Observation #1

Anecdotal Records

On Tuesday March 17th at 11:30am Weston was observed with 6 other children present at the table for
lunch.

Weston was eating lunch at the table with the rest of his class. Weston looked up at the teacher and
said “miss. Natalie, there’s three kids at Miss. Mauri’s table and three kids at our table!” The teacher
asked him how many kids that is all together. Weston said “um 1, 2, 3, 4, 5, 6! There are 6 kids!” Weston
grabbed another chicken nugget with his right hand, looked up at the teacher and said, “Miss. Natalie,
can I have more ranch please?” She gave him more ranch and Weston continued eating his lunch.

Developmental Domains being observed:

1. Cognition and general knowledge

a. B. Mathematical Thinking
i. V.B.EL.1 Demonstrates Understanding of Numbers and Counting
1. Can rote count and counts concrete objects to 5 and beyond.

Analysis:

Weston shown he understood general knowledge by being able to use his math skills and count
the amount of children in the class without being asked to count. He was able to properly count to six
starting at one and including himself in the ratio. The rest of the day Weston continued to count the
amount of children in class as they left to go home.

Observation #2

Running Records

On Wednesday March 18th at 9:00am through 9:45am I observed Weston with 9 other people
participating in a large group activity.

9:00: Participating in hullabaloo game with while class. Listening to the games directions and finding the
correct mat on the carpet that the game says to go to.

9:25: Sitting on the carpet building a car using connectors with another child.

9:30: Sitting on carpet continuing to build with the connectors and said to another child, “do you want
to build a car with us? It is going to be the biggest car ever!” Weston and 2 other children all built cars
together.
9:45: Weston stood up and walked over to the sensory table to play with moon sand. Weston says to
one of the kids he was playing on the carpet with “Wyatt come look there’s something new in the
sensory table come play with it with me!” Weston and the other child build sandcastles in the sensory
table with the moon sand.

Developmental Domain Observed:

1. Social and Emotional Development

a. C. Social Competence
i. II.C.El.2 Engages in Social Interaction and Plays With Others
1. Participates in parallel play with others for longer periods of time.

Analysis:

Weston demonstrates social competence by engaging with other children asking them to join
him in his play by working along side of him but continues to stay engaged with his own activity. He was
able to stay focused on his own activity while communicating with other children to join him by creating
their own activity similar to his own.

Learning Experience Plan Summary

“Make your own moon sand”

Social and Emotional Development

For this activity, the teacher will need to get the supplies needed to make the moon sand and measure
out into cups the amount each child will need to make their sand. The teacher can also put out different
objects that the children can use to play with their sand when they are done making it. The children will
work together in groups of 2 to create their own moon sand.

This learning experience was chosen because the children all love playing with the moon sand when it is
out, and I thought it would be a fun activity for them to work alongside of each other while doing their
own activity. They will need to listen and communicate with each other to pass around the objects and
materials they need.

Child Development Theory: Sociocultural Theory of Development- Through social interaction and
verbalization, children construct knowledge of the world.

Implementation:

The activity that I chose seemed to be effective for some children but not all. A lot of the
children were focused on making their own moon sand while communicating with others and talking
about what they are adding first and explaining what theirs looks like. Others were sitting their not
talking much at all to anyone and just focusing on their own moon sand. I think this activity was more
effective than not because the children loves it as well as exercising their social and emotional
development. This was one of my most favorite activities because each child was able to have their own
finished product to take home and use. They all were so proud that they were able to make it on their
own and could explain how they made it.
 This was a great activity for Weston to continue to progress with this specific development. He
was focused on what he was doing as well as including others in on what he was doing. He
communicated effectively to receive the objects and materials he needed. When he was finished making
his sand, he engaged in his own play with the different objects that were out on the table. He included
others to join him in his play as well. Weston had fun with this activity and was able to show me that he
is continuing to progress with social and emotional development.

Observation #3

Anecdotal Records

On Thursday March 19th at 2:45pm I observed Weston with 10 other children that were in the classroom
during work time.

