The document summarizes an observation of children playing with blocks at a childcare center. It describes the children building a block tower together and their reactions when it fell over. Possible developmental cues are listed, such as the children using palmer grasps to hold blocks and being able to focus on the task. A proposed follow up activity is then outlined, where the observer would lead a small group experience exploring different blocks. The observer discusses introducing and guiding the activity, including setting limits, modeling behaviors, and providing a warning before concluding. The children seemed interested in further exploration of blocks. The observer believes the inquiry process would work well with this topic since the children showed interest and there is space, time and materials to explore blocks.

1. Phase 1
Student Name: Yuleisi Salina
Teacher Name: Mrs. Maria Roberts
Course Name: Curriculum Project Development
BlocksanInvestigation

2. Centennial College Early Childhood Education
Student Name: Yuleisi Salina
Agency: Centennial College ECE Centre
Age Range of children: 3-4yrs.
Centre Focus: Seems to follow the child
ANECDOTAL OBSERVATION POSSIBLE CUES
On Friday October 4, 2012 at around 4:10 pm
the observer was playing with the children at The children seem to enjoy playing with
the dramatic area when a child name IS
blocks. They seem to like assemble/balance
approach the observer and ask her: „„Yuli can
you help me build a big tower? „„Sure IS let‟s blocks together.
do it” replies the observer. The observer also
invites the other children to join her and IS to
Developmental Cues:
build a tower and they agree to be part of the
experience. The observer and the children
started to collaborate with each other to build The children use their palmer grasp to
the tower. It appears that IS was very excited
hold the blocks.
because he was smiling and calling the
observer saying: „„Look Yuli the tower is They are able to handle sudden changes
getting higher” and the observer would replies with control. (e.g. when the tower fell)
with amazement “Oh yeah the tower is getting
They bend over to pick up the blocks
pretty high”. Then unfortunately when the
block tower was almost the high of the from the floor.
children it fell apart onto the floor. Some of the They are able to focus on their task for
children exclaim “Oh, Oh” but the observer
a quiet period of time.
told the children: “Guys is OK, would you like
to build another tower”. The children smile and Children understand the concept of
shout “Yeah”, except IS. It seems as if he was high and short.
disappointed because he stamps his foot in the Able to assemble and balance blocks
together.
ground and said to the observer: “I don‟t like it
Able to make pattern with blocks by
when the tower fell.” The observer gentle put
her hand on IS head and explains IS that she their colors and sizes.
understood his frustration but, the most
important was to have fun. Then IS said to the
observer: “but Yuli why the blocks doesn‟t
stick together?”

3. 1. Small group experience (circle) to confirm in the topic: (describe all parts of your circle)
A large variety of plastic blocks all different sizes and shapes. The observer asks the children the
different between her blocks and the blocks from the classroom. The children immediately point
out that the observer blocks were smaller, colorful, and hard (plastic). The children also point out
that the observer blocks could stick to each other while the ones from the classroom do not.
2. Procedure:
- Blocks
- In the reading area at the carpet spots make a circle to collaborate and
explore/discover with the blocks.
3. Consider the following and fully describe how you intend to explore your chosen
experience with preschoolers.
 How will you introduce the experience?
The observer will introduce the activity during free play through a discussion between
herself and the children. Talking to the children about the materials asking them
question to scaffold their though and opinions and also to discover how interested are
they still about the blocks. Then through the discussion the observer will encourage
the children to see and explore the materials so they can familiarize with it.
4. What lures might you use to attract the children?
The observer will attract the children by showing them the materials and give them
anexample of the many interesting things we can do with the blocks such as: balancing
few on the observer head, or juggle with 2 or 3 at the time since the observer have
previously notice how much the children enjoys when she juggles with objects/toys.

4. 5. Preschoolers require support and guidance to fully explore and experience. How will you
guide and support their interactions with the materials, each other and with you?
- The first thing the observer will do before starting the experience would be stating
limits effectively to ensure safety of all the children. The observer will be accessible
to guide and support the children throughout the experience and it will providea large
variety of materials and time for exploration and discovery to avoid frustration and
conflict between peers. The observer will model positive behaviors such as friendly
tone of voice,active listening, equal collaboration with everyone involve, and
prosocial behaviors (sharing, taking turns, respecting ones another) to encourage the
children to imitate the positive behaviors.
“Authoritative, trust-building adults use positive strategies, focusing on teaching and
not punishment. For example, they explain limits, redirect behavior, and teach
behaviors that are helpful. They give information that children need for learning and
practicing behavior beneficial to the child. Positive guidance and discipline continue
when adults manage typical discipline encounters with positive listening, I messages,
conflict resolution, and recognizing and dealing with strong emotions. They try to
prevent overstimulation, and they teach calming techniques. Helping children save
face and preserve their dignity in discipline encounters is the most important and
essential element in child guidance”. (Marion, Swin, & Jenner, 2000)
6. Closure is important in any planned experience. How will you end the experience with
the children? What guidance strategies would be helpful to use?
- The observer will give the children notice ahead of time before concluding our
activity. For instance “Guys in five minutes, we need to start putting the toys away so
that we can get ready for lunch”. That way the children feel secure and in control
because they know what is coming next. The observer would also recognize that
some children need more time and support than others to get mentally, physically,
and emotionally ready for the transition(so friendly reminders). Then the observer
will also make time to ask for the children feed backs about the activity to recognize
if the children expectations were met and to discover what to change or improve the
next time. Then finally to conclude our activity, the observer would sing a tidy-up
song to encourage the children to help putting the toys away.

5. “Giving a warning demonstrates that we have respect for children and their work. The
time between the warning and the transition allows children to bring closure to the task
they engage in and to begging planning for the next event. This often results in children
been more cooperative. Whenever possible, it‟s helpful to allow children to complete the
task they are involved in before they transition to the next activity”. (Creating
Environments for Learning. Chap 3. P. 61)
Evaluation and Reflection :
7. How did it go? Are the children still interested in the topic?
- The experience went well, the children positively responded to the activity. They
were collaborating with ones another,sharing information and though about the
materials (blocks) colors, shapes, high with each other and with the observer. The
children seem interested in further exploration of the blocks.
8. Will the inquiry process work with this topic? Why or why not?
- The observer believes that the inquiry process will work because the materials are
available. There is also enough time, space and many other favorable factors that
made lead this project to be fun, positive and the most important aspect is that, it
would be relevant for the children interest and development. The observer is also
certain that this project like anything else in life would not be perfect but as long as is
done with love, dedication, commitment and professionalism with the children and
for the children is the real key of a valuable project.
Rationale:
- After active observing and listening to the children at the reading area during the
activity the observer have discovered that they are interested in playing and explore
blocks. For instance this are some of the ideas to continue developing our project in a
way that is fun, positive, and also where learning would take place.
Sort, classify blocks by their colors, sizes, and shapes
Using construction hats, non-pointed pencil behind our ears, an architect plan
to pretend we are building a community. (Houses, convenient stores, school,
hospital, park etc.)
Making experiments to discover if the blocks can float or if it sink

6. Share ideas, though and make their predictions
Make music with the blocks by clapping then together at the rhythm of a tune.
Draw, paint, documented, photograph their ideas no to miss any important
detail.
Finding the blocks with the letter that resemble each individual child names
and finding the fruit that also starts with the same letter as their name.
Dear Parents/Guardians
- We will be posting updated sample of our project. Please I encourage you to embark
in this exciting adventure and also to feel free to approach and share your valuables
ideas.
K (know) W(what do we want to H(how will we learn it) L
know)
Blocks have How to build higher We will learn through active
different shapes, structures that will not fall. experience.
sizes and colors.
When assembling Experiments
blocks they need to If blocks can float or if it
be really cautions will sink.
not to destroy the
structure.
Suggest wearing a Discussion where everyone‟s
construction hat to information will be valid and
protect their head appreciated.
when building high
structures to be safe.
They would need Activities.
stairs to make a
higher structure.

