Type of Observation: Running Record Child(ren): Charlee-Rose and M Observer: Sharaine McGloin Age: 4 years Date: Time: 8.

35 9.00 am

Context: Morning drop-off and transition activity. Charlee-Rose has chosen to sit at the play-dough table with another child (M). Observation: Charlee-Rose is sitting on a chair at the play-dough table and reaches for the play dough in front of her. Child M walks over to the table and sits down on the right hand side of Charlee-Rose. M is playing with her play-dough with some shapes and a rolling pin. Charlee-Rose glances at M and then reaches across the table to retrieve a yellow shape cutter out of the basket in the middle of the table. Charlee-Rose is rolling her play-dough with her rolling pin in both hands, but is continually watching the other children around the room by turning her head and body around in different directions. The PST asks Charlee-Rose what colour the play-dough in front of her is: green she replies in a soft voice, looking up. The PST then asks Charlee-Rose what colour the shape cutter is that she is holding in her left hand: yellow she replies, again in a soft voice. The PST then asks Charlee-Rose if she can find the pink scissors on the table. Charlee-Rose looks across the table for a moment and then points with her right forefinger at the pink plastic scissors in the basket in the middle of the table. Analysis: From this observation, it appears that Charlee-Rose is confident in her knowledge of colours and is able to point out individual objects when asked by the observer. Charlee-Rose appears interested in the other children in the room and whilst she does not seem to directly initiate play with others, she will sit alongside others throughout the same learning experience. Links to Early Years Learning and Development Outcomes: Learning Outcome 1: Children have a strong sense of identity Charlee-Rose has demonstrated that she feels safe and secure within her environment, and is confident in expressing her knowledge and opinions by communicating and interacting with others.

 Learning Outcome 5: Children are effective communicators Charlee-Rose is able to demonstrate her use of language to effectively communicate with others, with both verbal and non-verbal cues. Future Planning: Developing opportunities for Charlee-Rose to develop strong relationships with children that she appears to have already formed relationships with, such as small group activities that encourage reciprocation and communication between children.

 Type of Observation: Learning Story Name: Charlee-Rose Observer: Sharaine McGloin Date: Time: 10.00 am Context: Charlee-Rose is playing with the rainbow puzzle at the puzzle table inside during morning activities. Child A walks over and sits at the table next to Charlee-Rose and they complete the puzzle together. Age: 4 years

Observation: Charlee-Rose sits down at the puzzle table and begins to pick up the rainbow puzzle pieces in front of her. She attempts to place them in the correct size order, but becomes confused as to how to place them (as in the the table and sits on Charlee-Roses left hand side. Child A picks up the other rainbow pieces on the table and starts to assist Charlee-Rose in putting the puzzle together. and the two children finish the puzzle and place it back on to the shelf. Neither of the girls has spoken to each other, and when they have finished the puzzle each child walks away from the table to another area.

Links to Early Years Learning and Development Outcomes: Learning Outcome 1: Children have a strong sense of identity Charlee-Rose has shown a willingness to participate and engage with others to

photo on the left). Child A then comes over to work collaboratively on tasks. Learning Outcome 3: Children have a strong sense of wellbeing This observation has indicated that willingly and happily with her peers to complete activities.

Child A starts to sing the rainbow song softly, Charlee-Rose is able to co-operate

 Analysis of learning experience: This learning experience was significant for Rose is able to work collaboratively with others in spontaneous and unplanned contexts, and that she is receptive to assistance from her peers when faced with challenging tasks. Secondly, this learning experience indicates Charlee-Rose has a willingness to form relationships and friendships with her peers, which can be further developed with interactive learning experiences.

Future planning: Providing opportunities for her to group or paired learning experiences, and encouraging her to express her own opinions and views. Also, play experiences that challenge and promote problem solving and experimentation with different objects and materials can promote Charlee-Roses confidence and sense of achievement.

several reasons. Firstly, it shows that Charlee- participate and engage within small