Student Name: _Gisel Pacheco________________________ Date: _________________________________

Co-operating Teacher’s Signature: ____________________ Date: _________________________________

Field Practicum 1
Detailed Responsive Inclusive Plan: Child/Children
(2 plans and 2 extensions are required to be implemented by the end of your placement experience.)

Initial Observation:
This is the process of documenting what you see and what you hear. Use the prompts indicated below to
construct your initial observation. Please type your insights below.
Record a descriptive
observation focused on one of Age(s) of child/children: 11 to 17 months (1- 1½ years)
the following:
Group of Children: Six Infants
 Individual child.
Approx: 10:45 A.M – right before lunch
 Group of children.
Observation:
Observe the following:
After participating in gross motor activities, six children approached a table with
“What did you see?”

“What did you hear?”

one chair and a large sensory board and a computer. Educator A moved around

Document the following in the classroom, preparing the lunch for the children as educator S and G observed
the past tense:
the children. Child M lifted the keyboard with both of her hand, placing it flatly
 WHO; WHEN; WHERE.
on the table. She pressed the keys with both her palms. Educator G watched and
 WHAT (Consider the
following):
 What do the child/children said, “Would you like to press the key with your finger?” Child M looked at
do?
 What materials do the educator G and educator G demonstrated how to press a key with her index
child/children play with?
 What do the child/children finger. Child M then widened her palm, reaching down to tap the keys lightly
say as they play with the
materials?
with both of her index fingers from each hand. At the sensory board, Child D
 Verbal communication.
turned a knob and repeated it. Child D then roamed his hand over the board and
 Non-verbal
communication (e.g. body flicked a switch. Child A watched Child D and leaned over the table, pulling a
language, facial
expressions, voice tone,
etc.). door spring and twisting it slightly. Educator G then demonstrated how to flick

the door spring, making a vibration sound. Child A watched and Child D smiled.

Child D then grabbed the door spring with his palm, twisted it and removed it

from the sensory board. Educator S looked over and asked Child D: “Did it come

off?” Child D looked at educator S, holding the door spring in his palm and

smiled. Educator S came over and extended her palm. Child D handed over the
door spring and educator S said, “Thank you.” Educator S then re-attached the

spring to the sensory board. Child D then reached over to twist it again. Child M

looked at Child D and A, and walked closer to them. Child M then leaned over

and flicked the door spring. Child D grabbed the spring at the same time and

reached out to remove Child M’s hand. Child M furrowed her brows at him.

Educator G, who sat behind them said. “Let’s be gentle and take turns.”

Educator G then said. “It’s Child M’s turn,” and Child M flicked the door spring.

Child A patted a switch with her finger at one side of the sensory board. Child D

walked away. Child C walked around holding a spoon and a pot and panged

them together. Child E sat down in a chair by the table watching the other

children. Child F idled around and played with trucks on the floor.

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 Interpretation:
This is the process of making meaning out of what you saw and what you heard. Use the prompts indicated to
interpret your initial observation. Please type your insights below.
Reflect on the following: It seems that the infants were able to engage in solitary play with a sensory
“What does it mean?”
board, computer keyboard, and materials in the classroom. After participating in
Consider the following:
 What are the children’s gross motor activities, six infants went inside in the classroom and immediately
interests, questions,
curiosities, gravitated towards the table with new materials: sensory board and a computer
experimentations and/or
theories? How do you
know? keyboard. All six appears to be interested; however only three actively engage.
 What early childhood
concepts or theories are The experience was child-initiated as they had the opportunity to play with the
evident (e.g. Stage of play:
solitary, parallel, onlooker, sensory boards or any materials that were already placed in the classroom such
cooperative and associative
play. Elements of
responsive inclusive as toy trucks, books, sorting blocks, musical instruments, dramatic pieces, etc.
practice; etc.)?
 How do you know? Child M, D, and A were curious as to how the materials on the sensory board
Consider the use of the
and keyboard worked. The three infants engaged in solitary with the materials
environment as a ‘third
teacher’ (OMEd, 2014a, p.
14): beside each other on the table. Child E was an onlooker, watching child M, D,
 What role did the
following factors play in and A play with the sensory materials as he sat down by the table. Child C and F
what you observed (e.g.
enhance and/or limit play)? engaged in solitary play with other materials in the classroom. It appears that
 Space;
 Materials;
 Time;
Child M was more fixated on the mechanics of the computer keyboard by
 The role of the educator.
pressing her palms on the keys. Educator G then encourages Child M to press the
Consider the image of the
child as “competent, capable keys with her fingers to practice fine motor through demonstration. Child M
of complex thinking, curious
and rich in potential”
(OMEd, 2014a, p. 6): watches and extended her index fingers to tap the keys lightly. Child M has yet
 What can the
child/children do to press the keys with her fingers. Child D and A appears to be focused on the
independently? Describe 1
strength derived from sensory board, exploring how the materials attached worked. Educator G
Excerpt’s from
E.L.E.C.T.’s (OMEd,
2014b) continuum of assisted by performing demonstrations; however, they both explored on their
development as follows:
 Identify domain own.
(biosocial, psychosocial
and cognitive),
developmental area
(physical, cognitive, social,
emotional, communication, The classroom had a wide space for the infants to engage in play with enough
language and literacy),
skill, & skill reference #. time before and after lunch. However, with the sensory board, there was a time
 Provide evidence from
your observation to
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 support your choice. between Child D and M that wanted to play with the door spring at the same
 What can the
child/children do with
time and they looked at each other upset. Educator G then intervened by saying,
support? Describe 1
opportunity for growth Educator G, “Let’s be gentle and take turns.” Educator G then said. “It’s Child
derived from Excerpt from
E.L.E.C.T.’s (OMEd, M’s turn,” and Child M flicked the door spring. The educators watched,
2014b) continuum of
development as follows:
 Identify domain, demonstrated, and intervened when it was necessary, allowing the children to
developmental area, skill,
& skill reference #. engage in child-initiated play. The limitations involved with there being only one
 Provide evidence from
your observation to sensory board. In the next experience, the educators could place more sensory-
support your choice.
based materials for the infants. However, it was a good learning opportunity for