7. Initial Web:

8. Dramatic/Sensory Experience
Isaac: “The tower is getting Walker: “The tower is not Every: “I’m bigger than the
bigger and bigger!” bigger than I’m tower for sure!”
Danica: “Oh, Oh Now the Larissa: “It’s not bigger Morgan: “Wow, the tower
tower is bigger than me!” than me” is the biggest tower ever!”
Avery: “Yuli we finish the
tower; and I’m the
biggest!”
Observer: “Yes, we finish
the tower. And Avery is
true you are the tallest.

9. Phase # 2

12. Art/Creative: Building and painting our “Big” corks towers.
Observer: “What is Sloane: “This is Rapunzel Lucy: “This is a house
everyone making?” Tower” for my mommy, daddy,
I’m making: “A and my baby brother”
house”!
Charlotte: “I’m building Kate: “I’m building a Isaac: “I’m building the
a bird house” house for my doggie” biggest tower on the
whole world
Observer: “Wow guys, I Slone: “Yuli do you like
really like all the colors my tower?
you use on your Observer: I love it; you
all have work really
structure
hard. I’m very proud of
all of you.

13. Creative/Math: Tracing our bodies and coloring it. “Who is the biggest?”
Morgan: “Yuli, I want to draw
Observer: “Isaac you are Isaac: “Yuli see I’m very,
very big”. your shape”.
growing taller and taller”!
Observer:” Yes, you are
tall!”
Observer: “OK, guys I’m Morgan: “Yuli I’m tickling Observer: “Guys, how tall
ready” your knee!” do you think I’m?”
Observer: “Oh that was Children: “I don’t know!
you I think it was an ant Observer: I’m 1.65 cm tall
or a tickle monster!”
Fiona: “I’m drawing my Adelaide: “Yuli, it Fiona: “Yuli my mommy
eyes!” tickles” is bigger than you!”
Observer: “Yes, your
mommy is taller than
me!”

14. Dramatic Activity: “Our Zoo”
Here is the observer “Yuli I want to climb up Observer: “Charlotte
introducing the materials on this chair to make the climbing up on chairs it
biggesttower” not safe. I would lift you
up instead”.
Observer: “I have an idea, Kate: “Guys now instead Danica: “Guys I’m
lets upside down the tower of a tower let’s build putting tape to make it
in the carpet to make easy bigZoo”. higher and stronger so
for everyone to build the the animals can’t run
tower". away from the Zoo”.
Charlotte: “Yuli our Zoo is
done!”
Observer: “Yes, we did it!”

15. Math Activity: Height Chart Mom’s, Dad’s and us… Who is the tallest?
Stacey: Mateo your Avery: “Yuli look at me! Tyson: “Please don’t move
mommy is really tall. I’m really, really big” Isaac.”
Isaac: “OK”
Observer: “Wow, Morgan Charlotte: “Guys, look I’m Charlotte & Kate: “Look Yuli
you have38 ml of height”! measuring my mommy” our mommy is really big!”

16. Science: Floating/Sinking boats.
Isaac: “Yuli my block is Reese: “My block went
floating!” all the way down!”
Kate: “Guys see I find
something that floats!”
Reese: “If you fill the block with Isaac: “Kate if you empty it
water it would go down!” out it would float”.

17. Phase # 3
New web

18. Final Activity: “My Body”

19. The observer have choose this activity because after looking back to all our experiences there
was some detail that the observer remember the most. It was observing how during the different
activities the children would compare their heights with their peers and the structures. So based
on that fact the observer decided to have a closure activity where the children could look back at
the pictures of the difference experiences and the structures we build together and have a
discussion with the observer. About how can they help their body to grow stronger like the
structures from the pictures and how can we take a good care of ourselves to keep away from
preventable diseases. The observer though the children respond was very positive. They gave the
observer important information such as: “I go to the doctor to check my bodies”. “I exercise to
have strong bonds”. “I cannot eat too much sugar”. Mommy says too much sweets can give me
cavities and make me fat and sick”. Then the children continue to say after the observer asks
them what they do to be strong. “I walk my doggie to the park”. “I ride my bike”. “I eat
vegetables and fruits”. “I drink lots of water and milk”. It was a very nice closure experience and
it has given the observer many ideas to implement in the future. One of those ideas are to have a
Picnic with real fruits and vegetables activity. Move your body through the rhythm, and many
others.
Developmental Goals:
Physical development: Using their hands/fingers to touch the different materials such as
the text book and the different body parts.
Social/emotional: Working Cooperative with others and practicing prosocial behaviors
like sharing, taking turns and supporting each as well as throughout the other activities.
Cognitive development: Learning about body‟s parts, their functions and the different
ways to support our bodies to keep growing stronger and healthy.
Language development: Discussing, asking questions and sharing their though and
opinions about their experiences.
Materials Provided for the Final Activity:
A text book & a hand made doll with sticky body parts
Literacy: “Learning about different body parts”

