Three Little Pigs

This child observation was carried out at the ETSU Child Study Center, after an appropriate permission was taken. I arrived at the Child Study Center at about 7:50am on Friday November 13, 2015, and I was taken to the Cricket Preschool classroom for my child observation. When I got there, there was only one child present at the class, and when I asked the teacher if he was the only student in the class, she said the rest students were yet to come. So I began my observation of the child. For the purpose of this observation, I am going to call this child Dave.

Today was Stephanie’s first visit with her children at the SOGI House. Stephanie showed up with food and a ginger bread house to construct. Autumn was very excited to build the gingerbread house right away. Stephanie had Kirsten and Autumn wash their hands before they started to work on the gingerbread houses. The three of them worked well at building the gingerbread house. Stephanie described in detail how to construct the gingerbread house. Stephanie did a great job at making sure Autumn was being patient while building the gingerbread house. For example, Stephanie said, “we have to let the icing set on the gingerbread house, so it does not fall a part”.

At the store, it is not long before the children begin seeing things that interest them. The first of these is a microscope that costs $300. Miss Moore comments on the educational value of microscopes but the children poke fun at the idea. “”Hey, I’m going to buy that there.”

The third pig was the smartest, and was also wise. In the story the picture

One story that can be directly compared across cultures is The Three Little Pigs, originating in England, where it was first printed in the 1840s, but the story dates back much further. In the original English version, the first two little pigs are devoured by the big bad wolf, who is finally outwitted by the last pig who lures the wolf down the chimney into a pot of boiling water. The Japanese version, however, ends with the same fate for the wolf, but differs greatly in how the wolf reaches that fate. Unlike the English version where the third pig outwits the wolf on his own, the Japanese version tells of how the first two pigs escaped their flimsy homes and worked together with the third little pig to defeat the wolf.

The teacher signs songs she stopped cried. She took the wet diaper off. She showed the dirty diaper to

In my RIP Project I chose to create an online newspaper article for my genre. In my article, I used the message from the story, The Three Little Pigs by Roald Dahl, and challenged its views to portray a new message for where our society is headed. The message for three little pigs is about making the right choices and taking your time when building your life and future or else you could lose it all while going through a bad time. In a sense, the American dream can be attained by hard work. In my RIP I created the message that even if one was to work hard for a stable future, the system set in place does not support the people born into low income standards of living, and mainly benefits those born into rich families.

Observation: Yesterday, in the morning, I was sitting on the floor, pretending that I was cooking something on the pot as I stir. “Child A” saw what I was doing and walked towards me. “Child A, come and see what I am cooking”, I said. She took the saucepan with the lid that was on the stove, sat down on the floor and put the saucepan down. She held on to the lid, opened it and closed it. I handed her the spoon that I was using and I took the pot and the spatula and showed her how to stir. “This is how we stir, “Child A”, I said. She started pounding the saucepan using the spoon that I gave her, making sounds. “Child B” heard the sound that “Child A” was making and saw what we are doing. “Child B” was looking at the pot and the saucepan that was on the floor as she crawls toward us. She sat on the floor beside me and opened and closed the pot twice. I opened my eyes wide and smiled, “Wow ‘Child B’ you are making sounds!”, I said. “Child B” looked at me and smiled back. I gave her the spatula and assisted her hand on how to stir. I took the kettle and the cups and put it on the floor. I sang, “This is the way we pour our drink” and pretended that I was from the cup. “Child A” took the other cup and drank from it. “Uh- oh! Out of your mouth, “Child A”, I said. Later that day, after their lunch, “Child C” went to the dramatic area and played with the kitchenware. I went to her and sang, “This is the way we stir our food” as I use the spoon to stir. She moved her head from left

A point of view is a position in which the story is being told, but did you know that there is two point of views in The Three Little Pigs and The True Story of the Three Little pigs? The two stories have views changed by how the author tells them. In the story of the pigs it’s in third person, but in the wolf’s view he just wants sugar and see’s them as a snack so it’s first person. The story of “The Three Little Pigs” and “The True story of the Three Little pigs” have different point of views that help the readers understanding of the wolf.

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.

It was time for some of the children to get out some table top toys, so painting, colouring; drawings was put out as well as connect 4 and ludo games. The children divided them self’s up, I sat with some children on the colouring table, which we started to draw some pictures of dolls and people, child A had me drawing some people, a man, a woman, etc then child A sat down and started to colour in the pictures, while doing this child

John was seen engaging in imaginative play in the ‘mini world’ where he was imitating the sounds of the different animals as he was playing with them. (Appendix: 1h, lines 61-66). His play fits into the constructivist view where he is ‘actively engaged in testing and refining’ his understanding (mental mode). A similar view can be seen my observation (Appendix: 1f, lines 42-51), where John demonstrates what Piaget (1951) would call ‘discovery learning’ in the way he innovates a new painting technique. My organisation of the activity provided an experience for children where peer-peer interaction was encouraged (symmetrical relationship). There was scope for ‘cognitive conflict’. (Block 3. Pg 23), which was demonstrated by the way Sara and Adam learnt a new skill of painting from John (Appendix 1b& 1e).

Young children that enter the hospital can be overwhelmed due to the health concerns that they have no control over most of the time. The patients parents and the young child have to undergo a meticulous process while at the hospital. At the beginning of this process the young patient is given a trinket or something that brings them comfort which is provided by the hospital. This will enable the young patient to have a more comforting experience and allow the patient to have more hope while at the hospital. One thing the hospitals may provide are little activity bags that contains, markers, crayons, coloring books, books, stuffed animals or even little squishy balls. This allows the young patient to come to ease with the troubles they are facing

The story of the “Three Little Pigs” has been around for a very long time. Parents have been telling their children this tale for generations. This story tells the narrative of three pigs, who construct their homes of three different materials, one straw, one wood and one brick. Then, comes along a Big Bad Wolf, who blows down two of the three homes and then focuses on tricking the final pig into coming out of his house so that he too, can be eaten. In this story, the third little pig, who made his home of brick, was the most admirable because he was clever, hard-working and courageous.

She stood back up and went the left of the room and sat down where a few other children were playing with a long tube that had holes and the children were using yellow hammers to hammer in little plastic nails. She was sitting next to a blonde haired girl but shortly after stood back up and went to the wooden table again. She had red paper in front of her that she was cutting with green scissors. She cut out a unusual shape and set it down on the table then walked to grab some green paper but as she tried grabbing one piece about ten pieces of green paper fell onto the floor. She leans over to pick up all the paper she dropped and put it back into the little cubby on a wooden shelf near the wooden table. The teachers start singing, “Finish what your doing finish what your doing.” She walked back to the wooden table and sat down with her green paper and started cutting that with her green scissors. The table hard a