sharing.

Throughout the experience, the infants displayed many strengths according to

the domains of development. A strength the infants can do independently using

their biosocial skills such as their fine motor. Child M lifted the keyboard with

her palms, thumb tucked over, using (5.2 Palmer Grasp) skills to hold the

objects Child D demonstrated his palmer grasp by holding and twisting the door

spring. Child A also demonstrated (5. 2 Pincer grasp) when she flicked the door

spring during her turn. To communicate, the infants looked at the educator to

maintain attention (OMEd, 2014a, p. 26).

An opportunity for growth would be to strengthen their 5.2 pincer grasp in the

Biosocial and physical domain. When Educator G encouraged Child M to press

the keys with her index fingers; the infant responded by taping the keys lightly

but has yet to demonstrate pressing. Pressing involves a firmer pincer grasp

action.

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 Planned Response:
This is based on your initial observation and interpretation. Use the prompts indicated to describe your planned
response. Please type your insights below.
Reflect on the following:
Using the observations with the infants, I will plan a response that focuses on
“How will you respond?”

Discuss your planned their fine motor skills and development.

response:
 What will you do? Be Materials:
specific!
 When you will do it? Non-toxic and Washable paint
 Where you will do it?
 What role will the
child/children play as co- Ziploc Bags (to hold the paint)
learners (e.g. choosing
materials; modifying Scotch tape (to secure the paint won’t spill)
space)?
 What does your cooperating Number of Children: 6-10
teacher think of your plan?
 What does the
child/children think about Using the materials I have, I will create a mess-free painting experience. I will
your plan?
pour paint in each corner of a Ziploc bag, and place another Ziploc bag to
Draw the set-up of your
experience and include the
following:
increase the durability of the bags. Then I will place scotch tape in each corner
 The arrangement of the
space (including the to prevent any leaking of paint. I will first demonstrate it to the children and
placement of furniture).
NOTE: These decisions are allow them to engage with the experience, however they chose to.
always subject to change
based on the emerging
interests of the
child/children.
 A list of the materials and a The experience is for the infants to knead or mix the paint together using the
description of their
properties. Ziploc bag. They are free to hold it, tilt it or knead it to mix the paint together

using their palmer and/or pincer grasp. Each child has the opportunity to engage

in solitary play if they choose to with their own baggy. Not only will this

encourage their fine motor development but also their problem-solving

(cognitive) and creative skills.

The experience will take place indoors either on the table or floor; since it’s

mess-free painting, they have the opportunity to engage anywhere in the

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 classroom. I have planned to do this experience in the morning according to my

cooperating teacher. My cooperating teacher approves of the idea. Since the

children are infants, they may enjoy the experience because they love using

their fine motor skills.

Time: 10-15 minutes

Cooperating teacher’s signature: ________________________________________

Reflect on the following: My planned response connects to my observation and interpretation as the
“Why will you respond this
way?” infants engage in fine motor activities but has yet to improve on their pincer

Discuss the rationale for your grasp. My response is to let the child engage in an activity, allowing them to do
planned response:
 How does your planned
what they want with the materials provided. For example, they can knead and
response connect to your
observation and
interpretation? Refer to the spread the paint together using their fingers. They could lift the bag with their
interests(s), strength and
opportunity for growth you fingers to tilt and move the paint in vertical motions/swooshes.
identified in your
interpretation.
 What role will the
environment and materials
play in your planned As the educator I will use Sensory Engagement in my experience. The objective
response?
 What role will you, as a co- is to touch, manipulate, see, and hear what will occur when they are engaging
learner, have in your
planned response? Identify
one (1) teaching strategy with the experience; thus, requiring them to use their fine motor skills and
you will use and describe
how and why you will use senses.
it.

