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Recommended: Social interaction and cognitive development

bservation: When “Child A” saw the stacking rings, she crawled towards it and she took the rings out of the giraffe one by one. When I asked her to put it back on the giraffe she did. Children also put the rings on their arms and used it as a bracelet. I took one ring and put it on top of my head and took another ring and put it on “Child B” head. “Child B” smiled and took the ring from his head and took mine out as well. He imitated me tried to put it back on top of my head. Younger infants were able to participate in the experience by holding the ring. When I tried to roll the rings, I asked “Child B” to go get it. He walked towards the ring, took it and tried to roll it by holding it on the top and pushing it. Children also interacted with the staff and other children by sharing and giving the rings to them.
Dialogue & Reflection: Children seems interested in the rings. It appears that children were able to practice their gross motor skills when they crawled and walked to pick up the rings. “Child A” seems to know how to remove the rings and put it back on the giraffe when I asked her. It appears that “Child A” was engaged in symbolic play when she put the ring on her arm and pretend that it was a bracelet. It seems that “Child B” was able to demonstrate his language skills when he picked up the ring after I asked him to (Lew, 2012). Younger infants were able to practice their fine motor skills using the small muscles on their fingers and hand to hold onto the rings using palmar grasp. They were also engaged in functional play as they explore their sense of touch while playing with the soft rings. It appears that children were able to socialize with other infants and the staff while playing with the rings. It seems that infant...

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...way I will get their attention and they will try the experience. Modeling, I will show the infants how to shoot the ball on the rings (reinforcing in and out). Questions, I will ask them questions like, “Can you shoot the ball?”, “Can you say blue?” Telling, explaining and informing, as we play with the balls and the rings, I will name the colours and the shape of the ball. I will also tell them what they are doing like, “shoot”, “dance”, “catch”.
Lew, T. (2012, September 28). Children, Play and Creativity. Teaching Strategies. Humber College ITAL.
Lockwood, K. (2013, January 26). Curriculum Design. Teaching Strategies. Humber College ITAL
Action: I will sing, this is the way to shoot the ball in the tune of “This is the way”. I will be on their level and interact with them during the experience. I will also assist infants who may need support on shooting the ball.

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