Observation Of Sarahia Extended Toys

The String Toy is so old that its beginnings are unknown. It is also called either Thread Spinner or Whirling Button. Fortunately for us, that makes the toy quite easy to make. It is an ancient mechanical device used for ceremonial purposes and as a toy. It is an object in the middle of a cord and can be made to buzz by winding the cord while keeping the end stationary. The object moves by pulling and releasing the tension on the cord. The most common way that it was made was with a large button and some string.

Adriel views praise, iPad time, drawing, building blocks, and going outdoors to play as positive reinforcement.

Charlie builds the relationships with his educators in the Nursery room. He likes to join his educators and friends in the activities that he is interested in. He sits side-by-side his friends, enjoys the good times together such as singing a song, moving along the music and looking at the animal pictures and naming them. He especially loves to look at the pictures in the books and listen to his educator names each picture. He often pulls on his educator's arm and leads her to the book corner to read a book to him as to initiate and communicate his needs to his trusted educator (EYLF 1.1). He confidently makes his own choices in play and exploration of his surroundings. He is often seen exploring something in one corner of the room and loves to share his discoveries with his educator by getting her attention and pointing to what he finds, such as new toys or books in the corner, bird and airplane in the sky.

Cognitive: starting to explore pretend play in the home corner or with small world toys, they become interested in mark making and painting and books.

She is a quiet and friendly member of our class but is frequently shy and guarded. As a result, Charlee has made a few close friends who she usually talks to and plays with. Charlee now enjoys working with peers in a small group and is able to share and cooperate, often thoughtfully listening to others. She enjoys any activities that involve creativity and imagination. She is a hands on learner and is an enthusiastic participant in play. Charlee’s fine motor skills are developing and she is able to use scissors to cut in a straight line, although she does rush through activities she has minimal interest in, sometimes causing a messy result. Charlee has made a fantastic start to kindergarten and I look forward to seeing her focus and independence grow in the coming semester. To assist Charlee’s learning at home, I suggest encouraging Charlee to 'have a go' at new

Those of you familiar with Playwork will be very aware of the following information.. if not please read!

Finger paint turkey activity was done with 4-5 years old boys and girls in child care center to address tactile, bilateral skills, eye-hand coordination, finger isolation, and fine motor skill (grasp).

Play for toddlers is sensory-motor, the pleasure of using their senses, sucking, biting, touching, and moving toes, fingers, arms and legs. They seem to babble and enjoy listening to other sounds of voices. They tend to imitate the expressions of others such as opening their mouth, imitating hand gestures, and body movements. At the end of the second year, symbolic imitation in the form of simply play occurs around this time when they may make an attempt, as early as eighteen months, in order to feed a doll or toy bear.

Mila did very well using her spoon to eat the fruit for breakfast. When it comes to eating with a spoon she slowly picks it up with her right hand, but sometimes waist it. After eating breakfast, Mila washed her hands and played with the toy baby’s. As I watched her I noticed that she sings and rocks the baby to sleep. She shows a lot of love to the toy baby by hugging it, squeezing and feeding it. When Mila wants something she gets my attention by smiling and pointing her finger. Today I had a ball in the dramatic play area rolling it back and forth to Pierson and Annabel. While playing Mila and Maddie joined in by sitting beside on another. We each rolled it back and forth to one another. As we played, Ms. Myrna changed everyone’s diaper

lean form side to side without falling or tipping over. She is working on standing on while using on

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Michelle and I met the patient and his mother in his room and asked him if he would like to join us in the atrium where there was a special music event. At the initial meeting, I noticed that the patient was preschool aged and quite reserved. Michelle and I spent a significant amount of time with this patient in the atrium (approximately 1.75-2 hours). During the musical performance, Michelle provided the patient with drawing materials and jungle toys. The patient played with the toys and drew the scene that he created with the jungle toys, all the while listening to and moving to the music. This appeared to fit the function of play as flow because the patient was completely engrossed in his play, which seemed therapeutic/calming to him. After the musical performance, the patient wanted to create the art activity of the day, which was crafting Valentine’s Day arrows. Michelle and the patient’s mother told me that he preferred to do art activities on his own. This showed me that the patient wanted to have a sense of control over his play, which is a positive remark because oftentimes a developmental concern for preschool age patients is the fear of loss of control. I let the patient know that if he needed any help he could ask me but other than that I observed. The patient did ask me for help and re-did his artwork three times because he said he wanted it to be just right. When the

Psychologists at Lanham Act Day Care Centers conducted an experiment on young children under the age of three and four by playing dolls in order to study their aggressive behavior. This organization studied the performance of hundreds young boys and girls. They provided to the children a little house and the doll family consisted of five simply identifiable roles: father, mother, boy, girl, and baby. The finding of their research was as follows. During this examination, some girls showed verbal aggressive behavior towards girl doll and boys showed verbally and physically aggressive towards the boy doll play.

Camila’s first playroom during her early sensorimotor stage. In this playroom Camila starts to develop her secondary circular reactions as seen with baby musical hanging toys (Wright, 2013).

She can go upstairs and downstairs without support. You will need to teach her to use the hand railings so that there are no mishaps.