Activity plan – The matching activity is based on exploring body parts. The goal setting of the plan is for Zoha to build on her prior knowledge and skills in consultation with her educator at child care. Zoha is a very confident and independent child. She has no learning needs. Her interests are looking at the pictures in the books, playing with the toys around, scribbling with the pencil and music. (Appendix 1).
This activity is aimed to
– enhance the socio-emotional development by encouraging to choose the picture she thinks matches and explore the activity without fear.
– improve her cognitive development as the matching activity is good for her eye-hand coordination. This activity will test and improve her concentration duration and skills on attention to detail. It also challenges her visual memory, recognition of patterns, connections and dissimilarities.
– improves her language development by following through the instructions, also reinforcing the body parts she is familiar of (City of Melton, n.d.).
Implement – The second step is implementing the activity. Firstly a corner table was chosen as it tucked away from the children’s traffic. After Zoha’s breakfast and her little play, she was asked to choose a book to be read to. This was to get her settled. Then Zoha was taken to the table and was modelled how the activity was done. Zoha was asked to name every picture card she picked, and then to show where the body part on her was. Thus this activity has challenged her knowledge and concentration, her ability to grasp things and follow instructions.
The observation type chosen for this activity was anecdotal note. It is a recount of the child’s behaviour from the start of the activity until the child finishes or leaves the activity. Throughout the activity the child is observed and notes are casually jotted down. Then later the observation is recorded in its template elaborately (Connect FDC, 2012). The drawback of anecdotal record is that the observation is subjective, like labels or judgements. “Labels do not convey information that helps in understanding a child’s development” (Laffranchini, n.d., p.100).
Zoha wasn’t able to keep up with the initial interest for the activity. It took a few redirections for her to complete the activity. In between the activity she was found to be fiddling with the cards that were already matched. Zoha’s parents speak second language at home so she doesn’t have a good vocabulary. To keep Zoha going with the task, she was interrupted many times for explanation. The interruptions could have muddled up her concentration that she needed redirection. The next time when a match up activity is planned, there will be no more than 3 cards to match. The pictures in the cards will be of bigger size. This activity could be extended, according to the child’s skills, to memory game activity with 6 cards. The Learning outcome met is 1 – The child confidently explores and takes initiative in doing the activity (Australian Children’s Education and Care Quality Authority, 2009).
The quality areas met are:
– 1.1.1 – The program helps in the progress of the child’s learning and development outcomes.
– 1.1.2 – The child’s current knowledge and abilities are strengthened.
– 5.1.1 – The meaningful interaction supported the child to feel confident (Australian Children’s Education ; Care Quality Authority, 2017).