Daily Curriculum Record (DCR) for Field Placement 2
Name: ___Duy Hoa (Jenny) Lam___
Week: ___2____
Date: ___March 12th, 2018 ___
Observation
I.S stood at the rectangular
shaped table by the window after
nap time with A.K and A.F along
with toy cars and toy garage. I.S
watched A.K pick up a toy car
from the floor, I.S moved over to
the toy car on the floor and
touched it with his foot. I.S
returned to the table and has a
blue toy car in his right hand. “ca
ca car” said I.S “What will happen
if you place the car on the slide?”
said ECS (J.L) I.S pushed the toy
car from the top of the slide of
the toy garage and off the table.
I.S smiled and walked around the
table to and retrieved the car. I.S
took his right hand with the car
in it and pushed a toy train in the
center of the table. He returned
to the side of the table with the
toy garage and said “roll roll” he
then pushed the toy car back
down the slide at the top of the
garage. I.S looked at A.K, smiled
and pushed the trains and cars to
the center of the table again.
CECE comments and signature:
Field Faculty comments and signature:
Age Group: _____Toddlers____
Interpretation
This observation interprets the
Cognition domain in the
ELECT. As I.S displays the skill
of 4.3 Cause and Effect. I.S
responded to the predictable
outcome of the car rolling
down the slide and explored
the main function of the car
and trains which were the
wheels rolling. Asking
predictive questions allows I.S
along with the other toddlers
to answer with actions and
promote cause-and-effect
exploration.
Curriculum Experience
Title: Baking Soda and Vinegar Volcano
Materials:
• Baking soda
• Vinegar
• Plastic Containers
• Playdough
• Food Colouring
Interactions:
As the children are focusing and engaging in the
activity, verbal strategies I can use are asking
Simple open-ended questions and predictive
questions such as “What else can we add to the
Volcano?” “What will happen if we add water
instead of vinegar?” Behavioural strategy I can do
as well is Parallel play with the toddlers. Playing at
the at the toddlers level can reinforce and extend
their exploration.
*materials will be placed in the center of the table
so the children can sit around and get a clear visual
Date implemented:

Name: ___Duy Hoa (Jenny) Lam___
Week: ___2____
Date: ___March 13th, 2018 ___
Observation
The toddlers were in the cubby
area getting undressed from
playing outdoors. The infants
were in the hallway playing with
balls. A ball rolled to A.L. He
picked it up with his right hand
and the ball slipped out onto the
floor. S.B picked up the ball with
both her hands “throw” she said
as she dropped the ball onto the
ground. A.L ran over to get the
ball and picked it up with both
hands. A.L then repeatedly
dropped the ball, watch it roll
and picked the ball back up.
CECE comments and signature:
Field Faculty comments and signature:
Daily Curriculum Record (DCR) for Field Placement 2
Age Group: _____Toddlers____
Interpretation
This observation interprets the
Physical domain in the ELECT.
As A.L and S.B displays the skill
of 5.2 Fine Motor Skills –
Palmer and Pincer Grasp. A.L
and S.B are adapting from
palmer/pincer grasp as they
dropped the toy, watch it roll
and pick it back up. Giving the
toddlers a variety of different
objects can present more
possibilities that the toddlers
will use different motor
strategies to retrieve objects.
Curriculum Experience
Title: Pom Pom Collage
Materials:
• Poms Poms
• Confetti
• Adhesive Paper (Mac-Tact)
Interactions:
As the children are focusing and engaging in the
activity, verbal strategies I can use are Describing
the Childs Actions and Admiring toddlers emerging
skills for example “oh wow you grabbed two
different pompoms and stuck them on the paper!”
Behavioural strategy I can use is Moving relevant
materials close to where the toddlers plays.
Moving the materials to the toddlers may help
those who are “stuck” and can support the
inclusion of the material(s) into play.
*materials will be placed in the center of the table
so the children can sit around, have wide space to
do the activity and get a clear visual
Date implemented:

Name: ___Duy Hoa (Jenny) Lam___
Week: ___2____
Date: ___March 14th, 2018 ___
Observation
Toddlers were getting read to
have lunch. M.M, V.S, T.J-V, and
T.T were getting seated. “look we
have yummy green peas today”
said CECE (I.M) as she passed the
bowl around the lunch table to
each toddler. “peas peas” M.M
said as CECE (I.M) passed the
bowl and encouraged her to
scoop her own peas into her
bowl. M.M grabbed the big
spoon with her right hand and
scooped the peas and with her
left hand held her bowl close. T.J-
V, V.s and T.T all grabbed the
spoon and scooped their own
peas into their bowls when the
bowl was passed to them.
CECE comments and signature:
Field Faculty comments and signature:
Daily Curriculum Record (DCR) for Field Placement 2
Age Group: _____Toddlers____
Interpretation
This observation interprets the
Physical domain in the ELECT.
As A.L and S.B displays the skill
of 5.2 Fine Motor Skills – Tool
Use. This is displayed as M.M,
V.S, T.J-V and T.T are using the
spoon instead of their hands
to scoop peas into their bowls.
They are learning and
practicing how to use
everyday tools and utensils.
Providing more tools and
being involved with the
toddlers will support the
practice of tool use and
independency.
Curriculum Experience
Title: Cutting Playdough
Materials:
• Playdough or cooled cooked Pasta (e.g
Spaghetti – colour is optional)
• Toddler-safe scissors
Interactions:
As the children are focusing and engaging in the
activity, a verbal strategy I can use is Admiring
toddlers emerging skills for example “I like the way
you are holding your scissors, cutting your
pasta/playdough into pieces!” A behavioural
strategy I can use is Participate in toddler play and
move materials slowly when the toddler is
approaching frustration. Having the toddler in one
spot with no help may leave the child vulnerable
and frustrated. Moving the materials when needed
and participating may slow the action down
enabling the toddler to problem solve and avoid
frustration.
*materials will be placed in the center of the table
so the children can sit around and have a wide
space to cut and roll the materials.
Date implemented: