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Learning Story 1

4.8 – Marble works

Name of Child: Child A Date of Birth: April 15, 2018

Name of Observer: Yunqiemu Kazimu Date of Observation: November 10, 2022

Location: Inside the indoor play area Time of Observation: 9:00 – 9:05 am

Developmental Domain: cognitive, physical, emotion and language

Figure 1: Marblework(Fenning &Wylie, 2020)

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Section 1 – Capturing and Developing the Story

In this picture, child A( blue shirt) plays Marble Run Tower with other kids in the indoor

play area. Child A stands close to the table, using his two hands to pick up marbles from

the small orange bowl. Place them on the top track and watch them wheeze. The table

is covered with a colorful plastic tablecloth.

Section 2 – Interpretation

Child A plays with the colorful Marble Run Tower in the indoor play area with the

children. Child A patiently stands close to the table and uses two hands to put the

marbles on the colorful marble run tower. Child A seems to really enjoy this activity with

his friends. Child A looks pretty excited about these toys and kindly takes turns

interacting with other children. Child A has good Emotional development, which shows

in Regulating Attention, Emotions, Behavior, and Self-esteem skills. Child A sees

himself as a worthy individual and a valued group member. Child A is acting responsibly

towards others. Child A has good Communication and language development, which

shows in using Non-Verbal Communication skills, using facial expressions to the

content of their communication skills—attending to and responding appropriately to

others—engaging in turn-taking when interacting with others. Child A also has good

Cognitive development, which shows in the Self-regulation of his behavior and

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problem-solving skills. Child A has a good physical effect, and it shows in his find-motor

skills. Child A can hold Marbles and put them on the Marble Run Tower.

Section 3 – Discuss the following steps,

future opportunities, and extensions of learning.

Child, A exciting about playing with the Marble Run Tower experience, and child A are

very proud of himself for discovering how to play with it. Child A has fantastic cognitive

and social development and shows many different skills. I will encourage him to do

more observation, visually attending to things in this environment, using all senses to

gather information while observing, focusing his comment on details, and increasing the

time child, A spends observing, naming, and describing the things that have been

observed. Ask child A: “How does it work when you run many marbles simultaneously?

How many levels can you see?”. This invites children to observe more closely and to

generate more than one observation. Counting in meaningful ways in play invites

thinking about numbers when marbles run. In dramatic play, ask: “Are there enough

marble for me to play with you?” child A may count the number of marbles and the

number of kids currently playing with him. Using everyday situations motivates him to

use the number concepts child A knows, such as counting and comparing amounts. I

also provide paper, markers, crayons, and pencils to encourage him to draw what he

plays with. Accessible paper and markers offer the opportunity for meaningful use. Child

A may get bored if he plays with the same toy repeatedly. In this case, I will invite him

to play with blocks. I will ask: “You have used a lot of rectangle blocks. Come over here

and look at them.” ask him, “Are the small rectangles on the top the same shape as the

blocks on the bottom?” This allows him to identify shapes from different points of view.
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My goal is to let him recognize and name shapes, counting sides and corners, identify

common attributes of shapes, and match shapes with names.

Learning Story 2

4.9 preschools: Henry and Christian

Name of Child: Child A Date of Birth: April 20, 2017

Name of Observer: Yunqiemu Kazimu Date of Observation: November 10, 2022

Location: Inside the indoor play area Time of Observation: 10:00 – 10:05 am

Developmental Domain: cognitive, physical, and social

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Figure 2: Henry and Christian(Fenning &Wylie, 2020)

Section 1 Capturing and Developing the Story

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In this picture, The setting is a preschool indoor play area. Henry(Child A) is sitting on

the floor with his knee, and there is a walker behind him. Christian(Child B) stands up in

front of Child A and holds his two hands.

Section 2 Interpretation

Child B seems to really energetic and stands up. One child holds Child B's hand and

Child B seems happy to help this child. Child B has good physical development and

shows up in Gross motor skills. Child B can stand up to both two-leg very well. He has

good cognition development, and it shows in his observation skills. Child B physically

attends to this environment, using all senses to gather information while observing,

focusing on details, and holding the other child’s two hands to try to help him stand up.

Child B's cognitive development also shows up in Problem Solving skills. Child B is able

to identify problems that the other child can’t stand up to. Child B beginning to plan and

brainstorm solutions and take action to solve problems. Child B has good social

development and shows Interacting Positively and Respectfully skills. Child B show

respect for others who have differing abilities and characters.

Section 3 – Discussing the next steps

Child B has good physical and cognitive development. I will invite him to show his

Empathy more, communicate and express feelings with friends, and take action When a
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child is in need. I will explain Child A needs time to practice and invite Child B to play

with other children who can run with him. I will provide some options for play, such as

puzzle games, and ask him: “ Do you want to play puzzles with me?”. In this way, it will

help Child B develop Co-operating skills. I will encourage him to exchange ideas and

materials during play. Let him participate in setting and following rules and inviting

others to join in. he will listen, think, and respond appropriately as others speak during

group play, engaging in groups. Exchange ideas with children during play. “You finished

the puzzle. Great. I was thinking about matching all the blue pieces at the start. What do

you think?”. I will give more options for social play, like adults thinking with children and

exchanging ideas will promote an effective learning environment.

References
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Fenning, W. (2O20). Observing Young Children. 6th Edition. Top hat. Toronto.

Ontario Ministry of Education(2014). Excerpt from “ELECT.” Toronto: Queen’s Printer for

Canada.

Chapter 4 video 4.8 Marble works

[Link]

Chapter 4 video 4.9 Henry and Christian

[Link]