THE OBSERVATION NOTEBOOK:

Child’s gender and approximate age: boy, 4.5 years old; boy, 2.5 years old.

Date and time of observation: 11:30 AM, September 19, 2020

Location of observation: Riverfront Park, Cochrane

Observer’s name: Yu Hong Liu

Description of Observation (describe what you saw, materials/equipment child/ren plays with,
dialogue/quotes from the child/ren and/or anyone else involved and any other relevant parts of the
observation)
Mother took Albert and Alvin to the riverside, and these two boys ran to the water. Albert went to a giant
stone and squatted on it and stirred the water with his hands. The water soon soaked his jacket sleeves.
Albert rolled his sleeves up by his wet hands. Alvin was right behind Albert. He faced the river, waited for
a moment, then found a big stone and stood on it. "Come here and play with me," Albert said. "All right,"
Alvin agreed. He walked towards Albert slowly. Alvin stepped on the river, and one foot got wet. He
turned back and called for his mother, "Mom, mom, I'm stuck." Mother came quickly, picked up Alvin and
put him on top of the giant stone which Albert is there. "Wet, shoe," Alvin told mother. Mother comforted
Alvin, and Alvin began to play with Albert in the water.
Albert taught Alvin to play with pebbles in shallow water and on the beach. Albert looked at Alvin, and
Alvin looked at his mom and began to giggle. Albert and Alvin quickly picked up a dozen pebbles, large
and small, oval and irregular. "Let's wash it," Albert said to Alvin. "Okay, "Alvin responded. Albert
reached out his hands and rolled Alvin's sleeve up. Alvin's sleeve slipped down, and Albert reached out and
rolled it up again. Albert and Alvin each picked a pebble, dipped it in the river, then picked up another
pebble and dipped it into the river.
Shortly, mother said, "Albert and Alvin, you see, mom can throw pebbles far away." Seeing mother
throwing a pebble far away from the river, Albert and Alvin also picked up a pebble, dropped in the water
at their feet. The river splashed and splashed on the children's faces. Albert and Alvin look at each other
and laugh loudly again.
A tree branch floated along the river. Albert reached for it, but he could not get it. Albert put one foot in the
river and bent down to grab the tree branch again. This time, he got it. Mother called, "Don't go into the
water; it's dangerous." Albert looked back at his mother, raised the branch in his hand and said, "Look,
what have I got?" Alvin shouted, "Give it to me. Give it to me."

Reflection: What did you understand about this observation? What did it mean to you as an
educator? What are the children learning?
In this observation, these two boys showed me their languages/communication skills, logical
thinking skills, sensory knowledge, physical skills (gross and fine motor skills), and care and
love. From this observation, I collected their development information.
Observation is the most simple and effective method of assessing young children's development.
As an ECE educator, observing a child begins with how each child behaves, learns, reacts to new
situations and interacts with others. After observation, educators can reflect on this information
and determine how it can improve our care setting environment to meet young learners' needs.
This riverside play was enjoyable and educational, and children had a great fun time. I think this
water play fosters learning in all developmental areas. It provides opportunities for children to
experiment with sensory and science concepts, strengthen their physical skills, advance their
social and emotional skills and problem-solving skills, and enhance language development.
Extension: What ideas emerged from the observation?
Future plans for play possibilities/extensions? (Be specific,
for example what materials would you set up, when and
where? How would you introduce the experience and what
would your role be? What questions would you ask? What
would you be working on? How would you participate?)

From the observation, I believe that educators and

parents should observe children at play because it will
help us better understand each child's strengths and
needs, driving our teaching, curriculum planning and
class routine.

Future plan: I want to set up a water table in the

playroom after morning circle time and provide
children with different sizes of containers and plastic
fish/turtles, wooden balls, pebbles and measure cups.

In this plan,

1. Allowing the children to practice fine motor

skills like pouring and stirring
2. Allowing the children to make choices
3. Giving the children an opportunity to practice
cooperation and sharing
4. Teaching the children how measuring cups
work
5. Giving the children the opportunity to
experiment with water
6. Developing children’s small muscles and hand-
eye coordination

As ECE educators, we need to guide children by

providing a supportive, encouraging environment and
turn playing into opportunities to learn and fun, thus
enhancing a child's sense of achievement.

As an ECE educator, I prefer actively involved in

children's play. For example:

1. Playing beside the children or participating with

the children
2. Extending play activities by adding new
 materials
3. Asking questions to stimulate conversations
and learning. Such as “I like the way you pour
the water slowly back into the table. how about
we do it quickly this time, and see what may
happen?” “Marble balls cannot float on water,
what about wooden balls? These two balls,
which one is bigger and heavier?”
4. Noticing and responding to a child's question or
idea. Such as, “Cooking is a good idea, what
dish do you want to cook?”