1. FACET: EMOTIONAL HEALTH & POSITIVE IDENTITIES
1.1. DESCRIPTOR: Children develop a sense of other
1.1.1. The children seem to be aware of their peers. The children have created a community within the classroom, they greet each other when they arrive. “ WHERE IS LAYLA?” Eli is aware of most of his friends. I will ask, “ Eli, where is Layla?” Eli then points at Layla. “ Eli, where is Cynthia?” Eli points at Cynthia.
1.1.1.1. " LET'S HIDE TOGETHER" I have noticed that the children seem to enjoy following each other into small spaces such as their tent, nooks, and under their high chairs. i observe them as they sit down togeher and have full on conversations. if the space does get too busy, the children will express their discomfort by crying out.
1.1.1.1.1. PROVOCATION BRAINSTORM
1.1.2. EXPLORING HOW TO SHARE, AND TAKE TURNS.
1.1.2.1. NEED TO KNOW, WANT TO KNOW
1.1.2.2. I have noticed that the children are having a hard time sharing their matierals, and this could be because of the lack of matierals in their enviornnemnt.
1.1.2.2.1. DRAMATIC PLAY CORNER
1.1.2.2.2. IN the dramatic play corner, there is a plastic stand up kitchen set but it is screwed into the wall, so it can't be moved. i noticed the children tend to crowd into the space, which causes them to feel discomfort, and they can't seem to explore.
1.1.2.2.3. THE TOOLS FOUND IN THE DRAMATIC PLAY CORNER
1.1.2.3. ROLE OF THE EDUCATOR (SCAFFOLD WHEN NEEDED)
1.1.2.3.1. Some of the children seem to allow matierals to be taken away from them, but others will really speak up for themselves by yelling or crying. Just because a child seems to be allowing unfairness, does not mean that he or she could be okay with it.
1.1.2.3.2. ELI: I have noticed that eli does share. When I noticed Eli and Jaycee pulling on the same tool, i thought I would go over and see if I could help...Eli took it from Jaycee, Jaycee began to cry. " Can Jaycee have the tool for a bit Eli, and we can come back for it when he's done exploring."
1.2. " Caring for others"
1.2.1. the children are also aware of the adults in their space. The cook when she comes in with their food, the other educators within the room. They will notice when they leave and when they come back.
1.3. " The children hug, kiss, hit, push, talk, cuddle each other"
1.3.1. FEBRUARY 19: NOTICE: I NOTICED SOME OF THE CHILDREN DELVING INTO SOME ROUGH AND TUMBLE PLAY. THEY WERE HIDING INSIDE THEIR TENT, LATER PUSHING THEMSELVES ONTO EACH OTHER LIKE SUMO WRESTLERS. THEY SEEMED TO BE HAVING SO MUCH FUN BECAUSE THEY WERE LAUHGING AND SCREAMING.
1.3.1.1. THIS CONNECTS TO MY ONE PROVOCATION IDEA FOR THE NURSERY RHYME CORNER, WHERE I WILL BRING IN SCARVES, BLANKETS, FABRICS, AND CREATE SMALL HIDING AREAS WHERE IT WILL BENEFIT THEIR SCHEMAS I HAVE NOTICED...
1.3.1.1.1. MAYBE A SENSORY BOARD? BRINGING IN A DIVERSE AMOUNT OF DIFFERENT FABRICS, TEXTILES...BUT THEN WOULD IT BE ACCURATE TO WHAT THE CHILDREN ARE CURRENTLY INTERESTED IN OR LEARNING, SUCH AS GIVING EACH OTHER SPACE WHEN NEEDED....
2. FACET: PHYSICAL HEALTH
2.1. DESCRIPTOR: Children explore body and movement
2.1.1. HEAD, SHOULDERS, KNEES AND TOES.
2.1.2. ELI AND BODY PARTS: I have observed that the children are aware of their body parts... HOW AM I AWARE OF THIS? When the nursery rhyme head, shoulders, knees and toes came on, the children began to point at these speficic body parts.
2.1.2.1. " ELI, WHERE IS YOUR TEETH?" I started to ask eli and his peers to point at specific body parts such as eyes, nose, teeth, ears, chin, and toes. The children were all succesfull in pointing at their correct body part.
2.2. " Increasing bodily awareness, control, STRENGTH, agility, and large motor coordination
2.2.1. Most children are already walking, and getting to where they wanna go. But some of the children are not yet walking, but they use their walkers to help them get to their pre determined desintation.
2.2.1.1. PROVOCATION BRAINSTORM
2.2.1.1.1. WEE WILD ONES GYM SPACE
2.2.1.2. 3RD PROVOCATION OFFERED: BRINGING INDOOR MATERIALS OUTDOORS." THE GARDEN IN WHICH CHILDREN CAN EXPRESS ALL EMOTIONS SUCH AS JEALOUSY, FEAR, HATE, LOVE. MCMILLIAN SISTERS
2.2.1.2.1. TIME, SPACE MATIERALS AND PARTICIPATION:
2.2.1.2.2. LANGUAGE, SOCIAL, PHYSICAL DOMIANS.
2.2.2. Some of the children use the shelves to help stand up, they will also crawl through the shelves, or try to push themselves up onto it.
2.2.2.1. STRENGHTH: After my first provocation, i noticed the children seem to be testing their strenght by lifting heavy materials, either lifting one matieral or two matierals at once using both hands. i think strenghth and agility also comes with getting to know their bodies, and what they can or can't yet do.
2.2.2.1.1. PROVOCATION BRAINSTORM: REFLECTING ON FROM STACK EM UP
2.2.2.2. PROVOCATION OFFERED AND REFLECTED ON IN ENTRY 2 :
2.2.2.2.1. " STACK EM UP!"
2.2.2.2.2. TIME, SPACE, MATERIALS, AND PARTICIPATION
2.2.2.2.3. MATERIALS: TWO PAPER TOWEL HOLDERS, AND PLASTIC COOKIE CUTTERS
2.3. schemas:
2.4. TRANSPORTING
2.4.1. ENCLOSING/ENVELOPING
3. LETTERS TO YOU (DOCUMENTATION MADE VISIBLE FOR FAMILIES
3.1. I HAVE DECIDED TO CREATE A WALL USING PHOTOGRPHS AND FRAMING THEM. THE WALL WILL DISPLAY THE HOLISTIC PLAY BASED GOALS I HAVE NOTICED, AS WELL AS PICTURES ON WHAT THE CHILDREN DID DURING THE OFFERED EXPERIENCES...
3.1.1. THESE IMAGES WILL REPRESENT A STORY... A STORY OF LOVE, RESILIENCE, AND THE WAYS IN WHICH CHILDREN NOTICE AND EXPLORE THEIR WORLDS, AS WELL AS THEIR SELVES.
3.1.1.1. The wall was a success, especially the director really enjoyed it, and my co-educators complimentated, saying it looks new and fresh.
3.2. THE LETTERS WILL BE FOR EACH CHILD, AND GIVEN TO THEIR FAMILIES. THESE LETTERS WILL INCLUDE THE STERNGHTS, INDIVUDALITY, AND UNIQUENESS I HAVE NOTICED WITHIN EACH CHILD.
3.2.1. I have given letters to Eli's family, and have written one for Layla but have not given it to her dad yet, because she get's picked up way after I leave site.