Video 3: Describing, Interpreting, Rethinking: The Developing Child 10%

Names: Rosette Espenida & Alysha Martin

Descriptions - observe Interpretations - analyze Questions and Curiosities

Picture Documentation Picture Interpretation:
Picture number 1
Physically Child J is seated on his knees,
Child J is sitting in the sand area surrounded by several other
and is able to hold his head in a balanced
children. An adult is standing near the children holding a white
upward position. Child J is sitting in the
object. The children appear to be in the outdoor area. Child J is
sand but does not appear to be socially
kneeling on his knees in the sand and his left leg is angled outwards
engaged with the children around him. It is
towards his left side where his shoe is visible. Child Js body is
unclear what his cognitive abilities are
angled forward toward the camera but his face is angled and slightly
from the photo.
lifted towards the adult on his left. Child J seems to be holding
something in his left hand but it is unclear what the object is.
Child J is able to hold his head from his
neck to his trunk, this is an indication of a
developmental milestone. Child J
demonstrates head control and this was
developed in his early years when he was
still a baby.
- reflect
Picture
The children are all wearing
long sleeved shirts. Is it cold
outside?
Does he have any mobility
issues?
What is Child J holding?
Is Child J digging a hole in the
sand?
Is Child J playing by himself or
with other children?
Why are they all gathered in the
sand area? Is the educator
addressing all of the children?
What is the educator holding?
Is Child J able to communicate
through language effectively?

Does he have any developmental

delays?
Video observations:
The educator explains that they are looking for something that is Video Interpretation: Use your text
book including page # to support your Video
sparkly, big, and gold. Child J can be seen walking towards the
interpretation What are the golden coins made
camera and holding the treasure map, while looking at the map he of? (Chocolate, plastic, etc.)
is heard saying we have to go all the way back there. Other
Physical: Why did he only throw the
children begin to run past Child J and he is heard saying No, you
cant run! Child J is seen on a red and yellow climber that the
educator refers to as the mountain. Child J climbs up one side and
down the other steadily and then walks over to the other climber
which has multiple bars. The educator can be heard calling it the big
Mountain. Child J jumped with both feet from the ladder and
stepped down the netted part of the climber. Other children are seen
after Child J runs out of view, getting briefly caught in the net. The
educator stays to make sure the other children make it over.
The educator then joins the other children where Child J is seen
using a shovel with both hands to dig a hole. Child J is not seen
interacting with the other children who are close by at this time.
Child J is depositing the sand on his right side and then gets up and
walks over to another area on his left.
Child J looks around and the educator can be heard saying that
looks like a good spot, huh? Child J then proceeds to join a couple
of children who are already digging. He gets his shovel stuck when
another child puts their shovel over his. The educator comes over and
moves the boy on Child Js right side over more to the right of the
hole. Child J stands up and asks wheres my, wheres the treasure
map? The educator who is kneeling just behind the children says, I
think its here. She picks it up out of the sand, shakes it off and
hands it to him. Child J briefly looks at the map, looks around, and
then walks over to the other side of the educator on her right with his
shovel in hand. Child J then puts the map down on the sand on his
right and joins another boy who is digging a hole. The educator
indicates a certain spot and the boys dig briefly and then Child J lifts
According to Martorell, G. & Kruk, R., shovelled sand on his right side
during the video?
during the middle years, childrens motor
abilities continue to improve. Children What are the ratios? How many
educators are present?
keep getting stronger, faster, and better
coordinated-and they derive great pleasure The children and educator spoke
with an accent. What country is
from testing their bodies and learning new
the video from?
skills. (2014, p.228)
Is the playground a part of their
Gross motor skills involves the use of
center or do they have to travel?
large group muscle groups(Martorell,
Is this a school setting or a
G. & Kruk, R., 2014,p.106) Child J is
before/after school program?
exercising his gross motor skills as he
What role did the other educator
climbs up one side and down the other
Ellis have in planning the
steadily and then walks over to the other activity?
climber which has multiple bars. Child J
also jumped at the Big Mountain with
both feet from the ladder and stepped
down the netted part of the climber.
Child J is exercising his fine motor skills,
which requires precise coordination of
small muscles, such as grasping a rattle
and copying a circle. (Martorell, G. &
Kruk, R., 2014,p.106)
Child J is seen trying to open the box with
both hands pulling at the seams of the box.
He is heard saying I cant really open
he then walks with the box and the shovel
a slim box out of the sand. Child J is seen trying to open the box with
both hands pulling at the seams of the box. Child J is heard saying I
cant really open he then walks with the box and the shovel out of
the sand area and kneels down on his knees and tries to open the box
with the shovel as the other children gather around him. Child J
successfully opens it and the get closer to see whats inside. Child J
and other children can be seen with golden coins in their hands.
Educator asks Child J would you be able to share your treasure?
The educator makes another comment about sharing. Child J replies
I cant give it to everybody until Ive got only one. Child J can
then be seen giving coins to other children. Child J can be seen
looking at his coin and then the video ends.
out of the sand area and kneels down on
his knees and tries to open the box with the
shovel as the other children gather around
him. Child Js fine motor skills is
demonstrated when he tries to open the
box by grasping the shovel and opening
the box.
Cognitive:
According to Martorell, G. & Kruk, R.,
children in the stage of concrete
operations can perform many tasks at a
much higher level than they could in the
preoperational stage. They have a better
understanding of spatial concepts(Table
12.1) For example, spatial thinking is
when a child can use a map or model to
help search for a hidden object and can
give someone else directions for finding
the object. (2014, p.242) Child J can be
seen using spatial thinking when he was
looking at a treasure map and he is heard
saying we have to go all the way back
there to the other children, Child J is
giving his peers directions for finding the
hidden object which is the gold treasure
box.

