Learning Story

Joseph Nguyen

Early Childhood Education, Humber College

ECE 125 RND - Understanding Children Through Observation

Lina Scaccia

December 1, 2020

I have maintained Academic Integrity in my work by adhering to the values of honesty and
integrity. I declare that this work respects APA requirements as well as policies within the
Faculty of Health Sciences & Wellness.

Student’s Digital Signature: Joseph Nguyen

Student Number: n01424993

PART ONE: CONDUCTING YOUR OBSERVATION

Video One - Snack Routine with Toddlers V1 (4:03)

Name of Child: Chronological Age: Date of Observation: Location within the

Child B and C 48 Months Thursday, November room:
Left to Right 30th, 2020 Snack Table

Date of Birth: Name of Observer: Type of Setting: Time of

November 24th, 2016 Joseph Nguyen Snack Time Observation:
Child B And C 8:00 AM

- All Children are drinking from different colored cups

- Educator asked if Child B wanted more muffin and melon and she replied yes, please

- Child B screams in excitement as she is handed another sliced of Muffin

- The teacher asked the children what big animal might you find sleeping in the trees

- Child B responds and says Buffalo.

- The teacher asked them if a Buffalo is big or small

- Child C puts fingers on her head simulating a horn and says a buffalo has horns

- The educator asked how a deer can lose his horns?

- Child C reply’s, if they run or walk a lot, they can lose his words.

- Educator pours more milk on Child C’s cup

- Educator asked “where did all the muffins ago”

- Child B and C says we have moreover there

 Video Two - Snack Routine with Toddlers V2 (1:53)

Name of Child: Chronological Age: Date of Observation: Location within the

Child A and F 46 months Thursday, November room:
Left To Right 30th, 2020 Snack Table

Date of Birth: Name of Observer: Type of Setting: Time of

September 23rd, 2016 Joseph Nguyen Snack Time Observation:
8:30 AM

- Care-giver sits between Child A and F

- Every child on the snack table is wearing a protective plastic around their neck to prevent

food stains

- Another caregiver tells everyone good morning

PART TWO: THE LEARNING STORY

Video One - Snack Routine with Toddlers V1

Learning Story #1 - SNACK TIME!!!

Communication, Language, and Literacy Development: 3.1 Vocabulary Skills and 3.4

Conversing with Peers and Adults

Child B is holding a muffin in her left hand and eating it. Child B has a different color

cup than everyone else in the room. Child C has her hands on her lips indicating she just finished

eating her snack. Child B seems to also have melon or honeydew in her hands preparing to eat

after she finishes her muffin.

 It appears that Child B and C show enhanced development in the area of Vocabulary and

Conversing with Peers and adults. Child B constantly asks the educator for more food and Child

C talks and has a conversation with the Educator (Omed, 2014, pg. 42). Throughout the video,

the teacher asked them questions such as “what animal is that and Children B and C can answer

without any issues. The children further explore and ask questions such as “Deers have long

horns?” with the adult answering and continuing the conversation (Omed, 2014, pg. 42).

As both Child B and C become comfortable in their vocabulary and interaction with the

adults. It is best to perhaps read them a book with fewer pictures than others, thus increasing

their language and literacy skills. If they asked for food, teach them to say please each time. As

conversations continue to happen with the children, their listening to other skills will increase

also and they will start enjoying these types of activities more (Omed, 2014, pg. 43)
 Video Two - Snack Routine with Toddlers V2

Learning Story#2 - Breakfast Time

Physical Development: 5.3 Fine Motor Skills

Language Development: 3.1 Using Verbal and Non-Verbal Communication

Child A is sitting with his classmates at the snack table, eating out of a bowl using a

metal spoon. He has the spoon in his left hand, as the teacher or caregiver is fetching more

snacks for the class. Child A seems to have a plastic of some sort resembling a tuck-in napkin to

prevent food from falling into his clothes. As the bowl got further from Child A’s grasp, the
teacher moved it towards him using her hands. Child F looks toward the educator and puts his

hand and spoon forward indicating he wants another strawberry or more food.

It appears that Child A is showing an increase in the development of fine motor skills as

he constantly uses his fingers and hands to move the spoon toward his mouth to feed himself

(Omed, 2014, pg. 54). Child A seems to be quite good and comfortable when using the spoon but

sometimes also uses his fingers to feed himself. This is also an example of fine motor skills and

shows that foods such as berries can be eaten without a utensil. Child F makes eye contact with

the educator and puts his hand out with the spoon to indicate and show he wants more food. This

is an example of language and communication development. The child used Non-Verbal

communication (Omed, 2014, pg. 42).

As Child A becomes more comfortable using the utensils to eat food and for other uses.

