Week6humanitieslectureimg 0011jpgweek6humanitieslectur ✓ Solved

Part One – Observational Notes

Anecdotal Record for Sophia

Observations

Rolling, pulling, squeezing, pushing and squishing too much clay on the table.

Rolling clay shows how Sophia is interested in learning. Touching the clay tin often. This shows she is alert. Scooping the clay from the tin with a scooper often. This shows Sophia is aware of what she is doing. Crying when Nicholas takes away her clay tin. This means that she is alert and focused as she knows the tin belongs to her. Tasting clay with her mouth. This means Sophia is curious. She wants to know better by tasting.

Part Two – Reflection

The developmental information learnt about Sophia is as follows. The first lesson is that the rolling and squeezing of the clay enhances muscle development of both the hands and fingers. The second lesson is that clay class enhances creativity. This was observed when Sophia tried to mold different shapes that she didn’t even understand. Creativity begins that way; when someone is not sure but hopes for good results in the end (Mamatov, 2019).

Another lesson is that clay class promotes hand and eye coordination. This was observed when Sophia tried to cry after Nicholas took her tin and scooper away. It means that Sophia was keen and alert. She knew that those tools were for her to use. Clay class also builds attention among children. Sophia was attentive to what she was doing with her clay. This developmental information can be used to create learning goals for the child in the following ways. The first way is by identifying the level of knowledge the child can have. This can help set goals for her learning. The last way is through repeat and repeat.

The information obtained not only focuses on Sophia but the whole class.

Paper For Above Instructions

The use of clay as a medium in preschool education serves multiple purposes and offers significant developmental benefits for children like Sophia. An insightful observational record such as this demonstrates how children engage with material creatively and physically. By examining Sophia's interactions with clay, we can identify key areas of learning and development that can guide educators and caregivers in supporting children's growth.

Firstly, the physical manipulation of clay, demonstrated by Sophia through rolling, pulling, and squeezing, is crucial for developing fine motor skills. According to research by Mamatov (2019), these activities not only strengthen the small muscles in the hands and fingers but also help improve overall motor coordination. When Sophia engages in these actions, she is unknowingly performing exercises that are essential for her physical development, which will be useful as she progresses in her educational journey.

Secondly, clay activities foster creativity and imaginative thinking. Sophia's attempts to mold shapes, even if she does not fully comprehend them, show her budding creativity. This experimentation is vital as it encourages children to think outside the box, explore their ideas, and express themselves artistically. Educators can harness this desire for creativity by providing varied materials and opportunities for exploration within the classroom. Research supports the idea that such creative play is fundamental for cognitive development (Bain & Hurst, 2020).

Additionally, we see that through her interactions, Sophia is not simply playing but is actively engaged in learning about her environment and herself. Her actions show her understanding of possession and an awareness of her surroundings. When she cries after Nicholas takes her clay tin, it indicates that she values her resources and demonstrates emotional awareness. Research in child psychology suggests that these social interactions significantly influence emotional and social development (Kemple et al., 2016).

Moreover, the act of tasting the clay also reflects Sophia's innate curiosity—a critical aspect of early child development. This instinctive behavior emphasizes the need for sensory experiences in learning environments (Collective for Children, 2021). As children engage their senses, they gather information about the world around them, paving the way for a deeper understanding of concepts and their application later in life.

As educators, it is necessary to structure learning experiences that foster these developmental paths. Conducting observational assessments like the one on Sophia provides valuable insights into a child’s strengths and areas requiring support. Goals can be derived by identifying interests—such as Sophia’s eagerness to work with clay—and fostering them through targeted activities. For example, sessions dedicated to various aspects of clay manipulation could be integrated into the curriculum to enhance both motor skills and creativity.

Beyond the individual focus, the importance of group dynamics in a clay class should not be overlooked. When children work together, they not only learn from their peers but also hone their social skills. Sophia’s experiences are reflective of how collaborative tasks can boost confidence and teamwork, skills that are essential as children proceed to more structured educational settings.

In summary, Sophia's anecdotal record serves as a powerful tool for understanding the multifaceted benefits of engaging in clay activities in a preschool setting. Observing these interactions allows educators to create well-rounded educational goals that cater not just to individual learning experiences but also to the collective growth of the class. Fostering an inclusive environment where creativity, physical skills, emotional awareness, and social interaction are prioritized will significantly contribute to the comprehensive development of each child. Clay classes, therefore, are not just about crafting; they serve as a foundation upon which children can build essential life skills that will benefit them beyond the classroom.

References

  • Bain, A., & Hurst, D. (2020). The Importance of Creativity in Education. Journal of Education and Practice, 11(4), 15-24.

  • Collective for Children. (2021). Sensory Play: The Benefits of Engaging the Senses. Child Development Research, 14(2), 101-109.

  • Kemple, K. M., Davidson, K. L., & Dignam, S. (2016). Social Development in Early Childhood Education. International Journal of Early Years Education, 24(1), 52-66.

  • Mamatov, D. (2019). Projects of Making Clay and Plastic Toys in Pre-School Education. Theoretical & Applied Science, (9), 83-87.

  • Clark, J. (2017). Enhancing Creativity in the Classroom: Strategies for Educators. Educational Review, 69(3), 270-284.

  • Piaget, J. (1973). To Understand Is to Invent: The Future of Education. Basic Books.

  • Brown, A. L., & Campione, J. C. (1994). Guided Discovery in a Community of Learners. The Journal of Learning Sciences, 3(3), 201-235.

  • Stark, H. (2021). Play as a Learning Medium: Understanding Early Childhood Development through Interactive Play. Childhood Education, 97(1), 24-32.

  • White, R. T., & Gunstone, R. F. (2018). Probing Understanding. Journal of Research in Science Teaching, 55(3), 215-237.

  • Vygotsky, L. S. (1978). Interaction between Learning and Development. In Mind in Society (pp. 79-91). Harvard University Press.