shower time part 2

Part II of Shower Time

A Pedagogical Narration

Documented by: Pam Donaldson

ECED 2421

Due Date: June, 2013

This is Part II’s pedagogical narration of ‘Shower Time’. In the document, From Theory to Practice (FTP) (2007) it writes, “pedagogical narration involves observing and recording ordinary moments, reflecting on what you have observed, sharing your description with others” (p. 14), which has been established in Part I of ‘Shower Time’.

FTP (2007) further writes, “collectively building new meanings from what you have learned so as to make children’s learning visible, linking what you have learned to the framework and incorporating your learning into your planning process” (p. 14). In Part II, the information gathered revisiting will be linked to the British Columbia Early Learning Framework (BCELF). I will create a critical analysis using the new information gathered and incorporate further learning opportunities for Toddler H that will expand her world.

Introduction

This presentation will cover the following topics:

Overview of Revisiting Part I of ‘Shower Time’

British Columbia Early Learning Framework

Well-Being and Belonging

Exploration and Creativity

Language and Literacies,

Social Responsibility and Diversity

Concluding the Pedagogical Narration

Let’s begin our critical analysis of ‘Shower Time’.

Overview of Revisiting Part I of ‘Shower Time’

Revisit with Miss Riley: Lead ECE toddler roomMiss Riley wondered about the assumptions that I had made in my first anylasis of the ordinary moment.• She also added that H has possibly seen some information on TV and

has taken that into her imaginative play. • The shower-pool play happens everyday that H is at school. • Miss Riley wondered if maybe she is doing swimming lessons, as well as

did she participate in a mom and tot swim lesson when she was a baby and is one of those “water babies” .

• She wondered also if H takes a bath or a shower because typically at this age they would bath. Has she watched mom have a shower? Did she go in the shower with mom?

Further Observation• H continues to play this after over a month in her imaginative play, Miss

Riley mentioned after the “Birthday Party” they had to go to the “pool” in one of her more recent days at school.

The shower/pool play has been a common interest for all the children not just H. Which I had assumed it was just H because the few times I saw her playing in this context we invited others to join however their interest level was never sustained.

Revisit with Miss Flett:

Revisit with Mom: Shared with me bathing routine at night, H uses their master

bathroom bathtub there is a shower head attachment, plays with toys they wash her hair and body.

She has been encouraged as a small baby to wash herself with the cloth in the bathtub

She has been to an indoor pool at Grandma’s house, on vacation Great Wolf Lodge, Harrison Hot Springs which also had the beach, and Bridal Falls waterslides

When she went to the pool she left her towel in a locker in change room.

She has never participated in swimming lessons hoping to in the fall and she has never participated in a mom and tot program.

She has shower with mom and dad in a stand up stall shower. she has also been in there alone and plays with the water using the removable shower head.

She has not participated in this shower/pool play at home

Lastly mom shared with me:• she swims at her Grandma’s house as it has a community

pool she always has a shower there to get “nice & clean” she is very concious of being clean and gets to wash her own hair and body (gets help to make sure she was througough)

• Soap dispenser on the wall at the pool at grandmas house but she uses her soap in a bottle

• Previous to the pool play at school June 2 she had attended her cousins birthay May 31 at grandmas pool mom and her swam for two hours they changed in change room after and took showers and other people were also changing (female locker room) using the soap dispensers

Sharing Part I, I’ve learned H’s parents

have introduced her to the pool on numerous

vacations as well as the beach.

Also learned that she often visits her Grandma’s

house and gets to go swimming when she is their

and uses the change rooms she has witnessed other

people putting their towels on the edge of the pool,

and using the ammenities in the change rooms.

That she has had the opportunity to play with the

removable shower head in the shower.

British Columbia Early Learning Framework

The BCELF (2007), “is intended to guide and support… early years professionals…in providing rich early learning experience for children from birth to kindergarten…Early learning refers to the emerging and expanding of young children’s physical, intellectual, emotional, social and creative capacities…the foundation for lifelong learning” (p. 4). The BCELF focuses on four interrelated areas of learning:

Well-Being and Belonging


Language and Literacies,


Within these areas are goals and questions to consider. FTP (2007) writes, “some questions will be more relevant than others” (p. 20). Therefore, through careful analysis, the goals and questions most relevant to this pedagogical narration will be reflected on.

