ECE 2262 Protecting Sluggy The Snail Assignment

Observation:

The educator asks child A, "What would you like to name him?". Child A says, "It's a girl". "What name do you want to give the girl slug?", asks the educator. Child A says, "Sluggy". "Shall we go move Sluggy so Sluggy will be safe?", the educator asks. Child A walks back and stops at a space where there are some other children. The educator says, "Where is Sluggy? Where did Sluggy go?". Child A points to the snail on the ground and says, "There she is". The educator says, "Where are we going to lose Sluggy so she will be safe?". Child A tries to pick up the snail using a leaf. She takes the leaf in her right hand and tries to move the snail onto it with her left hand. The snail falls. Child A then picks up the snail and places it on a leaf with her hand. The snail falls again. Then Child A picks up a leaf, uses the ulnar grasp with the leaf, and picks up the snail. Child A says, "Can we put her somewhere safe?". "Where would it be safe for her?" asks the educator. "Can you help me find a safe place?", asks child A. The educator then asks, "What do we know about slugs? What do you think Sluggy would like to eat?". The educator says, "Grass and maybe some leaves" when child A looks around. The educator continues, "So maybe we should find someplace with grass and maybe some leaves".

Child A picks up some leaves with her left hand, holding the snail in her right hand, and says, "I see some grass and leaves". "So where is Sluggys home going to be?", asks the educator. Child A says, "Can you help me find a home?". The educator says, "Well, I think you can pick one". Child A walks a bit and says, "Right there". The educator and child A walk towards a spot where there is a log. Then child A goes near it, moves to another spot, and leaves the snail on some grass. She plucks some grass and places it close to the snail.

Reflection:

Child C is demonstrating gross motor control. This is clear when she walks with the educator in the forest. She also shows signs of pushing her fine motor control limits. Throughout the play, she makes extensive use of her fine-motor skills. This was evident when she was trying to pick up the snail using leaves and her ulnar grasp. Child A is developing her advanced social and emotional skills when she connects with something in nature. She tries to keep the snail safe and names it, which shows her empathy and sympathy for its well-being. This is an important milestone in social and emotional development.

Child A appears to be interested in both parallel play and interaction with the educator. This becomes clear when she approaches the educator for help with the snail. It is evident that child A has built a trustworthy relationship with the educator when she depends on the educator to keep the snail safe. As they move around on their own, children are practising independence while also finding new ways to stay connected to those they love and trust to protect them" (Copple C. & Bredekamp S., 2009).

This is evident throughout the observation of Child C during her play. Child A persists in her desire to find the snail a new place, and she succeeds in it. Child A seems to be thinking and deciding about the place where the snail should be placed. She plucks the grass and keeps it close to the snail, which demonstrates her ability to care for others. This explains his social and emotional abilities. She is able to control his emotions and socially participate in the ongoing activity. This is evident when she patiently tries to get the snail on the leaf and participates with the educator in the task. Also, Child A can use words to express her needs and thoughts. This demonstrates her cognitive and linguistic development.

Link Theory to Practice:

What is the interest? Snail

How does this observation demonstrate it is a pervasive interest? Child A is persistently trying to find a safe place for the snail though there are other children doing some other things.

What ECE theory from this course supports this interest? Cite one source from course content. Piagets Constructivist theory states that physical knowledge is gained from acting on the physical world (Feenay et al.,2016). In this activity, we can see child A is caring for the snail and she learns about what snail eats and where it should live.

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