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 I will use the strategy by modelling and allowing the children to initiate the
How is your plan responsive
inclusive?
experience on their own terms.

 Discuss one of the

Foundations for Learning
 Belonging, How is your plan responsive inclusive?
 Wellbeing,
 Expression or
 Engagement) My plan will include Engagement because it involves every child having the
[OMEd, 2014]
opportunity to participate in this experience. The infants will be able to use
 Discuss one of the elements
of responsive inclusive creative thinking to mix the paint together in any form of their fine motor skills.
practice:
 The value of
No child will be left out, as there will be enough materials to be presented with
relationships;
 Honouring diversity
and inclusion; each infant (OMEd, 2014, p. 35).
 The importance of play;
 Supporting the whole During my planned experience, I will value the importance of play. Each child
child;
 Connecting children to
nature. has the opportunity to learn during child-initiated play experiences. I will

honour their development by giving them more opportunities to play by

incorporating activities to assist with their development.

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 Follow-up Reflection & Extension:
This is based on what happened when you implemented your planned response, what you have learned and
what you will do next to extend your initial planned experience.
Reflect on the following:
What happened: Right before lunch, I placed six mess-free paint bags on a
“What happened?”
“What did you learn?” small table. Three infants approached the bags, and began to explore. Child A
“What might you do next?” lifted it and dropped it on the table, hesitant to touch it. I lifted one of the bags
and began to demonstrate how to use it. I swiped my index finger across the bag
Discuss what happened during and said, “you can create a shape with your finger.” I drew a heart and child A
the implementation of your
initial planned experience: proceeded to pat the bag with both palms. Child B watched. Child B then placed
 How did your planned a palm over the bag to steady it, and swiped a finger across the bag. Child C
response support your appeared to not be interested. She ran around the classroom and picked up a
anticipated focus? Refer to book.
the interests(s), strength and
opportunity for growth you
identified in your
interpretation. Child D and E woke up from their nap shortly after three infants began to play
Discuss what you will do to
extend your initial experience:
 What will you do next?
with it. Shortly after being changed, Child D approached the bags. He lifted it
Why will you do it?
Comment on changes or and smiled. He then pats down one of the bags. Child B lifted her bag again,
modifications to any 1 or
more of the following:
watching as the paint slid from the bag vertically. Educator A said, “Do you see
 Experience focus (linked
to interests, strengths,
opportunities for growth); the pretty colours?” Child B continued to look at the bag, watching as the paint
 Role/expectations of
child(ren); mixed together.
 Role of educator;
 Material choices;
 Location of experience;
 Arrangement of furniture;
 Time Child A took a toy truck and ran it over one of the bags, creating streaks of paint
 Range of opportunity:
what are some things you within the bag.
did to present new
challenges in the
child/children?

Educator B started to run her index finger across the paint, creating patterns.

Child E watched and she lifted one of the bags. Child E dropped it on the floor

and began to step on the bag, painting with her feet.

Child B dropped her bag, and dropped the others from the table.

How did your planned response support your anticipated focus? :

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Based on my observations during the planned experience, the infants used their

palms to spread the paint. They participated in the sensory engagement by

exploring the bags, watching what it does when holding it vertically with their

fingers, as well as drawing lines with their fingers. However, I want to

encourage them to use more of their fingers to further develop their pincer grasp.

Discuss what you will do to extend your initial experience:

To extend my experience, I will use the same materials by filling the bags with

paint and adding more materials to expand their sensory engagement. What I

noticed was that they liked to touch the feeling of paint with their fingers;

however, with different materials that have different textures will motivate them

to explore further. With material choices, I will add different sized pom pom

balls, glitter, feathers, and golden flakes with the paint. The infants will then get

to rub the materials together, thus exploring more with their hands.

Cooperating Teacher’s Feedback:

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Signature: _______________________________________________________________ Date: _______________________________

References

Ontario Ministry of Education (2014). How Does Learning Happen? Ontario’s Pedagogy for the Early Years.

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 Toronto: Queen’s Printer for Canada. Retrieved

from http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf

Ontario Ministry of Education (2014). Excerpts from “ELECT”. Toronto: Queen’s Printer for Canada. [NOTE:

Original publication prepared by the Best Start Expert Panel, 2007]. Retrieved from

http://www.edu.gov.on.ca/childcare/ExcerptsFromELECT.pdf

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