Weston was in block areas stacking blocks. He walked up to the teacher and said, “can I play with the
instruments and dance to music please?” The teacher said yes and put music on. Weston smiled big and
walked over to a cabinet, opened it and grabbed a maraca. Weston shook the maraca and walked
around the rug in a circle bringing his knees up high each step. He laughed and said, “Miss. Mauri look
I’m in a marching band!” Weston continued marching and shaking his maraca to the music playing.

Developmental Domain Observed:

1. Approaches to Learning
a. B. Creativity and Imagination
i. IV B.EL.2 Expresses self creativity through music, movement and art.
1. Expresses self through a variety of artistic media, music, and
movement.

Analysis:

Weston demonstrates creativity and imagination by asking to use instruments and dance to
music. He thought of the idea on his own came up with his own way of dance. Weston expressed his
feelings of joy by marching around the room to the music while smiling and explaining what he was
doing.

Learning Experience Plan Summary

“Musical Parade”

Approaches to Learning

For this activity the teacher will need to make sure that there is a musical instrument available for each
child to have one. The children will all line up with their instrument. Then they will walk down the halls
playing their instrument however they want to and marching as if they were in a parade.

I chose this activity because it lets the children express themselves and their creativity through music
while moving. They are able to show off their creativity to other children in a fun way that they don’t
even realize is a way of development. I think that this is a great way to introduce music and instruments
to children as well as a fun activity for the children to enjoy and feel important.
Child Development Theory: Psychosocial Theory of Child Development- Children are interested and
eager to learn more.

Observation #4

Time Sample

On Thursday March 19th at 11:00am I observed Weston with 10 other children that were in the
classroom during this time.

11:00: Eating lunch at the table with 4 other children and the teacher

11:30: Reading “Brown Bear” alone on his cot

12:00: Helped the teacher wipe off the tables from lunch

12:30: Laying on cot by himself resting his body

1:00: Laying on his cot reading “Brown Bear” alone

1:30: Sitting at a table with 3 other students reading books

2:00: Helped the teacher set out spoons on the table for snack

Developmental Domain Observed:

1. Language Development and Communication

a. C. Early Literacy

i. III C.EL.3 Shows appreciation of books and understandings how print works

1. Views one page at a time from the front to the back of the book and
knows that the book has a title, author, and illustrator.

Analysis:

Weston demonstrates early literacy by flipping through the pages of Brown Bear from front to
bake acknowledging the pictures and the words of the book. He was independently reading the book
then joined other children at the table to read different books and then he talked about what the books
were about with the other children.

Learning Plan Experience Summary

“What Do You See”

Language Development and Communication

For this activity, the teacher will need the book “Brown Bear” and pictures off all the animals. Each child
will have a picture of an animal from the book while the teacher is reading the book out loud to the
class. When the child hears the animal they have called, they will go stand in front of the room by the
teacher. Every time after that, that the animal that child has is said, the child will say it out loud for the
whole class to hear.
I chose this learning experience because it’s a fun activity that includes all of the children and it keeps
them interested because they have their own role in reading to book. It demonstrates appreciation of
books because they are reading through the book page by page showing a liking and understanding of
what is happening in the book.

Child Development Theory: Sociocultural Theory of Development- interaction between others is the way
that children learn about the world around them.

Observation #5

Anecdotal Records

On Tuesday March 24th at 12:00pm I observed Weston with 11 other children present sitting on the
carpet area then transitioning to their cots.

Weston was sitting with his legs crossed on the carpet with the rest of the class listening to a book the
teacher was reading. When the book was done, Weston stood up and walked to his cot. He picked up his
blanket from his cot then held it while he sat down on his cot. Weston then said, “I need someone to
cover me up!” A teacher came over and covered Weston up. Weston then said, “I want Miss. Mauri to
sit by me and rub my back.” I told Weston if he lays nicely, I will sit by him. He said, “okay I will”. I sat by
Weston and rubbed his back till he fell asleep.

Developmental Domain Observed:

1. Language Development and Communication

a. B. Speaking and Communicating
i. III.B.EI.2a Uses vocalizations and spoken language to communicate
1. Uses plurals, pronouns, and past tense.

