February 27, 2024
While sitting on the floor a child saw a tambourine. He stopped and watched as the educator came to him and showed him how to make a sound while singing. He smiled slightly at the educator and grabbed a tambourine. He held it in one hand, shook it a couple of times and hit it with his other hand. Another child came to him as she heard the sound he was making and joined in to make sound together. He stared at the other child playing and attempted to grab her tambourine. He discovered he could make a sound with both tambourines. The educator offered more items that could make sound. As soon as he saw the other child shaking two maracas, he bounced on his bum up and down excitedly and grabbed one maraca to shake. He and his peer made loud musical sounds together and shared some giggles as they played.
Belonging: As this child recently started to crawl to explore things in the classroom, he engages with toys and peers more. As he showed interest in musical instruments and communication with the educator and a peer, a sense of belonging was achieved.
Engagement: He engaged in making sounds with tambourines and maracas. He was willing to try a variety of instruments to test what type of sound each one made.
Expression: He gave his attention to the educator communicating with him as well as his peers, and he responded with his actions to come and shake items being offered. His emotion of excitement was expressed through his smiles and moving body parts.
Well-being: He increased his motor skills through shaking and hitting the instruments as well as crawling and sitting on his own. He also recognized that he was able to make sound out of tambourines and maracas manipulated by him and enjoyed the repetition and predictable outcome.
Youngmi Kang, RECE
January 3, 2024
An infant stood beside a peer, intrigued by what he was doing. He watched his friend stirring and mixing the winter snow mix. After watching for a bit, he became engaged by reaching and grasping the whisk using his whole hand. He started moving the whisk back and forth. He then used the whisk as a tool for transferring the mix onto the cookie sheet and into the bowl. He showed he was excited and proud of what he did by smiling and waving the whisk in the air. He stared at the whisk as he moved it, observing the mixture and looking to see how far the mix would move on the cookie sheet.
Belonging: He smiled at and observed his peers as he participated in the activity. He was able to join in parallel play with others, comfortably.
Engagement: He stayed interested and focused during this activity, continuing to explore cause and effect to see what would happen next. He demonstrated his fine motor skills to hold the whisk, moving it in different directions and maintaining coordination. He was able to keep a good grasp on the whisk and keep it steady in his hands as he was stirring. He showed enjoyment with the feel of the mixture as he continued running his fingers through the batter to feel the unfamiliar texture on his fingers.
Expression: He showed that he was excited and was curious by wanting to continue his investigation of the mixture. He showed an eagerness to embrace his independence by trying the activity himself and not having assistance. He expressed curiosity as he observed the effects of his actions with the whisk. He showed excitement by waving his hands in the air after feeling the batter.
Well-Being: He figured out how to mix and stir the snowflake batter using the whisk, increasing his fine motor development and coordination.
Name of educator: Erin Vandesompele RECE
