`,)--I 1\:

_=1-+-i '= FT_l"i

in
l )LL ,

L,, .

!111
Pirate observation
Student Name: Susan Peacock
Host Educator: Danielle Jolly
Host site: Hucklebug summer Camp
College Evaluator: Tanya Pye
Date: July 6th 2017

Context: HifhliEht what fits:

Age Group(s) of children observed: Infants, Toddlers, Preschool/Kindergarten, and School-age

Context: indoor or outdoor, Child Initiated or Adult Initiated ,+
Social Context: alone, pair, small group, large group
Adult Support: none, minimal, some, much

1. Observation: Anecdotal description Of an ordinary moment observed with a child or

children (What types of things were the children talking about, playing with and/or
interested in during your observation? What were the children doing/exploring in
their play? Be specific.

I noticed that when the craft materials were accessible, one boy sat at a table with paper
and markers. He lcoked to have asked for some help to create and fold the paper into a
hat. Once that hat was folded, he colored the whole thing black and with skull and
crossbones in the middle of the hat. He asked for some larger paper and had it wrapped
around his leg, in what looked to represent a wooden leg. He used an off-white color of
paper and made a hook for his hand. After the assem'ble was complete he pretended to
swipe at people within the room with his hook. He did not speak to them before trying to
engagethem in hisplay. L`L`.i,i=>+ LT~`T.i i

2. Reflections and Interpretations (What does this observation suggest to you about the
child/children's thinking?) What does your obser`/ation tell you about what they know
and think? Be specific.

This observation suggests to me that he was interested in designing and created a

complete outfit that represented a pirate. His interaction with his peers suggest to me
that he wanted to get others involved in his play, but he did not necessarily know or have
theconfidencetojustgo uptothem and askout right iftheywould liketojoin him. „

3. What do others say about your observation/interpretation? What did you learn that
was new? Provide specific details from communication with the educator in the room
about your observation and interpretation.
I was told to plan this experience as she thought it would be a fun activity for all at an individual
level, small group or large group. I wasn't given any further insight on the child's behavior or
reasons, but from other talks with my educator, she is just getting to know this child as well.
She thought it was a good way to introduce a possible group experience that will ideally bring
about some shared thought.s, creativity and open a chance for some communication amongst
the students. Especially if we do an extension into a scavenger hunt for our outdoor time. I was
told to run the experience and see how things go.

4. list 3 goals for the experience you are planning. Your goals must support the children's
play interest and your interpretation of their thinking. Goals should build on the skills
and knowledge of the children you observed and the interpretation.

1. To provide an opportunity for positive peer interaction a

2. To Provide an opportunity to explore aspects of design eL a

3. To provide an opportunityto further imagination and creativity ,

5. Describe what you are planning to do. Explain how this supports your goals and
connects to the initial observation, interest or inquiry of the children.

I plan to provide an experience that is staying with the theme of pirates, as he has shown an
interest in them. I want to provide him with an opportunity to potentially be engaged in a
group activity that stems from his interest. I thought to make a treasure map making station. To
have tea/coffee to stain paper to look antiqued and old. This experience is going to need to be
done in two sections. Making the paper and then making the map. They will need to wait for
the paper to dry before they can draw or write on the map. Sharing the materials and the space
and then making the map, I hope, will encourage positive peer interaction.
Extended experience of a master map and group activity for a scavenger hunt /treasure hunt at
their park. Getting further group co-operation and problem solving. (riddles and piecing the
map together in order to get to the treasure chest)
References

Ontario Ministry of Education. (2014). Excerpts from "ELECT". Retrieved

from http://www.edu.aov.on.{a/childcare/ExcerptsFromELECT.pdf
HOST EDUCATOR FEEDBACK FORM

HOSTEDUCATOR'S FULLNAME: a.:`\. ` L^` .+:_\\,

HOST SITE NAME: \..` , , '``,i •`..,,,''\

-IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIN

WRITTEN FEEDBACK ABOUT THIS OBSERVATION FROM YOUR HOST EDUCATOR:

(Typically, the Host Educator is the person that should provide this feedback. If that is nat possible, please seek
out an RECE educator, ECE faculty, College Evaluator, or Site Supervisor and provide the name below)

Please provide written feedback for the ECE student about their observation, interpretation, and the
connection to their goals and planning. Use the following as a guideline:

• Did the student provide enough detailed written information to give the reader the ability to
visualize the scenario that has been observed (image is optional)?
• Did the student provide thoughtful insight and understanding into the child/children's thinking
with regards to what has been observed (beyond the obvious)?
• Did the student provide extended learning with the goals and planning that foster development,
further exploration and curiosity? Does it connect to the observation and interpretation?

I.\..I`i,\, ,\) ,,-.`-`-L` .` 1``1`-, -\,

( , (", /
\ . ,i" ,L.\ (` -,.,, ` i

'.i

(,`,(, !`,\ 1\,.-\1,

•,,i .,,. i (!1

\`,"`.., `g`'`` \y \

\t

`, , \

1\'
'\'(
!. ' ` , )

•;`\

• ( .' t
I,,--,- `, `-'..,j
-_I

I-.```\(:\, , ,

.,

!b , I i -- I

Host Educator (RECE) sign • i- '1

Date:

If applicable other RECE full name: Date:

 Assignment #3 Observing and Interpreting Grading Rubric (FOR FACULTY USE ONLY)
OBSERVATION #2 t~--
ASSESSMENT ELEMEN^T/5AL`UE EXPECTATIONS GRADE

Context The student accurately identifies the

1 mark specific age group, context and adult .,i

Support
Anecdotal observation The student provides enough detailed
2 marks written information to give the reader the
ability to visualize the scenario that has
been observed
Interpretation The student has provided thoughtful insight
6 marks and understanding into the child/children's
thinking with regards to what has been
observed (beyond the obvious).
Collaboration The student has taken the time to discuss
4 marks their observation with an educator at the
site. A scheduled time will need to be
arranged to do so. Detailed information
about the collaboration and the `'in class"
discussions have been included. The
Educator's full name, site location and
signed verification have been included.
Extended Goals The student has provided 3 goals that
3 marks will support extended learning and G

exploration. It must be related to the

child's interest, the observation and
interpretation of learning.
Plan The student has a rough plan of what
4 marks they would like to do to support
extended learning and the play interest.
This plan will support scaffolding the
developmental growth and learning of
the child/children. It must connect to
the goals, the observation and the
interpretation.
Overall presentation/Spelling Attention must be given to grammar Minus
and Grammar: up to -5 marks and spelling, title page, typed work and •
deducted reference page (failure to do so, is a 5-
mark deduction)
Mark /20
Late Marks (10% per day) "0" after 3 days
FINAL 4.
'r/20
Additional comments: 47 `,