Analysis:

Weston shown development in speaking and communicating by approaching adults and

speaking his thoughts to them. He also shown that he can effectively listen and respond to others by
listening to what they are saying and responding with his own answer to what was being said to him.

Observation #6

Running Records

On Wednesday March 25th at 3:30pm I observed Weston with 10 other children present during the end
of their work time.

3:30: Cleaning up toys from work time trying to put all the toys away before the song ends.

3:40: Sat on the carpet patiently waiting to listen for the next directions.

3:45: Obstacle course with the rest of the class. Had to do things such as crawling, jumping, rolling,
skipping to get through the course. Weston said, “isn’t this so much fun?” to Wyatt.
4:00: Helping the teacher clean up the obstacle course when Weston said, “I want to do this again
tomorrow!”

Developmental Domain Observed:

1. Health and Physical Development

a. C. Sensory Organization
i. I.C.EL.1 Demonstrates attachment, trust, and autonomy
1. Skills become more refined; acts and moves with increased
intention and purpose

Analysis:

Weston demonstrated sensory organization by using his skills to listen to directions and put the
directions into action showing that he understands what was being asked of him. Weston was able to
wait patiently to listen to directions even though he knew there was something fun that they were
about to do.

Observation #7

Time Sample

On Friday March 27th at 9:00am through 12:00pm I observed Weston with 7 other children while doing
different activities.

9:00: Weston was playing with tinker toys on the carpet with Wyatt making rocket ships

10:00: Outside with all the other children running around the climber in a big circle

10:30: Riding the bikes with 3 other children around in a circle

11:00: At the table with 3 other children eating lunch

11:30: Laying on his cot with a teacher next to him rubbing has back

12:00: Laying on his cot alone taking a nap

Developmental Domain Observed

1. Health and Physical Development

a. B. Motor Development
i. B.EL.1B Moves with strength, control, balance, coordination, locomotion
and endurance.
1. Walks, runs, climbs, jumps, skips, and hops with control.

Analysis:

Weston demonstrated motor development when he was running around the climber outside.
He ran around the whole climber in a big circle while maintaining his balance with a sense of direction.
He also was able to ride on a bike while maintaining his balance.
 Learning Plan Experience Summary

“Water Balloon Relay”

Health and Physical Development

The teacher will be providing the children with water balloons and a large open space outside, with
markers drawn on the cement with chalk. The children will be split into groups with 4 children to a
group and each group will have one water balloon. The 4 children will be spread out evenly in a line
standing on the spot that is marked with chalk. The first child will hold the water balloon while running
to the next child in line. The last child will run with the water balloon to the marker says finish. The first
group that finishes is done. It will keep going until every group has gotten to the finish line first.

I chose this learning experience because its an activity that keeps the children active and is also an
activity that they can have fun with. It helps the children with motor development by running when they
have to deliver the water balloon to the next child as fast as they can. It is also a good way to exercise
their team work skills because each person has to play a part to be able to finish the relay.

Child Development Theory: Multiple Intelligence Theory of Development- There are multiple different
types of intelligence and not everyone is aware of them. Children need to be able to be exposed to
different situations to experience the different types of intelligence and to be able to continue to
develop in any of the intelligence areas.

Observation #8

Running Record

I was observing Weston on Tuesday March 31 st from 9:00am to 9:45am with 10 other students in the
classroom and 3 other students with Weston during small group activity.

9:00: Sitting at a table with 3 other students for small group coloring a book with a bunch of animals

9:15: Sitting at a table alone standing up a bunch of dominos in a line then knocking them down

9:20: Building with small blocks at the table as well as stacking dominos this time with another child

9:30: Placing each domino back in the bucket counting them as he’s putting it in the bucket

9:45: Cleaning up all the toys with the whole class trying to get everything cleaned up before the song
ends

Developmental Domains Observed:

1. Approaches to Learning
a. Curiosity, Engagement, and Persistence
i. A.EL.2 Engages in meaningful learning through attempting, repeating,
experimenting, refining and elaborating on experiences and activities
1. Refines skills that have been successfully accomplished.

