The document summarizes an anecdotal observation of three children, ages 3-5, playing in the dramatic play area of a YMCA childcare center. It notes the children pretending with fruits and vegetables, expressing preferences, and negotiating use of props. Developmental cues observed included pretend play, fine motor skills, speech, social skills, and independence. The center focuses on emergent curriculum.

1. Centennial College Early Childhood Education
Student Name: ___Iram_ Hamid__________-
___________________________
Agency: _Chester YMCA
_____________________________________________
Age range of children: ____3 yr and 5yr
Centre Focus: __Emergent curriculum
_______________________________________
ANECDOTAL OBSERVATION POSSIBLE CUES
In the afternoon, Child A and
Child B were in the dramatic Developmental cues
area. Child C was in the literacy
area. Child A was sitting on the -Pretend play(make believe play)
carpet with the basket of fruits
and vegetables. She picked -Able to hold fruit and vegetable
broccoli with her right hand and (palmer and pincer grasp)
said “I am going to cut broccoli,
it’s my favorite. Then she picked -Able to express their ideas.
a knife from another basket and
stood up; and put broccoli and Able to speak full sentences.
knife on the table. Child C, who
was in the literacy area, walked -Able to socialize.
towards dramatic area. He picked
corn from the fruit and vegetable -Able to negotiate.
basket and said “I eat it”. Child A
screamed and said “don’t touch, -Able to sit and stand
its mine.” Child C threw the corn independently.
on the carpet and went back to
the literacy area. Child B who
was wearing a princess dress,
alking towards fruits vegetable
shelf. She bent down and picked Interest cues

2. up an apple with her right hand -Difference between fruit and
from the basket and said “I am a vegetable.
princess, I like apple.” Child A
said, broccoli is better than apple, -Cut and cook with fruit and
it makes me strong. Child A said vegetable.
“But a princess like apple.”
Fruit and vegetable makes us
strong.
Possible Interests Web:

3. Small group experience (circle) to confirm interest in the topic:
(describe all parts of your circle)
During free play time I sat with the children in the dramatic area. I
place the fruits and vegetables basket on the carpet. We talk about
each other’s favorite fruits and vegetables. Children also mention
about the sizes, textures, taste and colors of fruits and vegetables.
They are very well aware of the fact that fruits vegetables make the
body strong helps to grow. Some of the children also mention how
they eat the fruits. E.g. “I peel the banana and then I eat it.” “Mango
and banana are same color” .One child told that his mother bake a
very yummy apple pie.
Procedure:
-We have enough space and props in the area.
-There were two Baskets of fruits and vegetables in the area.
Consider the following and fully describe how you INTEND to explore
your chosen experience with preschoolers
 How will you introduce the experience?
After the naptime, when the children start their free play, I
invite the children to have party in the dramatic area. Then I
ask the children to help me to bake pizza for the party. In this
way, I will encourage them to tell me their favorite topping for
pizza. I will start it with my favorite topping and then I let them
share their favorite fruits or vegetable topping for the pizza.

4.  What lures might you use to attract the children?
We have fancy dresses and recipe books in the dramatic area. I
will let the children to dress up and to see the recipe book; and
tell me their favorite recipe for the party.
 Preschoolers require support and guidance to fully explore an
experience. How will you guide and support their interactions
with the materials and each other and with you?
COLLABORATION
First, I will invite a small group of children dramatic area. We
have enough props for the children and I also make sure that
every child have an equal opportunity to experience and share
their ideas and thoughts. I will ask open ended questions and
make an eye contact. I will actively listen their opinions and
add more information to their previous knowledge. I will also
give them gentle remainders to share and respects other
children’s ideas.
 Closure is important in any planned experience. How will you
end the experience with the children? What guidance strategies
would be helpful to use?
First, I will make sure that each child have the opportunity to
share, experience and explore the props. Then I will ask them
to help me to tidy up the dramatic area. In this situation, I will
use redirection and choices direct guidance strategies. I can
redirect them to the Art area where they can draw their own
favorite fruit and vegetable. Furthermore, I can give them the
choices to stay at the same area or read a book in the literacy
area.

5. BEFORE YOU BEGIN YOUR 6 EXPERIENCES IN THE PROJECT,
COMPLETE THIS GROUP (CIRCLE) TO BE SURE OF THE
CHILDREN’S INTEREST IN THE TOPIC
Arrange a date, and time to implement your chosen experience
using the elements you defined in your procedure.
Evaluation and Reflection:
NOW THAT YOU HAVE COMPLETED THIS GROUP EXPERIENCE
(CIRCLE):
How did it go? ARE THE CHILDREN STILL INTERESTED IN THE
TOPIC?
Children are really interested in the topic. In fact, they are so curious
and eager to learn more. Children shared real life experiences and
talk about which fruit and vegetable they liked and why. For example,
one child mentions that he likes apple and watermelon because both
are round and juicy.
WILL THE INQUIRY PROCESS WORK WITH THIS TOPIC? WHY
OR WHY NOT?
The inquiry process work very well, as children demonstrate the
tremendous amount of awareness and interest about the topic. They
already have lots of knowledge and every day hands on experience
with fruit and vegetable. They have easy access to real fruits and
vegetables and fake ones. The dramatic area is spacious and we
have enough topic related props in the area.

7. . Kwhl chart
K(know) W(what do we want H (how will we learn L
to know) it)
We get fruits and Where do fruits and Collage of fruits and Wash fruits and
vegetables from vegetables come vegetables vegetables before
grocery store, trees, from? (Art) eat. We can grow
garden and ground. fruits and vegetables
at our home (back
yard.)
Taste, colour smell of How fruits and Experience the real Fruits are more
different fruits and vegetables differ? fruits and vegetables colourful juicer and
vegetables. by cutting touching, sweet as compared
tasting. to vegetables. Some
(sensory) fruit’s skin colour is
different from its
flesh colour.
Vary in smell and
taste.
we can make or cook What we can make Play shopping and We can use both
different food with or cook from fruits make fruit and fruits and vegetables
fruits and vegetables. and vegetables. vegetable salad. for cooking. They
(drama) change colour and
become softer when
cooked.
Size, and colour of What are different Sort, count and One fruit or
different fruits and size and colour of classify fruits and vegetable can have
vegetable fruits and vegetables. different Kinds,
vegetables? (Math) colour and sizes.
What fruits and Discuss how they Fruits and
Fruits and vegetables vegetables do to our grow and explore vegetables have
are good for health. body? different seeds of different size and
fruits and colour seeds. We eat
vegetables.(science) some fruit’s seeds.
Apples have star
shape inside.
Veggies are greener. How do fruits and Singing songs of Learned songs about
vegetables are same? different fruits and fruits. They also
vegetables learned that we
(Music) burnt if we touch
hot veggies.
Veggies are leafy.

8. .