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Bryce Baucum

HDF 248

Observation #1

Erika Lanning

4-23-17

Observation #1

The first play is one child from the younger room is building a long line on the ground

with toys that connect on the bottom and running over it doing her own thing. After a while she

goes to get more and adds more to the line by connecting them together. Each time she is adding

more she is running over them and then taking them to a new direction to make a different

running route. The play I think goes with this is the play is intrinsically motivated meaning that

she wants to add more to her line or even put it in a different direction to make a new running

line.

The second play I saw was two little boys were play wrestling for a while until it started

to get too rough between the two boys. The teacher saw that the wrestling was getting too rough

and had to stop the two boys from getting any rougher with each other. The play I think that goes

with this is play that requires the active involvement of the players. The reasons is that it has to

involve two children to do something that involves play and the two have to do something

together.
The third play is from the older room the child is playing with the blocks and started to

take the blocks off the balance board and flip the block on the even side and started to stack the

blocks high on the balance board. The play I think the child did is play is carried out as if the

activity were real. The reason I think that is that she was building something and that could be

like in life when you are building a house or a store or many other things.

The fourth play is three children are at the play dough and flour station. Each child taking

their own amount of playdough and using different tools to create different shapes of their

playdough. There was also pans, play knife, roller, and flour to use with their playdough to create

a pie with the plastic pan, roller, and flour. This kind of play is carried out as if the activity are

real and meaning that the child making a pie really works on it and create a pie or a different

desert with the playdough. Another is a child making a snowman using playdough like they

would when there is snow during the holidays.

The fifth play is a child playing at the water and soap station. At the water and soap

station there was a water table with water and soap inside, there was five different height of tubes

for the station and there was also cups and toy that when you pour water on it the wheels will

spin out the water. The child was taking the cup and filling it up to see how much to fill up the

tube before it pass the red mark on the tube. The child was also doing was taking the tube after

they hit the mark and took it to the toy with the wheel to see how fast the wheel would go if they

pour all the water or little at a time. The play I think is relatively free of externally imposed rules.

The child could do whatever they wanted at the water and soap station except putting it on the

floor.

The six play is a child is at a writing and drawing table. The child is creating different

picture or also practicing writing words on their picture to take home to their parents or guardian.
They had paper, pencils, color pencils to create pictures or writing. The play I think was at this

station was play is intrinsically motivated. Meaning that the child is motivated to draw a picture

or write words to help them become better or to show their creative sides to teachers and parents.

The seventh play is a child at the sand station. The child is filling up the cup and pouring

the sand back out and filling it up again. Now the child took two cups and filled them up with

sand and putting it in the toy that has a wheel and has the sand come out of the wheel toy. The

child kept doing it over and over again to watch the wheel go fast or slow on how much sand the

child puts in the toy. The play I think it is, is play focuses on the process rather than any product.

Meaning the child is more into the sand and the movement rather than the product and what it

can do.

The eight play is two children are playing with the connect pad. One child is putting

different colors on the pad and filling all the holes. The other child is putting colors connect on

their pad and then taking another connect and putting it on top of the other connect to make them

tall and seeing how much they can and see how tall it gets before it falls. This type of play is

require the active involvement of the players, meaning that the two children are playing together

and helping them make it tall and filling up the pad.

The ninth play is three children in the older room are playing together with dinosaurs and

getting the dinosaurs fighting with each other and when they win the fight they are eating the

other dinosaurs. After they are done fighting them the children are taking the dinosaurs and

lining them up and then each child is take them all at once and start attacking the other children

dinosaur. The children brought all types of dinosaurs and all of them out and divided them up so

that the three children will have the even amount of dinosaurs. This play I think is showing is
play is dominated by the players, meaning that they are all controlling their dinosaurs and

choosing when to attack the other dinosaurs.

The tenth play is a child took out the small legos and starts to take apart one of the legos

that have already been built and started to create her own version of her lego car. She added two

people on her car and started to wheel them around to test on how it rides on the rug. After that

she started to build more on her lego car and then she started again and move her car around the

rug again to see if she should add more to her car or just leave it like that. This play that reflects

what the child is doing is play is focuses on the process than any product, meaning the child is

more into making their car different.

1. The younger room is designed for children to go into different areas to play at what one

they want to do. The older room is the same as the younger room but have more options

then the younger room. The older room had the sand station, the water and soap station,

color pencils stations to add to the older room. The older and younger station had the same

playdough stations and whatever they wanted to play at during their play time.
2. They contribute to the children to use their imagination and to create or play with things

that they have in mind. It also contributes to play by using their intellectual development,

physical development, and also social development.


3. The teacher behavior and attitude is to encourage the children to be more involved in play

and trying different things at each station they have set up. Also the teacher being involved

in their play by showing them what they can do and also playing with the children at the

station they are at, by showing the children and getting the children motivated.
4. What I would add in the younger room is different activities that are not the same and

more station rather than two for the younger children to play or to be more creative things

at.