Scenario
Neena (four years 11 months) and Janeika (three years 11 months) are playing alongside each other in the block area. Neena creates an enclosure with an opening and places some toy animals inside. She asks a practitioner, who shares her first language, to help her find an arched block. Janeika is using the only one. The practitioner suggests Neena ask for the block, modelling the correct language in English. Neena asks, but Janeika is reluctant. Neena tries to create an arch with other blocks but none are suitable. Janeika is watching and calls to Neena in English (her only language) 'Wanna play me?' Neena looks up but doesn't reply. Janeika asks again and gestures to the blocks and people she has arranged in lines on the floor. Janeika tries to take one of Neena's animals and Neena yells and pushes her away. Janeika makes a roof for her structure. Neena attempts to do the same, unsuccessfully. She begins to watch Janieka, who goes over and positions the blocks more carefully to make a roof. Neena lets her do this and then extends the structure with more blocks. Janeika brings some small world people and puts them inside the 'house' and Neena begins to play with them. The girls continue to play co-operatively. John and Nathan come into the block area and the girls leave together, almost immediately.
Observation and assessment
Consider the following questions before reading the assessments:
* What observations can you make about the girls' use of language?
* How do the girls move from parallel to co-operative play?
* What have you observed about their developing confidence, perseverance and self-reliance ?
* What evidence is there of social skills? Imagination and creativity?
* Regardless of age, which child appears to be the most experienced socially, and with block play?
Points for team discussion
* What learning can occur when children integrate one resource with another, such as blocks and small-world toys?
* Can children access resources independently and make choices?
* Are there enough blocks available in various shapes?
* What level of adult intervention might be appropriate when children are negotiating with each other?
* How are children's concentration and motivation affected when others arrive at an activity.
* Is gender a factor?
Scenario evidence of learning
Neena showed confident use of her first language and interactions with familiar adults. She knew how to ask for help and responded to suggestions and adult modelling. She was observant of others and willing to work co-operatively when she felt her play wasn't being threatened. She was able to make her needs understood, though unable to express them in a second language. There was evidence of a gradual increase in confidence in her social interactions, using smile and gesture. She showed self - reliance when an adult was not present. She followed Janeika's lead in moving from parallel to associative and co-operative play. Her use of the resources was imaginative and purposeful. She is probably exploring an enclosure or envelopment schema, which further observations might confirm.
Janeika uses language confidently, though speech development is a little delayed. She showed confidence and assertiveness in her interactions, moving comfortably from parallel to associative and co-operative play. She initiated and sustained social interaction. Her use of resources showed imagination, creativity and problem-solving. There was evidence of good fine motor skills and spatial awareness. She is probably exploring trajectory and enclosure schemas.
