Look and learn

Scenario

Approaching the water area, Amy (aged four years, two months) calls to another child, 'Sam! I'm going to play in the water - do you want to come?'

Sam (three years, 11 months) enters the area too. Amy puts on an apron and spends a few moments looking in the water and stirring it with her hand. As her cuffs begin to get wet, she rolls up the sleeves of her jumper.

Amy is delighted to discover sand and rocks at the bottom of the water tray. 'It's a pond! This is where the frogs live!' She turns to an adult working nearby and asks, 'Can we have the frogs to go in the pond?' The adult supplies a basket of plastic pond creatures and Amy places two frogs on a rock. Sam watches and then says, 'This is my rock... where my frogs live.' Amy smiles and responds, 'Yes! Here are your frogs.' She hands him two frogs. For a few minutes the children make their frogs jump from rock to rock as they make croaking noises. 'The water is spilling on the floor - don't slip - the mop will get it up.'

Amy notices that Sam isn't wearing an apron and reminds him to put one on.

'My frog is coming to see your frogs. Can you make some tea?' asks Amy. She hands Sam a spoon and bowl from the open shelf. 'It's a frog party - it's Green Frog's birthday - sing "Happy Birthday" All the frogs are coming...

we need another rock (she looks around for a rock)... we'll use this (plastic jug).' Amy places some frogs on the upturned jug and waits as Sam arranges his frogs. 'Here is your cake,' says Sam. 'Give some to all your frogs.' Amy feeds her frogs, then continues, 'Now the frogs are going home... it's getting dark... they need a light... they are going through the wood and the wolf is waiting...they are jumping, jumping (she makes her frogs jump)... but the wolf doesn't get them... the wolf is waiting for Red Riding Hood... the frogs go home... they go to sleep and that's the end.'

Observation and assessment

Consider the following questions before reading the assessments of Amy's learning:

* What evidence is there to support assessments of Amy's learning in the area of personal, social and emotional development?

* What can you learn about Amy's understanding of stories from this observation?

Points for team discussion

* Think about the links between the following areas of learning: communication, language and literacy and creative development. Look particularly at imaginative story-making and understanding the elements of stories.

* Look at how small-world provision can support children's understanding of the structure of stories and can enable children to revisit and develop story themes and ideas.

Scenario evidence of learning

Amy operates independently within the nursery, selecting equipment purposefully and taking responsibility for keeping herself dry. She is confident in initiating ideas, playing co-operatively and approaching an adult to ask for practical support. She is familiar with routines in the area and aware of safety issues.

Amy articulates her imaginative ideas and as they develop, she introduces a narrative into the play and shares the theme with another child.

She is exploring the elements of story in her play, including characters, sequencing of events and an ending. Amy draws on her experience of a particular story (Red Riding Hood) and includes elements of this in her own story-making. She uses equipment imaginatively and to represent other objects.