20. Isaac: “Yuli here goes the Morgan: “Yuli the heart goes Morgan: “Here Yuli?”
heart!” here?” Observer: “Yes, well
Observer: “Yes, you are right Observer: “Morgan keeps done my friend!”
Isaac”. going a little down close to his
shoulder!”
Morgan: “Yuli, see I stick the Walker: “Yuli look I did it!” Isaac: “Yuli, I stick the
brain!” Observer: “Yes, you stick brain too!”
Observer: “Very good Morgan, the brain in the right Observer: “Yes, you did
you know where your brain is!” spot!” it all by yourself!”
Walker: “Look Yuli” Observer: “Guys you put the
Observer: “Yes, the stomach brain, the stomach and the
goes right in there!” heart. Well done!”

21. K (know) W(what do we H(how will we learn it) L (what the children
want to know) learnt)
Blocks have How to build higher Building structures with If I build structures
different shapes, structures that will different materials such as taller than my size it
sizes and colors. not fall? Blocks, corks and more. can fall because it
would be hard to
reach.
When assembling Experimenting by putting Yes, blocks float like it
blocks they need to If blocks can float like blocks in the water. a boat but if you filled
be really cautions not boats or it will sink? up with water it would
to destroy the sink.
structure.
Suggest wearing a Where to buy real Discussion where In stores such Home
construction hat to constructions hats, everyone’s information will Depot, Canadian Tire,
protect their head instruments, and be valid and appreciated. Wal-Mart.
when building high clothing.
structures to be safe.
They would need Why can we use a Activities. Stairs are not allowed
stairs to make a stair to climb up and The observer and the at the center because
higher structure. build higher children build high they are not safe. We
structures? structures and ones can fall and hurt
becomes too high the ourselves.
observer would flip the
structure in the floor so
everyone could participate,
I’m a big boy/girl. How tall am I? The observer develops a 38 cm
Morgan chart where most of the 35cm
Tyson children got measured. 36 cm
Isaac Another activity where the 44 cm( the tallest)
Avery children trace each other 39 cm
Fiona body and the observer. 41cm
Kate 39 cm
Danica 35cm
Sloane
I’m strong! But how strong we Discussion, photograph, I’m strong but I can be
really are? books etc. very week too. For
example if our body
get sick we could not
have the same
strengths. Healthy
choices to keep
growing stronger and
smarter.

22. Reflection:
This assignment has been an amazing experience. It has helped me to develop my observations
skills and my confident that is such important skill an educator need to interact with parents,
children‟s and the staff. In every one of these experiences I have an amazing time with the
children and the children have also a pleasant time with me because I wasn‟t afraid to be myself
and to go down to the children‟s level and allows them to see that I can be silly, funny, sensitive,
and interesting person to be around with. I have also learnt to acknowledge which strategies
work better for me and to accommodate my style to positively influence and support each
individual child. Mrs. Maria I‟m not sure if this assignment requires a reflection but if it does not
requires one I wanted to write you one anyways expressing the amazing experience I had at my
field placement and also how thankful I‟m of having YOU as my curriculum teacher. Thank you
so much for teaching me with your passion, dedication and professionalism. Please keep it up
your good energy and optimism because it makes you the unique person that you are.
Sincerely,
Yuleisi Salina