly shows that the child is a good observer and do have a good concentration level to learn by observing from any particular object of interest, especially a story book. Level of Involvement How did the adult support learning/development? High: Medium: Medium Low: The adult support in the learning process of the child will definitely help the child to develop concentration and ensure mind development from the early stages of life. Higher level of concentration will generate concentration and power of thinking for the later stages of life, especially during education. Links to EYFS Must get the guidance of trained professionals or must be admitted to schools like Playhouse Home Involvement Home involvement is necessary for attaining behavioural and character development of a child as learning always begins at home. Involvement of parents is equally important for a child to develop mentally. Next Step (Possibly lines of Development) The child should be admitted to co- curricular activities like swimming, physical exercises or chess classes for bringing development of the childs career and character. Evaluation It is evaluated that the child has a higher level of concentration that should be encouraged for better result in the future. Name of child: Adrian Brian Date: 14.12.2015 Observer: David Jones Observation no: 3 Context: Traits Evaluation Time: 1.00 P.M Making relationships Seen Observations (What the child is doing or saying) Does the child: The child is keen observant, adopts quickly with the requirement, and takes up ideas very quickly. Form relationships y Take turns y Share fairly y Work as part of a group Understand about rules Treat others with respect y Take into account idea of others y Self-confidence and self-awareness The child is confident, has the knack of learning things quickly, and initiates ideas quickly. Is the child: Interested y Speaking in a group Solving problems Motivated y Concentrating y Persevering Independent y Involved y Confident y Initiating ideas y Independent Does the child: It is also evaluated that the child is expressive and have awareness about views, feelings and needs of others. Express needs and feelings in appropriate ways? y Show an awareness of expectations and behaviour? y Understand what is right and wrong? Show an awareness of the needs, views and feelings of others? y Links to areas of learning The child should understand what is right and wrong. Comments / Next steps? The child should be provided with training to ensure better self- development and betterment of self-abilities. Observer: David Jones Date: 14.12.2015 Observation no: 3 Name of child: Adrian Brian Context: Time: Playing and Exploring - engagement Is the child: Seen Observations What the child is doing or saying Finding out? y The child is observing and trying to relate with the characters mentioned in the book Graffalo. Exploring? y Playing with what they know? Willing to have a go? y Active Learning motivation Does the child: Trying to learn quickly. Become involved? y Concentrate? y Keep trying? y Enjoy achieving what they set out to do? Creating and Thinking Critically Does the child: They are also choosing his own things in a better way with his little innovative ideas Have their own ideas? Choose ways to do things? y Make links? Links to areas of learning: Next steps: Comments: Should be guided properly to bring out development in the childs character. Level of Involvement : 1 2 3 4 5 4 OBSERVATION Name of child/ren: Adrian Brian Date: 14.12.15 Time: 1.00 P.M Name of Practitioner: David Jones Child Initiated Activity: Playing Chess Adult Led Activity: Guiding in playing chess in School Small Group Play Solitary Play Large Group Play Sand Area Water Area Role Play Area Small World Area Construction Area Writing Area Book Area Listening Area Creative Workshop ICT Malleable Area Maths Area Investigative Area Outdoor Area Snack Area Carpet Area Story time What is happening? (What is the child saying or doing?) The child is playing chess in an outdoor area. Links to Learning Next Steps in Learning Should be admitted in a proper Chess Training school Early Characteristics of Learning Parental Contribution: Confidence Showing preferences Interest Curiosity Motivation Independence Involvement Persistence Excitement Initiating ideas Creating Concentration Attention Should support the child in fulfilling his desires What did the child do? (observation, photos, notes) Self-confidence and self-awareness Areas of Learning and Development Confidence Showing preferences Interest Curiosity Motivation Independence Involvement Persistence Excitement Initiating ideas Creating Concentration Attention Assertive Showing satisfaction Sense of self Sense of achievement Respect for others Flexibility Trusting Joining in Sharing Interacting Taking risks Personal, Social and Emotional Development Making relationships Self-confidence and self-awareness Managing feelings and behaviour Communication and Language Listening and attention Understanding Speaking Physical Development Moving and handling Health and self-care Literacy Reading Writing Mathematics Numbers Shape, space and measure Understanding the World People and communities The world Technology Expressive Arts and Design Exploring and using media and materials Being imaginative What next? What opportunities can we provide to support the learning? What do you think about this? (what might the child be thinking? What learning and development might this show?) These children are concentrating towards funny characters and are quite intelligent towards learning quickly. EYFS link: Development Matters