Other physical skills can be introduced to the child by providing different tools with which he

can eat or pick up his food. We can introduce or provide a fork and a knife, for example, giving

Child A the option to cut and fork his food. This increases his eating skill and allows him to

explore different eating techniques (Omed, 2014, pg. 54). As Child F becomes familiar with

communicating his needs and wants verbally or non-verbal, the child can be provided with a

wordbook, for example, exploring different words. This will increase his vocabulary and

interaction with his peers and care-giver (Omed, 2014, pg. 42)
 References

Government of Ontario. (2014). How Does Learning Happen? Ontario's Pedagogy for the

Early Years. Retrieved December 02, 2020, from

http://www.edu.gov.on.ca/childcare/excerpts.html
Rough Notes - Snack Routine with PreSchoolers V1 (4:03)

❖ 7 Children seated at a round table having their snacks

❖ All Children are drinking from different colored cups

❖ A teacher is serving them sliced of muffin and honeydew

❖ Child G is asking the teacher for a muffin and the teacher tells her to say please which

she does

❖ The Teacher asked child B if she wanted more of the muffin and honeydew and she said

yes.

❖ The Teacher then serves more muffins to Child B and she screams yay in excitement.

❖ The teacher asked the children what big animals might find sleeping in the trees. Child B

responds and says Buffalo. The teacher asked them if Buffalo is big or small

❖ Child C puts fingers on their head simulating a horn and says Buffalo has horns.

❖ Child E scratches his head

❖ Child D puts his hand on his head

❖ Teacher asks how can a deer lose its horns

❖ Child C answers with if they run or walk, they lose their horns??

❖ Child B slides her empty plate toward the teacher

❖ Teacher gives Child B another slice of Muffin

❖ Child C says Deer horns can get bigger and bigger

❖ The teacher says sorry for not pouring Milk on their cups

❖ The Teacher pours Milk on Child A and C’s drinking cup.

 ❖ The Teacher gives Child C another piece of honeydew

❖ Child E asks for more food on his plate

❖ The teacher gives Child E a slice of melon and the last piece of Muffin.

❖ The teacher asked all the children in the table exaggeratedly saying “where are all the

muffins”

❖ Child B and C says we have more muffins over there

Rough Notes - Snack Routine With Toddlers V2 (1:54)

❖ 6 Children seated at a rectangular table having a bowl of fruit as a snack

❖ The teacher while handing out strawberries say’s “they’re so sweet and so fresh”

❖ The teacher got a chair and sat between Child A and F

❖ The teacher puts a strawberry in Child B and E’s plate

❖ Every Child is wearing a protective plastic around their neck to prevent food from

spilling on clothes

❖ Another Teacher tells everyone good morning

❖ The Teacher moves Child A and F’s plate toward them.

❖ The children are now all eating cereal

❖ Child C spilling milk on her green tucked green napkin

❖ Child E asking for more food

❖ Teacher says to say please “more strawberries”

❖ Teacher gives Child E two pieces of strawberries

 Understanding Children Through Observation: LEARNING STORY
ASSIGNMENT RUBRIC 25%

Part 1: Conducting your Observation

• Recorded notes that focus on different developmental domains per video (3 marks)

• Must be word-processed and bulleted with all appropriate headings included (1 mark)

• Observations include only what is seen and heard in developmental domains– objectively
written (5 marks)
• Essential Information is highlighted (1 mark)

/10
Part 2: The Learning Story

Learning Story #1

Capturing and Developing the Story /10

marks

o Title of Video used (1 mark)

o Title of Learning Story (1 mark)
o Identify developmental domains within screenshot (1 mark)
o Screenshot included and visible (1 mark)
o Objectively captured (1 mark)
o Detailed description highlighting the child’s specific abilities within different
developmental domains (5)

Reflecting and Interpreting the Learning that took place /10

marks

o Worded positively (1 mark)

o Reflects a variety of skills and evidence is connected back to observation (1 mark)
o In third person (1 mark)
o Discusses the child’s interests, strengths and abilities based on different developmental
domains (3 marks)
o Uses “seems or appears” (1 mark)
o Link to ELECT - specific domain and skills listed are linked back to ELECT Document
(3 marks)
Step 3 – Future Opportunities and Extension of Learning /5
marks

o Identify and explain how learning can be extended is clearly and simply written (1 mark)
o Identify future opportunities based on interpretations (2 marks)
o What would be your Role as an ECE to facilitate this extension of Learning (2 marks)

Learning Story #2

Capturing and Developing the Story /10

marks

o Title of Video used (1 mark)

o Title of Learning Story (1 mark)
o Identify developmental domains within screenshot (1 mark)
o Screenshot included and visible (1 mark)
o Objectively captured (1 mark)
o Detailed description highlighting the child’s specific abilities within different
developmental domains (5)

Reflecting and Interpreting the Learning that took place /10

marks

o Worded positively (1 mark)

o Reflects a variety of skills and evidence is connected back to observation (1 mark)
o In third person (1 mark)
o Discusses the child’s interests, strengths and abilities based on different developmental
domains (3 marks)
o Uses “seems or appears” (1 mark)
o Link to ELECT - specific domain and skills listed are linked back to ELECT Document
(3 marks)

Step 3 – Future Opportunities and Extension of Learning /5

marks

o Identify and explain how learning can be extended is clearly and simply written (1 mark)
o Identify future opportunities based on interpretations (2 marks)
o What would be your Role as an ECE to facilitate this extension of Learning (2 marks)
APA Format/Spelling and Grammar /5
marks

o Title Page included with appropriate APA

o Citations and Reference Page included
o Spelling

Total Marks: /65 Final Mark /25