Literacy The ability to read and write

once children can translate the marks on a
page into patterns of sound and meaning,
they can develop increasingly sophisticated
strategies to understand what they read.
(Martorell, G. & Kruk, R., 2014,p.251)
Child Js language and literacy can be
clearly seen when he is holding a treasure
map and looking for the treasure in the
map, Child J is exercising his ability to
read and interpret the marks on a page to
where the treasure is located. Child J asks
for the map again in the middle of the
video, and finally after digging several
holes, he accomplishes his objective.

Social-emotional:
Cooperative play is when The child
plays in a group organized for some goal-
to make something, play a formal game or
dramatize a situation((Martorell, G.
& Kruk, R., 2014,p.212) When Child J
then proceeds to join a couple of children
who are already digging. He gets his
shovel stuck when another child puts their

Linking to the Early Learning Framework continuum:
Skill Identified Write down the
same terminology used in the
continuum.
PHYSICAL:
Increasing in coordination, speed,
and endurance
shovel over his. Child J is demonstrating
cooperative play as they dig in the hole
and have the same goal as to find the
sparkly and gold treasure.
Pretend play also called fantasy play,
dramatic play or imaginary play...
(Martorell, G. & Kruk, R., 2014,p.182) can
be seen in the video when Child J and his
peers go for a treasure hunting activity.
Child J is having an outdoor play and
dramatic play with the educator and the
other children. Child J refers to a treasure
map in the beginning of the video and
pretends to find a treasure in the sandbox.
Reference: What is the Proof that the child demonstrated this skill from your observations. Refer to
domain, page number observation that demonstrates this skill
Child J is exercising his gross motor skills as he climbs up one side and down the
5.2 Gross Motor Skills other steadily. His increasing in coordination, speed and endurance is seen when
ELECT, 2007, p.58 He was the first one to finish climbing the Big Mountain. Child J clearly has
superior physical skill in relation to the other children, he is faster, has more
endurance and coordination and accurately finishes the obstacles in front of him.
Child J jumped with both feet from the ladder and stepped down the netted part
PHYSICAL :
Jumping
jumping increases in co-ordination
PHYSICAL :
Tool Use
stringing large beads
cutting paper with scissors
cutting a straight line
COGNITIVE :
exchanging ideas and materials during
play
taking part in setting and following
rules and inviting others to join them
in play
listening, thinking and responding
5.2 Gross Motor Skills of the climber. Child Js physical skill specifically jumping can be seen in this
ELECT, 2007, p.58 scenario and his coordination increases as well. Other children are seen after
Child J runs out of view, getting briefly caught in the net. The educator stays to
make sure the other children make it over. Child Js gross motor skill of jumping
can be clearly seen in this scenario.
Child J is seen trying to open the box with both hands pulling at the seams of the
5.3 Fine Motor Skills
box. He is heard saying I cant really open he then walks with the box and the
ELECT, 2007, p.60
shovel out of the sand area and kneels down on his knees and tries to open the
box with the shovel as the other children gather around him. Child J successfully
opens it and the get closer to see whats inside. Child Js physical skill is the use
of tools and resources around him, he could not open the box with his bare hands
so he used the shovel out of the sand area to open the treasure box. Child Js fine
motor skills is exercised when he was grasping the shovel to open the treasure
box, his small muscles are working together to handle the shovel and exert effort
to open the gold box.
1.6 Co-operating The educator explaining that they are looking for something that is sparkly, big,
ELECT, 2007, p. 44 and gold. Child J can be seen walking towards the camera and holding the
treasure map. While looking at the map he is heard saying we have to go all
the way back there. Child J is co-operating with the educator and with his peers
by taking part in setting and he is following rules by checking the treasure map.
appropriately as others speak during Child J is also inviting other to join them in play when he said, we have to go all
group time
the way back there. Child Js listening, thinking and responding appropriately as
engaging in group decision making
with voting and accepting that the others speak can be seen when the educator asks Child J would you be able to
majority vote will be followed by the
entire group share your treasure? The educator makes another comment about sharing. He

