OBSERVATIONS

Name: Hamish (1) Date: 17/05/2019

4 Years Old

Context of the anecdote: It is mid-afternoon free play in the classroom. There are two
educators and one student. Before the children set up the beds for rest -time they are
given time to engage in free play in wither groups or individually with an activity located
in the classroom or on the balcony. Hamish approached the student teacher to help
him with his puzzle.

Observation: Analysis/Interpretation:
Hamish had just come from sitting on the Hamish has a clear understanding of the
carpet with the other children when the logic and problem-solving skills required
educator announced for Hamish could go to complete a puzzle, especially as this
and choose an activity to play. He particular puzzle has 30 pieces (EYLF
approached me and asked if I wanted to Outcome 4, Indicator 2 DEEWR, 2009).
help him with a puzzle. Hamish
approached the shelfing in the ‘Feelings
Corner’ to choose a puzzle. From the Through exploring the image of puzzle
several puzzles that are on the shelf Hamish was able to talk about aeroplanes
Hamish chose the one with an aeroplane and travel, Hamish was able to find
on a runway. connections between the puzzle and real-
life experiences he had experienced
As we sat to start the puzzle, we were (EYLF Outcome 5, Indicator 3 DEEWR,
joined by another child who asked to join, 2009)
Hamish welcomed the other child. Hamish
opened the box containing the puzzle
pieces and laid them out on the floor, he
began to search for the corner pieces as
he stated, ‘this how you should start a
puzzle’. As we began to join the pieces
together Hamish started to talk about the
aeroplane and how he had seen them fly
over in the. I then asked if he has ever Implications:
been on an aeroplane to which he
answered, ‘Yes I have been on a plane to
To follow this activity, I would encourage
Italy and Sri Lanka. We were on the plane
for a long time’. for Hamish to explore more complex
puzzle with more sophisticated imagery
and more pieces involved as it will
After sitting in silence for a bit of time
Hamish placed down the last piece of the challenge Hamish but also encourage his
puzzle. By the time we had finished the skill in solving puzzles as it is an activity he
puzzle it was time for making their beds for enjoys (EYLF Outcome 4, Indicator 2
rest-time. DEEWR, 2009).

This will help to keep Hamish’s learning

centred around his current strengths and
abilities allowing for Hamish to not be lost
or uncomfortable in his learning as they
are the foundation for his learning
(Standard 1.1, Element 1.1.2 ACECQA,
2018)
Name: Xavier (1) Date: 10/05/2019
Aged 4

Context of the anecdote: It is min-morning free play inside the classroom. There are
two educators and one student. During this time children are allowed to have free play
around the classroom. One of those activities includes the iPad on an app called ELLA
(Early Learning Languages Australia), the language of focus Italian. Xavier
approached the table wanting to use the iPad when he saw it was free for use.

Observation:
Xavier approached the table as no one
was using the iPad, he opened the up the
ELLA app and using his profile chose a
game that focused on colours in Italian.
Xavier chose a game that includes
photographing marine animals that match
with the colours shown.
Xavier gave his full attention to the game
finding the fish for the colours he hadn’t
matched. The colours included Red
(Rosso), Pink (Rosa), Green (Verde), Blue
(Azzurro), Orange (Arancione) and Yellow
(Giallo). Xavier played the game with other
children observing and helping Xavier with
finding the fish, which he found both
helpful but also discouraging to his own
ability to find the fish.
Analysis/Interpretation:
Along with the entire class Xavier shows
and expresses great interest in learning
Italian. Through the programs and apps,
they have in the classroom it has become
easier for the children to learn Italian with
the help of technology and apps (EYLF
Outcome 5, Indicator 5 DEEWR, 2009).
Xavier enjoyed the company of his peers
whilst playing the colour game, even
though he felt they were giving too much
help at times Xavier never once asked for
his peers to leave but let they stay to
watch and help (EYLF Outcome 1,
Indicator 4 DEEWR, 2009)

After playing this game for ten minutes

Xavier had found most of the colours in the
fish. He then repeated the colours names
in Italian, Xavier then told me that he liked Implications:
learning Italian, and was very good at
speaking the language. Xavier then As Xavier is very interested and involved
moved away from the iPad to let another in learning Italian it would be good to
child use the device.
introduce more activities where Xavier can
practice his language skills using
technology or otherwise (EYLF Outcome
5, Indicator 5 DEEWR, 2009)

Incorporating intentional teaching will help

to extend on Xavier’s language skills, also
encouraging Xavier to use counting in
Italian as much as he can. this will also
allow for educator to have explicit topics or
parts on language they would like for
Xavier to learn (Standard 1.2, Element
1.2.1 ACECQA, 2018)
Name: Emily (1)
Aged 4
Context of the anecdote: It is early morning free play on the outdoor balcony. there
are 5 educators and one student teacher. The children aged 3 years to 5 years are all
on the balcony for free play as it is the time where children arrive in the morning before
entering their classrooms. There is a craft and colouring table for children to sit at. Emily
and 4 other children where sat at the table drawing and colouring on some paper with
coloured pencils and crayons
Observation:
Emily sat at the craft table along with her
friends (4 other children), the group of
children were talking about rainbows and
unicorns as they all had a rainbow and/or
unicorn on their shirts. Emily grabbed
some paper and began to use crayons to
create a rainbow on her page. Following
the colours of the rainbows ‘ROY G BIV’.
Emily then asked the group if any had seen
a rainbow in the sky before, she then
continued to state that she had seen on
before when she was at the park with her
family once.
The other children engaged in the
conversation about rainbows and how they
had seen them in the sky but only after it
had rained previously. Emily continued to
draw her rainbow, adding grass, flowers
and a self-portrait beneath the rainbow.
Emily left the table to place the picture in
her locker so she wouldn’t forget” to take it
home.
Date: 17/05/2019
Analysis/Interpretation:
Emily sitting with the other children and
conversating about rainbows and how
they form in the sky shows her skills of
being able to communicate effectively with
her peers around her engaging in an
enjoyable interaction using her verbal
skills (Outcome 5, Indicator 1 DEEWR,
2009).
Through being social and engaging in
conversations with her peers about topics
she may or may not have knowledge on
opens for time where Emily can be able to
teach somethings too her peers or to learn
from her peers also shows that Emily can
interact with her peers with respect as she
allowed for the other children to be a part
of the conversation showing interest in
other children and being part of a group
(Outcome 1, Indicator 4 DEEWR, 2009).
Implications:
To further encourage Emily’s social
interactions with other organising for Emily
to work more in small groups for play
experiences will allow for her to become
more comfortable and engage with other
children. Also modelling explicit
communication strategies can help for
Emily to see what she can do to initiate her
interactions with other children so she can
join in play and social experiences
confidently (Outcome 1, Indicator 4
DEEWR, 2009).