Analysis:
 Weston demonstrated curiosity, engagement, and persistence by engaging in meaningful
learning through attempting, repeating, experimenting, refining and elaborating on experiences and
activities when he was building structures with small blocks as well as dominos. He continued to stack
the blocks and dominoes even after they fell down showing that he didn’t want to give up on building
the structure he wanted to build.

Observation #9:

Anecdotal Records

On Wednesday April 1st at 9:20am I was observing Weston at the table with 2 other children sitting with
him.

Weston was sitting at the table with 2 other children playing with play-doh. Weston was holding a rolling
pin in both hands and rolling in on top of his play-doh flattening it out into a circle. Weston laughed and
said, “look I’m making a pizza, I’m going to put cheese and pepperoni on it!”. Weston grabbed another
color play-doh, ripped it up into little pieces and put it on top of the circle he flattened. He then grabbed
another color play-doh and made tiny little circles out of it then placed in on the circle he flattened out
as well. Weston then looked at another child and said, “can I have that cutter when you’re done?” The
other child said yes and gave it to Weston right away. Weston cut his play-doh into triangles and
proceeded to hand them out to the children at the table saying, “here you go I made some pizza for
everyone!” Weston then looked at the teacher and said, “I wish we had more play-doh to play with then
I could make a super big pizza!”

Developmental Domains Observed:

1. Cognition and General Knowledge

a. Exploration, Discovery, and Problem Solving
i. A.EL.2 Understands new meaning as memory increases
1. Uses objects and other material to “make believe”

Analysis:

Weston demonstrated exploration, discovery and problem solving by using objects and other
materials to make believe when he was playing with the play-doh to make little pretend pizzas for all of
his friends that were at the table. He also cut out make believe pizza toppings to put on all the pizzas
just like how he remembers a real pizza would look like. He counted out the number of children at the
table and made sure to cut out enough pieces of pizza for everyone to have a piece at the table.

Learning Experience Plan Summary

“Make Your Own Pizza”

Cognition and General Knowledge

In this learning experience plan, the children will be making their own personal pizza. The teacher will
need to get the supplies needed to make pizzas, for example, crust, pizza sauce, cheese, and pepperoni.
The teacher will be putting all the pizzas in the oven and taking them out. The children will be able to
explore on their own on how to put together the pizza and will choose what toppings they want and
when they want to put them on their pizza. The children will need to work together and use
communication to share and pass the different toppings around.

This learning experience was chosen because it’s a fun activity for children and they get to eat their
finished product at the end. They also use their imagination to make their pizza the way they want to or
the way the remember how a pizza looks. This activity also involves communication when asking for
different toppings or letting the teacher know when they are done creating their pizza. Communication
is an important aspect in development that they are exercising during this activity.

Child Development Theory: Psychosocial Theory of Child Development- Children are interested and
eager to learn more.

Observation #10

Anecdotal Records

I observed Weston on Monday April 6th at 9:30am while he was sitting at the table during work time with
8 other children present in the classroom.

Weston was sitting at the table with a piece of paper in front of him and a market in his hand. He started
drawing on the paper switching between different colors. Weston then walked up to the teacher with
his paper and a market and said, “how do I spell to mommy from Weston?” The teacher helped him
write that on his paper and asked him what he drew. Weston said, “It’s my mommy, me, dad, Jud Jud
and Colton because I miss all of then right now.” Weston then took his paper and market and walked
back over to the table he was at and sat back down and continued coloring his picture.

Developmental Domain Observed:

1. Social and Emotional Development

a. Self-Concept
i. B.EL.2 Demonstrates self-awareness
1. Shows awareness of being part of a family and a larger community

Analysis:

Weston demonstrated self-concept by showing that he is aware that he is part of a family. He

was drawing a picture of people and he pointed to each person that he drew saying the names of the
members of his family including himself. He also showed emotion because he expressed that he was
drawing a picture of everyone in his family because he missed all of them.