Let’s look at our 1st area of learning: Well-being and belonging

Well-Being and BelongingFeel safe and respected:

displays her security within her environment through the length of time she plays her imaginative play. She freely moves around the environment with minimal interruption from the world around her.

Feel confidence in and control of their bodies:

H is able to keep herself physically active and is confident in her ability to control her body without needing or waiting for someone to entertain her.

Build healthy relationships with both adults and children:

H feels very comfortable with her teachers and often invites them to play with her in her imaginative play. She also is comfortable with the other children joining her play.

Adapt to and enjoy experiences of change, surprise, and uncertainty:

When other children join her play or teachers offer suggestions such as when I said I would splash her gives us an example of her ability to adapt to change, surprise and uncertainty.

Build, create and design using different materials and technique:

H exhibits being able to create and design using different materials as she has used the coat rack as her shower, scarves as her towels, a block as her soap, and the classroom as her pool.

Actively explore, think, and reason:

H is actively exploring the environment and how she can use different areas to be things in her play such as the front door being the pool, and the bench with the window sill being the edge of the pool.


Express a zest for living and learning:

H exhibits a zest for living in her imaginative play with the shower/pool play, she likes to vocalize her play scenarios which seem to mimic her real life experiences.

Let’s look at the 3rd area of learning: Language

and Literacies

Language and LiteraciesCommunicate thoughts and experiences creatively using many

different forms of expression:

H communicates her thoughts and experiences

creatively through her play. She is communicating what she has

learned through the interaction she experiences in life.

Let’s look at the 4th area of learning: Social Responsibility & Diversity


Explore and learn about family, community and the wider World:

By bringing H school, she is learning about the wider world. She is able to experience that the world offers many of the same materials as at home. This of course, builds a familiarity and connection to home and allows her to be confident in her new environments.

Show Responsibility for Themselves and Begin to Show Responsibility for Others:

H is learning that the world is responsible for her interests and ensuring she can pursue them to her fullest desires. When other children join H she allows them however as long as they do not take items from which she is using.

In concluding the BCELF, we’ve reflected on the

learning observed and how the environment

already supports her learning; however, the next

step will be analyzing how to expand H’s

current knowledge.

I would like to recall revisiting with Miss Riley

and Miss Flett.

Questions from the BCELF (2007) to reflect and assist in expanding the world of Toddler H are:

What can I provide that makes room for a broad range of abilities?

How does the program support the learning needs of all children?

How can I adapt the program or environment so it fits the needs of all the children?

Now that the questions have been established, the next step is to incorporate the findings into the planning process.

This planning process involves sharing the findings with family and colleagues to assist in establishing a wider perspective of what learning possibilities there are.

Concluding the Pedagogical Narration

I wasn’t sure of the learning opportunities to establish around the shower. Toddler H appears to be very successful in expanding her learning opportunities. For example; associating the coat rack as a shower and creating play out of it. Re-visiting the documention and shared responses several times, I learned that building further explorations, necessarily don’t have to involve the coat rack, but, too look past the coat rack and at the environment. How can we make changes to the environment to support other children in developing their imaginative play so they can join H in her play for sustained periods of time.

Expanding the childrens world will involve the teachers establishing the grass is safe. During outside play, her teachers will take her out to the grass, either walking or holding her and getting down with her. They will build a trust and familiarity for the grass; as Baby S does with every new experience she encounters.

Expanding the other childrens world will involve the teachers finding interests of the other children and helping to create play around scenarios the other children are interested in. This will show we value all the children and welcome their individual differences.

Since H is play has started new items have been added to the environemnt in the house area to expand her play, it has also helped the other children to start to show more interest in dramatic play.

This concludes my “shower Time” presentation I hope you enjoyed it!

References

Gonzalez-Mena, J & Widmeyer Eyer, D. (2012). Infants, toddlers, and caregivers: A curriculum of respectful, responsive, relationship-based care and education (9th ed.). New York, NY: McGraw-Hill

Government of British Columbia. (2007). British Columbia early learning framework. Victoria, BC: Ministry of Education: Ministry of Health; Ministry of Children and Family Development.

Government of British Columbia. (2007). British Columbia early learning framework: From theory to practice. Victoria, BC: Ministry of Education; Ministry of Health; Ministry of Children and Family Development.