replies I cant give it to everybody until Ive got only one. He can then be seen

giving coins to other children. Child J listened to his educator about sharing his

treasure coins to the other children, he responded appropriately by sharing his

treasure coins.Lastly, Child J demonstrates his exchanges with materials during

play can be seen when he shared his gold coins. It was also a group decision that

each child who has more than one gold coin will give their remaining treasure to

other children, this can be seen when the educator comments about sharing and

then the children agrees when they give out their other gold coins.

COGNITIVE : 4.2 Problem Solving Child J demonstrates his cognitive skills by problem solving and this is clearly

identifying problems ELECT,2007, p.52 shown when Child J can be seen identifying a problem as the educator explains

beginning to plan ahead that they have to find something big, sparkly and gold. Child J plans ahead by

collecting and organize information looking at the treasure map in the beginning of the video. Child J is seen using a
brainstorming solutions and outcomes shovel with both hands to dig a hole. He is not seen interacting with the other

children who are close by at this time. He is depositing the sand on his right side.
taking action to solve problems
He then gets up and walks over to another area on his left. Child J is collecting

and organizing information as he digs the holes by himself and when he couldnt

SOCIAL EMOTIONAL:
participating in peer groups
participating in complex socio-
dramatic play
playing group games
find it alone, he looks around and the educator can be heard saying that looks
like a good spot, huh? Child J then proceeds to join a couple of children who are
already digging. Child J is brainstorming solutions and outcomes and decides to
join other children so that there will be an increased likelihood of finding the
treasure. He gets his shovel stuck when another child puts their shovel over his.
The educator comes over and moves the boy on Child Js right side over more to
the right of the hole. Child J stands up and asks wheres my, wheres the treasure
map? Child J can be seen taking action to solve problems by checking the
treasure map again to look for the marked treasure. The educator who is kneeling
just behind the children says, I think its here. She picks it up out of the sand,
shakes it off and hands it to him. He briefly looks at the map, looks around, and
then walks over to the other side of the educator on her right with his shovel in
hand. He then puts the map down on the sand on his right and joins another boy
who is digging a hole. The educator indicates a certain spot and the boys dig
briefly and then Child J lifts a slim box out of the sand.
Child J is clearly developing his social-emotional skills through friendship with
1.1 Friendship
the outdoor treasure hunt activity, which is also a group game. Child J is
participating in peer groups through the treasure hunt. Child J is seen
ELECT, 2007, p. 61
participating in complex socio-dramatic play when he was walking on the slides
and jumping on the ladders with netting, the educator called it the Big
interest in pleasing adults
SOCIAL-EMOTIONAL:
co-operating and sharing frequently
mountain. This can also be seen when he was looking at a treasure map to find
the sparky, gold treasure box. Child J also has interest in pleasing adults when
the educator suggested to Child J to give some of his gold treasure coins to his
peers, Child J agrees and gives his other gold coins to his friends.
Child J demonstrates his social-emotional skills through co-operating and
1.3 Co-operation
sharing. This can be seen when the educator asks Child J would you be able to
ELECT, 2007, p.61
share your treasure? The educator makes another comment about sharing. He
replies I cant give it to everybody until Ive got only one. Child J can then be
seen giving coins to other children. Child J is seen sharing his gold coins to other
children and he is cooperating with his peers.
References
Martorell,G.,Kruk,R.,(2014)Child:FromBirthtoAdolescence.CanadianEdition.Canada.McGrawHillRyersonLimited.

Ontario.MinistryofEducation.(2007).Earlylearningforeverychildtoday:AframeworkforOntarioearlychildhoodsettings(ELECT).BestStartExpertPanelon
EarlyLearning.Toronto:Author