Child Z invited me over to come play with them.

Child Z
had me work on the right side while Child Z worked away
on the left side and the front of the house. Then Child Z
informed me that I could work on the back of the house
when I was done. While working on the right side of the
house, I went to make a second floor by putting a small
square tile on top. Child Z quickly said, “Noo Miss Ew-
isabith, that doesn’t go there.” To my surprise, I asked
why, I thought we could make a second floor.” Child Z
said, “We will be making a second floor, but we have to
put this in it, and it won't fit if we do it your way.” As Child Z was saying this, they pulled out a doll
couch, a TV stand, multiple dolls, animals, a bed, a tall chair, and another couch. I understood now
why it wouldn’t fit. Child Z and I made a house with three floors and a balcony, and Child Z made
sure to put a welcome mat, “that way people know they are always welcome silly,” said Child Z when
I asked why. During our building session, we talked about structure, support pieces, the strength of
the magnets, and how some magnets wouldn’t attach to each other and would push away from them
instead. I told Child Z that other items in the classroom were magnetic as well. Child Z appeared to
be surprised, we tested out the tap, the table, the chairs, and some of the materials found in the
house center.

Belonging and Contributing – Child Z and I seemed to be building a connection

between each other, Child Z’s contributed to the building process rather
than having me build the house on my own.
Demonstrating Literacy and Mathematics Behaviours – Child Z communi-
cated their thoughts on where things should go, and what we should add
to the house and appeared to have a plan. Child Z counted the squares to
make sure that all sides were even and that we had enough materials to
build as tall as Child Z had envisioned. Child Z was engaged when it came
to learning about magnets as well as structure and support pieces.
Problem Solving and Innovating – Child Z showed problem-solving and
innovation skills when using a large square on the side of the building for
it to come off, in order for the furniture to be placed inside the house
safely.

In our classroom we will take a look at what homes look like around the
world and attempt to build them using different materials.
Problem Solving and Innovating – Child Z showed problem-solving and innovation skills when
using a large square on the side of the building for it to come off, in order for the furniture to be
placed inside the house safely.
Cognitive – Child Z shows problem-solving skills when faced with the question, “How will we get
the furniture into the house without it collapsing?” (C4.2) Child Z is able to show self-regulation skills
by taking a deep breath in and blowing it out hard when they appear to be getting frustrated. (C4.1)
Communication, Language, and Literacy – Child Z used new words during play after hearing me
say them and explain them during play such as structure, support piece, and repel. (CLL 3.3) Child
Z was able to tell Child P about everything we did and the story we came up with for the people who
live in the house. (CLL3.9)
Emotional – Child Z appears to see themselves as a valued member of the group and acts
responsibly and respectfully when faced with difficult challenges. (E2.3) Child Z was able to express
negative emotions, frustration, and anger, without hurting others. (E2.4)
Social – Child Z offers help to those who need it without being asked and is generous. (S1.4) Child
Z interacts positively with educators and their peers as well as shows cooperation skills when
exchanging ideas about how to build a house and where furniture should go. (S1.5 & S1.6) Child Z
shows empathy when sharing their emotions, expressing their feelings, and respecting how another
person feels. (S1.7)