Daily Curriculum Record (DCR) for Field Placement 4
Name: __________________________ Age Group: _________________________
Week: ________ Date: ________________________
Observation
On the carpet in the block center,
M.T took out the Lego blocks from
the bin. She stacked blockers one
on top of the other, one by one.
“what are you building M.T” J.L
(SECE) asked. “a tower!” M.T
replied. The blocks began to wiggle,
and one fell off. “Oh no! back on
top” M.T said as she took out a few
more blocks from the bin and
stacked the blocks on top of each
other again.
Interpretation
This observation interprets the
Cognition domain in the ELECT. As
M.T is displaying the skills of 4.1
Self-regulation – Attention
Regulation. She was able to
maintain her attention for an
increasing period of time while
stacking the blocks.
Meaning Making:
This was meaningful as the
children are able to ignore
distracting variables and regulate
their attention to one subject at a
time. (focus)
Curriculum Experience
Title: My Sandwich! (FOOD
EXPERIENCE)
Environment:
Materials
• Bread
• Vegetables (cucumber,
tomato)
• Cheese slices
Arrangement: Arranging for focus.
This will take place on the snack
table or the circular table.
Materials will be placed in front of
every child for focus and easy
access.
Interactions:
As the children are focusing and
engaging in the activity, a verbal
strategy I can use is Predictive
questions. For example, “How tall
will you make your sandwich?”–
A behavioural strategy I can use is
Sit next to the children.
because this will provide emotional
and physical support in the case
where children may feel frustrated
in not being able to use the tool.
Date implemented:
Enriching Ideas (handwritten):

Self-Reflection & Evaluation (handwritten):

1) Pedagogical Strategies

2) Reflecting on your own thinking …

CECE comments and signature:

Field Liaison comments and signature:

 Daily Curriculum Record (DCR) for Field Placement 4
Name: __________________________ Age Group: _________________________
Week: ________ Date: ________________________
Observation
In the book center, J.L (SECE) was
reading a “Shabbat” book to Y.S
and A.E. “Purim is soon” said Y.S
with a smile on his face. “Really?
You celebrate Purim?” J.L asked.
“Yes!” Y.S said as he grinned and
held the book. “Me too!” A.E
followed. “What about you Jenny?”
Y.S asked. “Jenny celebrates Lunar
New Year, we call it Tet” J.L replied.
“Tet!” Y.S and A.E repeated after.
Interpretation Curriculum Experience
This observation interprets the Title: About me (ENRICHMENT)
Emotional domain in the ELECT as Lunar New Year Lanterns!
A.E and Y.S are displaying the skills
of 2.2 Identity Formation. They are Environment:
expressing curiosity to physical and
cultural characteristics. Materials
Meaning Making: • Paper
• Markers
The children are building an • Assorted decorations
understanding of culture in the (jewels, glitter, etc)
people around them as well as • Scissors
themselves. This can lead to
connection making between family Arrangement: Will take place on
and larger cultural groups. the carpet or table. Materials will
be placed in front of the children
for access.
Interactions:
While the children are working on
the activity a verbal strategy, I
have to engage with the children is
Asking open- ended questions for
example “Do you celebrate any
other holidays? What do you eat or
do on those holidays?” – This will
allow the children to answer with a
response that is important to them
and it reveals the children’s
thinking.
A behavioural strategy I can use is
Sit next to children. This will help
children regulate attention to what
they are doing while reassuring
 them the adult is there in the case
support is needed.
Date implemented:

Enriching Ideas (handwritten):

Self-Reflection & Evaluation (handwritten):

1) Pedagogical Strategies

2) Reflecting on your own thinking …

CECE comments and signature:

Field Liaison comments and signature:

 Daily Curriculum Record (DCR) for Field Placement 4
Name: __________________________ Age Group: _________________________
Week: ________ Date: ________________________
Observation
At the Wagman Centre, the
children were running around with
their peers. “Who would like to play
freeze dance?” said J.L (SECE) J.L
then played various songs. Baby
shark began to play, and the
children ran around the common
room, once the music stopped
“Freeze!” said J.L all the children
froze. M.B and Y.S took out some
big bouncy exercise balls for the
children to play with as well.
“where is the music J.L” E.D asked.
J.L plays the music again; some
children ran with the balls and once
the music stopped, they froze with
the ball.
Interpretation
This observation interprets the
Physical domain in the ELECT as
the preschoolers are displaying the
skills of 5.1 Gross Motor – Walking
and Running. The children are
improving their reflex as they stop
while running.
Meaning Making:
The children will be able to the
SECE around in circles in the
common room with the foot print
cut outs, this demonstrates an
increase in balancing and
coordination.
Curriculum Experience
Title: Follow the food prints! And
Indoor Hopscotch
Environment:
Materials
• Foot Print Cut outs
• Tape
Arrangement: Arranging for focus.
Materials will be on the floor of the
Wagman centre in the common
room. Children will follow the cut
outs this will enhance
coordination.
Interactions:
As the children are focusing and
engaging in the activity, a verbal
strategy I can use is for example
“Let’s see if you can hop on one
foot and freeze on one foot?” –
This will allow the children to
answer with a response that is
important to them and it reveals
the children’s thinking.
A behavioural strategy I can use is
Parallel play with the children.
Playing at the at the children’s level
can reinforce and extend their
exploration.
Date implemented:
Enriching Ideas (handwritten):

Self-Reflection & Evaluation (handwritten):

1) Pedagogical Strategies

2) Reflecting on your own thinking …

CECE comments and signature:

Field Liaison comments and signature: